Download pdf - Essential Standards Chart - Audiofly Standards... · REPRODUCIBLE | MATH: SECOND-GRADE ESSENTIAL STANDARDS Standard— Description Example—Rigor Prior Skills Needed …

R E P R O D U C I B L E72 |

Simplifying Response to Intervention © 2012 Solution Tree Press solution-tree.com Visit go.solution-tree.com/rti to download this page.

Essential Standards ChartW

hat

Is It

We

Expe

ct S

tude

nts

to L

earn

?

Gra

de:

Sub

ject

:Se

mes

ter:

Team

Mem

ber

s:

Des

crip

tion

of

Stan

dard

Ex

ampl

e of

R

igor

Prer

equi

site

Sk

ills

Whe

n Ta

ught

?C

omm

on

Sum

mat

ive

Ass

essm

ent

Exte

nsio

n St

anda

rds

Wha

t is

the

es

sent

ial s

tand

ard

to

be

lear

ned

? D

escr

ibe

in

stud

ent-

frie

ndly

vo

cab

ular

y.

Wha

t d

oes

p

rofic

ient

stu

den

t w

ork

look

like

? P

rovi

de

an

exam

ple

and

/or

des

crip

tion

.

Wha

t p

rior

kn

owle

dg

e, s

kills

, an

d/o

r vo

cab

ular

y ar

e ne

eded

for

a

stud

ent

to m

aste

r th

is s

tand

ard

?

Whe

n w

ill t

his

stan

dar

d b

e ta

ught

?

Wha

t ass

essm

ent(

s)

will

be

used

to

mea

sure

stu

dent

m

aste

ry?

Wha

t w

ill w

e d

o w

hen

stud

ents

ha

ve a

lread

y le

arne

d t

his

stan

dar

d?

page 1 of 2

Prof

essi

onal

Lea

rnin

g C

omm

uniti

es

Ess

entia

l Sta

ndar

ds a

nd C

omm

on A

sses

smen

ts

C

ours

e Ti

tle:

In

stru

men

tal M

usic

: B

and/

Orc

hest

ra E

nsem

bles

; All

leve

ls

Te

am M

embe

r: D

oug

Fisc

her

Stan

dard

#

Stan

dard

/Des

crip

tion

Exa

mpl

e/R

igor

Pr

ior

Skill

s N

eede

d C

omm

on A

sses

smen

t W

hen

Tau

ght

1.1

Rea

d, w

rite,

and

per

form

inte

rval

s and

tri

ads.

Prac

ticin

g sc

ales

and

ar

pegg

ios

Key

sign

atur

es a

nd

finge

ring

skill

s P

erio

dic

quiz

zes,

depe

ndin

g on

the

leve

l of

the

ense

mbl

e.

Dai

ly; a

dvan

ced

ense

mbl

es a

s a w

arm

-up

exer

cise

.

1.4

Sigh

t rea

d si

mpl

e m

elod

ies i

n th

e tre

ble

and

bass

cle

f. Pe

rfor

min

g ex

erci

ses

from

the

text

wor

kboo

k.

Perf

orm

ing

exer

cise

s fr

om p

revi

ous p

ages

Pe

riodi

c qu

izze

s; is

the

prog

ress

by

the

clas

s ac

cept

able

?

Dai

ly

1.5

Ana

lyze

and

com

pare

the

use

of m

usic

al

elem

ents

repr

esen

ting

vario

us g

enre

s and

cu

lture

s, em

phas

izin

g m

eter

and

rhyt

hm.

Prac

ticin

g a

varie

ty o

f re

perto

ire in

cla

ss, n

ot

just

pre

parin

g fo

r pe

rfor

man

ces.

Abi

lity

to si

ght r

ead

mus

ical

not

atio

n an

d rh

ythm

ic sy

mbo

ls.

Ora

l dis

cuss

ion

abou

t th

e m

usic

, inc

ludi

ng

mel

odic

, har

mon

ic, a

nd

rhyt

hmic

con

cept

s.

Onc

e a

wee

k.

2.3

Perf

orm

on

an in

stru

men

t a re

perto

ire o

f in

stru

men

tal l

itera

ture

repr

esen

ting

vario

us g

enre

s, st

yles

, and

cul

ture

s with

ex

pres

sion

, tec

hnic

al a

ccur

acy,

tone

qu

ality

, and

arti

cula

tion

by o

nese

lf an

d in

ens

embl

es. (

leve

l of d

iffic

ulty

: 1-3

on

a sc

ale

of 6

) 1=

Beg

. 2=I

nt. 3

=Adv

.

Prep

arin

g m

usic

al

sele

ctio

ns fo

r pe

rfor

man

ce.

Thes

e m

ay b

e pa

rt of

an

asse

mbl

y or

con

cert

prog

ram

.

As n

oted

abo

ve.

The

mor

e di

ffic

ult t

he m

usic

is

, the

mor

e te

chni

cal

skill

s and

mus

ical

kn

owle

dge

stud

ents

m

ust h

ave.

Vid

eo/a

udio

tape

s of

perf

orm

ance

s. W

ritte

n re

flect

ive

essa

ys b

y th

e st

uden

ts a

bout

eac

h pe

rfor

man

ce, e

valu

atin

g th

e m

usic

that

was

pl

ayed

.

Afte

r eac

h pe

rfor

man

ce;

appr

oxim

atel

y 3-

6 pe

r ye

ar, d

epen

ding

on

the

leve

l of t

he e

nsem

ble.

3.3

Des

crib

e di

stin

guis

hing

cha

ract

eris

tics o

f re

pres

enta

tive

mus

ical

gen

res a

nd st

yles

fr

om tw

o or

mor

e cu

lture

s.

Mus

ic fo

und

in b

ook;

st

uden

ts w

ill c

ompa

re

and

cont

rast

.

Abi

lity

to li

sten

and

di

stin

guis

h; p

ossi

bly

liste

ning

to e

xam

ples

of

mul

ti-cu

ltura

l mus

ic.

Ora

l dis

cuss

ion

abou

t th

e di

ffer

ence

s in

the

mus

ical

tona

lity,

text

ure,

rh

ythm

, etc

.

Sprin

g se

mes

ter;

afte

r ba

sic

fund

amen

tals

hav

e be

en c

over

ed.

Sp

ring

sem

este

r; af

ter

basi

c fu

ndam

enta

ls h

ave

been

cov

erer

d.

4.1

Dev

elop

crit

eria

for e

valu

atin

g th

e qu

ality

and

eff

ectiv

enes

s of m

usic

al

perf

orm

ance

s and

com

posi

tions

, in

clud

ing

arra

ngem

ents

and

im

prov

isat

ions

, and

app

ly th

e cr

iteria

in

pers

onal

list

enin

g an

d pe

rfor

min

g.

Essa

ys fr

om

perf

orm

ance

s as n

oted

ab

ove.

Stu

dent

s als

o ha

ve a

wee

kly

liste

ning

re

quire

men

t of 3

mus

ical

se

lect

ions

.

Prio

r kno

wle

dge

abou

t m

usic

al c

once

pts.

Com

paris

ons b

etw

een

mus

ical

pie

ces;

bot

h th

ose

perf

orm

ed, a

nd

thos

e he

ard

eith

er b

y ot

her e

nsem

bles

or

reco

rdin

gs.

This

is a

n on

goin

g pr

oces

s thr

ough

out t

he

year

as w

e de

velo

p go

als

for t

he e

nsem

ble

in

clas

s, as

wel

l as i

n pe

rfor

man

ces.

2007

/200

8 Se

cond

Sem

este

r E

ssen

tial S

tand

ards

Cou

rse

Title

: AL

GE

BR

A 1

Te

am M

embe

rs:

Jack

ie M

artin

, Bre

Wel

ch, J

acki

e St

oerg

er, M

ary

Hin

gst

Stan

dard

#

Stan

dard

/Des

crip

tion

Exam

ple/

Rig

or

Prio

r Ski

lls N

eede

d C

omm

on A

sses

smen

t W

hen

Taug

ht

2.0

10.0

Stud

ents

und

erst

and

and

use

the

rule

s of

expo

nent

s.

Stud

ents

mul

tiply

and

div

ide

mon

omia

ls

Sim

plify

:

3

7 9

5 10xy xy

Mul

tiply

ing

mon

omia

ls a

nd

poly

nom

ials

(Cha

pter

4)

Cha

pter

4 C

A

Feb.

11.0

Stud

ents

app

ly b

asic

fact

orin

g te

chni

ques

to

seco

nd-a

nd si

mpl

e th

ird-d

egre

e po

lyno

mia

ls.

Thes

e te

chni

ques

incl

ude

findi

ng a

com

mon

fa

ctor

for a

ll te

rms i

n a

poly

nom

ial,

reco

gniz

ing

the

diff

eren

ce o

f tw

o sq

uare

s, an

d re

cogn

izin

g pe

rfec

t squ

ares

of b

inom

ials

.

Fact

or c

ompl

etel

y:

1.

3a2 –

24ab

+ 4

8b2

2.

x2 –

121

3.

9

x2 + 1

2x +

4

Mul

tiply

ing

and

divi

ding

m

onom

ials

and

po

lyno

mia

ls. (

Cha

pter

4

and

Cha

pter

5:

Sec

1-3)

Cha

pter

5 C

A

Feb.

12.0

Stud

ents

sim

plify

frac

tions

with

pol

ynom

ials

in

the

num

erat

or a

nd d

enom

inat

or b

y fa

ctor

ing

both

an

d re

duci

ng th

em to

the

low

est t

erm

s.

Sim

plify

:

3

168

+2

2

2

44

36

xxy

yxy

y−

+

−

Fact

orin

g by

find

ing

GC

F,

diff

eren

ce o

f tw

o sq

uare

s, an

d tri

nom

ials

. (C

hapt

er 5

)

Cha

pter

6 C

A

Mar

ch

2.0

Stud

ents

und

erst

and

and

use

the

oper

atio

n of

ta

king

a ro

ot a

nd ra

isin

g to

a fr

actio

nal p

ower

. Si

mpl

ify:

3

168

+

Und

erst

andi

ng ra

tiona

l and

irr

atio

nal n

umbe

rs a

nd

prim

e fa

ctor

ing.

Cha

pter

11:

Se

c 3,

4, 5

C

A

Mar

ch

14.0

So

lve

a qu

adra

tic e

quat

ion

by fa

ctor

ing

or

com

plet

ing

the

squa

re.

Solv

e by

com

plet

ing

the

squa

re:

x2 +

4x =

6

Fact

or q

uadr

atic

s (C

h. 5

) an

d si

mpl

ifyin

g ra

dica

ls

(Ch.

11)

Cha

pter

12:

Se

c 1-

4 an

d C

hapt

er 5

Se

c 12

CA

Late

M

arch

21.0

Stud

ents

gra

ph q

uadr

atic

func

tions

and

kno

w th

at

thei

r roo

ts a

re th

e x-

inte

rcep

ts.

Gra

ph:

y =

x2 – 3

x –

4 an

d st

ate

the

x in

terc

epts

. So

lvin

g qu

adra

tic e

quat

ions

by

fact

orin

g, c

ompl

etin

g th

e sq

uare

and

qua

drat

ic

form

ula.

(Cha

pter

12)

Cha

pter

8:

Sec

8 an

d

pg 3

89 C

A

Apr

il

R E P R O D U C I B L E |

MAT

H: S

ECO

ND-

GRAD

E ES

SEN

TIAL

STA

NDA

RDS

Stan

dard

—De

scrip

tion

Exam

ple—

Rigo

rPr

ior S

kills

N

eede

dCo

mm

on

Asse

ssm

ent

Whe

n Ta

ught

?Ex

tens

ion

Skill

s

Wha

t is t

he es

sent

ial

stand

ard

to b

e lea

rned

? De

scrib

e it i

n stu

dent

- HTKGPFN[�XQECDWNCT[�

9JCV�FQGU�RTQƂEKGP

V�st

uden

t wor

k loo

k like

? 2TQXKFG�CP�GZCORNG�

CPF�QT�FGUETKRVKQP�

Wha

t prio

r kno

wled

ge,

UMKNNU��CPF�QT�XQECDWNCT[�

CTG�PGGFGF�VQ�OCUVGT�

this

stan

dard

?

9JCV�CUUGUUO

GPVU�YKNN�

DG�WUGF�VQ�OGCUWTG�

UVWFGPV�O

CUVGT[!

Whe

n w

ill th

is st

an-

dard

be

taug

ht?

Wha

t will

we d

o wh

en

UVWFGPVU�JCXG�NGCTPGF�

the

esse

ntial

stan

dard

s?

I can

com

pare

who

le

�Õ�LiÀÃ�Ì��£]äää�LÞ�

usin

g sy

mbo

ls

�]�r]��°

Ý>�«�i\�7�>Ì�}�iÃ�

��Ì�i�L�Ý�Ì��>�i�

Ì��Ã�«À�L�i��V�ÀÀiVÌ¶

62

21

+ 3

1��r�³

I kno

w th

e pl

ace

valu

e of

dig

its fr

om 1

to

£]äää°

I und

erst

and

key

wor

ds: g

reat

er th

an]�

less

than]�f

ewer] l

east]�

and

mos

t

CFA

s de

sign

ed b

y th

e se

cond

-gra

de te

am

are

adm

inis

tere

d ha

lfway

thro

ugh

and

at th

e co

mpl

etio

n of

th

e un

it

Sept

embe

rI c

an c

ompa

re m

oney

w

ritte

n in

dec

imal

fo

rm

I can

use

com

mut

a-tiv

e an

d as

soci

ativ

e ru

les

to s

impl

ify

addi

tion

and

chec

k m

y an

swer

s

Ý>�«�i\�7��V��

prob

lem

can

you

use

to

che

ck y

our a

nsw

er

v�À��³�x�r�£{¶

£Î�q�x�r��

£{�q��r�x

5 +

9 =

14

I und

erst

and

rela

-tio

nshi

ps w

ithin

fact

fa

mili

es

Sam

e as

abo

veO

ctob

erI c

an u

se c

omm

utat

ive

and

asso

ciat

ive

rule

s to

sim

plify

mul

tipli-

catio

n an

d ch

eck

my

answ

ers

Simplifying Response to Intervention Workshop page 1 of 3


Stan

dard

—De

scrip

tion

Exam

ple—

Rigo

rPr

ior S

kills

N

eede

dCo

mm

on

Asse

ssm

ent

Whe

n Ta

ught

?Ex

tens

ion

Skill

s

Wha

t is t

he es

sent

ial

stand

ard

to b

e lea

rned

? De

scrib

e it i

n stu

dent



V�st

uden

t wor

k loo

k like



Wha

t prio

r kno

wled

ge,



this

stan

dard

?

9JCV�CUUGUUO

GPVU�YKNN�


UVWFGPV�O

CUVGT[!

Whe

n w

ill th

is st

an-

dard

be

taug

ht?

Wha

t will

we d

o wh

en


the

esse

ntial

stan

dard

s?

I can

add

and

sub

trac

t m

ultid

igit

num

bers

w

ith re

grou

ping

Ý>�«�iÃ\

>®�ÈÎn�³�ÇÎ{�r

L®��Ãi�}>Ì�iÀi`�Ç£{�

stic

kers

and

then

gav

e 47

6 aw

ay to

his

frie

nds

��Ü��>�Þ�ÃÌ�V�iÀÃ�

`�iÃ��i��>Ûi��ivÌ¶

V®��Î{x

+

465

3

87 q£{�

I can

follo

w s

teps

w

hen

regr

oupi

ng

I can

cou

nt o

n an

d ba

ck

I can

reco

gniz

e w

hen

regr

oupi

ng is

ne

cess

ary

I can

add

and

sub

trac

t su

ms

to 2

0 an

d di

f-viÀi�ViÃ�vÀ��Óä]�>�`�

I rel

ate

addi

tion

and

subt

ract

ion

fact

s Ý>�«�iÃ\

8 +

7 =

8 +

wha

t num

ber =

15

Sam

e as

abo

ve"VÌ�LiÀq �Ûi�LiÀ

I can

sol

ve m

ultip

li-ca

tion

and

divi

sion

pr

oble

ms

I can

app

ly a

dditi

on

and

subt

ract

ion

skill

s to

mul

tiste

p pr

oble

ms

invo

lvin

g m

ultip

le

oper

atio

ns

I can

sol

ve p

robl

ems

usin

g co

mbi

natio

ns o

f co

ins

and

bills

$1 $525

¢10

¢1¢

Ý>�«�i\�7�>Ì��Ã�Ì�i�

Ì�Ì>��Û>�Õi¶

$6 0

6$6

36

$6 2

6

I kno

w th

e va

lue

of

bills

and

coi

ns

I can

add

coi

ns a

nd

bills

toge

ther

I k

now

sym

bols

to u

se

whe

n w

ritin

g m

oney

Sam

e as

abo

veD

ecem

ber

I can

cre

ate

budg

ets

for m

y cl

assr

oom

and

de

term

ine

how

muc

h m

oney

wou

ld b

e ne

c-es

sary

to p

urch

ase

supp

lies



Stan

dard

—De

scrip

tion

Exam

ple—

Rigo

rPr

ior S

kills

N

eede

dCo

mm

on

Asse

ssm

ent

Whe

n Ta

ught

?Ex

tens

ion

Skill

s

Wha

t is t

he es

sent

ial

stand

ard

to b

e lea

rned

? De

scrib

e it i

n stu

dent



V�st

uden

t wor

k loo

k like



Wha

t prio

r kno

wled

ge,



this

stan

dard

?

9JCV�CUUGUUO

GPVU�YKNN�


UVWFGPV�O

CUVGT[!

Whe

n w

ill th

is st

an-

dard

be

taug

ht?

Wha

t will

we d

o wh

en


the

esse

ntial

stan

dard

s?

I hav

e m

emor

ized

the

«À�`ÕVÌÃ��v�Ó]�x]�>�`�

£ä]��Õ�Ì�«�Þ��}�vÀ��

1 to

9

Ý>�«�i\��`�Ì�i�v��-

low

ing

prod

ucts

:Ç�Ý�Ó�r

x�Ý�È�r

x�Ý�£ä�r

I can

use

repe

ated

ad-

`�Ì��]�>ÀÀ>ÞÃ]�>�`�Ã��«�

coun

ting

to m

ultip

ly

Sam

e as

abo

veFe

brua

ryI h

ave

mem

oriz

ed th

e pr

oduc

ts o

f all

digi

ts

��V>��ÀiV�}��âi]�

�>�i]�>�`�V��«>Ài�

unit

frac

tions

from

1 É12

to

1 É2

Ý>�«�i\�7��V��vÀ>V

-tio

n ha

s th

e gr

eate

st

Û>�Õi¶

1 É2

1 É5

1 É7

1 É12

I und

erst

and

the

valu

e of

frac

tions

I c

an v

isua

lize

dif-

fere

nt fr

actio

ns

Sam

e as

abo

veM

arch

I can

add

frac

tions

w

ith li

ke d

enom

ina-

tors

and

cre

ate

pic-

ture

s th

at re

pres

ent

the

prob

lem

I can

mea

sure

ob

ject

s in

inch

es to

th

e ne

ares

t qu

arte

r inc

h

Ý>�«�i\��i>ÃÕÀi�

this

line

to

the

near

est q

uart

er

inch

I can

des

crib

e th

e le

ngth

of o

bjec

ts

ÕÃ��}�v>��>À��L�iVÌÃ]�

like

pape

r clip

s

Sam

e as

abo

veM

ayI c

an s

olve

pro

blem

s in

volv

ing

the

mea

-su

rem

ent o

f vol

ume

and

mas

s

I can

put

sha

pes

to-

geth

er a

nd ta

ke th

em

apar

t to

form

oth

er

shap

es

Ý>�«�i\�/Ü��À�}�Ì�

tria

ngle

s ca

n be

ar-

rang

ed to

form

a

rect

angl

e

I can

reco

gniz

e an

d na

me

shap

es

I kno

w h

ow m

any

ÛiÀÌ�ViÃ]�i`}iÃ]�>�`�

side

s a

shap

e ha

s

Sam

e as

abo

veM

ayI c

an m

easu

re a

nd

com

pute

the

perim

-et

ers

of s

hape

s w

hen

both

are

sep

arat

e an

d pu

t tog

ethe

r

I can

repr

esen

t the

sa

me

data

set

in m

ore

than

one

way

Ý>�«�i\�Ƃ�V�>ÃÃ��>Ã�

Î�>««�iÃ]�{��À>�}iÃ]�

and

6 ba

nana

s C

reat

e tw

o gr

aphs

that

repr

e-se

nt th

is d

ata

I can

read

gra

phs

I can

inte

rpre

t tal

ly

mar

ks

Sam

e as

abo

ve�Õ�i

I can

pla

n an

d im

ple-

�i�Ì�>�V�>ÃÃ�ÃÕÀÛiÞ]�

and

gath

er re

sults

I c

an g

raph

and

dis

-pl

ay th

e da

ta



READ

ING:

SEC

ON

D-GR

ADE

ESSE

NTI

AL S

TAN

DARD

S

Stan

dard

—De

scrip

tion

Exam

ple—

Rigo

rPr

ior S

kills

N

eede

dCo

mm

on

Asse

ssm

ent

Whe

n Ta

ught

?Ex

tens

ion

Skill

s

Wha

t is t

he es

sent

ial

stand

ard

to b

e lea

rned

? De

scrib

e it i

n stu

dent

-HTKGPFN[�XQECDWNCT[�

9JCV�FQGU�RTQƂEKGPV�

stude

nt w

ork l

ook l

ike?

2TQXKFG�CP�GZCORNG

�CPF�QT�FGUETKRVKQP�

Wha

t prio

r kno

wled

ge,


CTG�P

GGFGF�VQ�OCUVGT�

this

stand

ard?

9JCV�CUUGUUO

GPVU�YKNN�


UVWFGPV�O

CUVGT[!

Whe

n w

ill th

is st

an-

dard

be

taug

ht?

Wha

t will

we d

o wh

en


the e

ssen

tial s

tand

ards

?

I can

read

one

-syl

-la

ble

and

two-

sylla

ble

wor

ds w

ith s

hort

Û�Üi�Ã]��}�Û�Üi�Ã]�

and

with

com

mon

«ÀiwÝiÃ�>�`�ÃÕvwÝiÃ°

Ý>�«�iÃ\

>®��V>��Ài>`�re

turn]�

late

r]�ch

apte

r]�pl

uggi

ng

L®��V>��Ài>`�>�

seco

nd-g

rade

pa

ssag

e at

a ra

te o

f 11

0 w

ords

cor

rect

per

m

inut

e

I can

read

one

-syl

labl

e w

ords

with

con

so-

�>�Ì�`�}À>«�Ã]��}�

Û�Üi�Ã]�>�`��yiV-

tiona

l end

ings

I c

an re

ad c

hat]

play]�

cave] d

eepl

y

Stud

ents

read

sec

ond-

grad

e w

ords

and

pa

ssag

es th

at in

clud

e on

e- a

nd tw

o-sy

llabl

e w

ords

with

sho

rt a

nd

long

vow

els

and

with

V��«ÀiwÝiÃ�>�`�

ÃÕvwÝiÃ°

Teac

hers

trac

k ru

nnin

g re

cord

s m

onth

ly

Mon

thly

I can

read

mul

tisyl

-la

ble

wor

ds w

ith L

atin

ÃÕvwÝiÃ°

I can

see

pat

tern

s w

hen

read

ing

and

use

patt

erns

to re

ad a

nd

writ

e ne

w w

ords

Ý>�«�iÃ\

>®��V>��Ài>`�Ì�i�

follo

win

g:pe

aV�]�«

aw

L®��V>��Ài>`�>�ÃiV��`�

gr

ade

pass

age

at a

ra

te o

f 110

wor

ds c

or-

rect

per

min

ute

I kno

w v

owel

and

sp

ellin

g pa

tter

ns

Stud

ents

read

gra

de-

leve

l pas

sage

s on

a

mon

thly

bas

is

Teac

hers

take

runn

ing

reco

rds

and

anal

yze

patt

erns

of e

rror

s

Mon

thly

I can

pro

duce

a

port

folio

of w

ords

w

ith d

ipht

hong

s an

d ot

her s

peci

al v

owel

sp

ellin

gs

I can

use

syl

labi

catio

n ru

les

whe

n re

adin

g Ý>�«�iÃ\

>®�,i>`�Ì�i�v��Ü��}\�

ÛÉVÛ�r�ÃÕÉ«iÀÆ�ÛVÉVÛ�r�

ÃÕ«É«iÀ

L®�,i>`�>�ÃiV��`�

grad

e pa

ssag

e at

a

rate

of 1

10 w

ords

cor

-re

ct p

er m

inut

e

I can

iden

tify

vow

els

and

cons

onan

ts

I can

und

erst

and

and

appl

y sy

llabi

catio

n ru

les

Sam

e as

abo

veM

onth

lyI c

an c

onsi

sten

tly u

se

>��Ã�Ý�ÃÞ��>L�i�ÌÞ«iÃ��

deco

ding

wor

ds



Stan

dard

—De

scrip

tion

Exam

ple—

Rigo

rPr

ior S

kills

N

eede

dCo

mm

on

Asse

ssm

ent

Whe

n Ta

ught

?Ex

tens

ion

Skill

s

Wha

t is t

he es

sent

ial

stand

ard

to b

e lea

rned

? De

scrib

e it i

n stu

dent



stude

nt w

ork l

ook l

ike?



Wha

t prio

r kno

wled

ge,


CTG�P


this

stand

ard?

9JCV�CUUGUUO

GPVU�YKNN�


UVWFGPV�O

CUVGT[!

Whe

n w

ill th

is st

an-

dard

be

taug

ht?

Wha

t will

we d

o wh

en


the e

ssen

tial s

tand

ards

?

I can

dec

ode

two-

sylla

ble

nons

ense

w

ords

and

regu

lar

mul

tisyl

labl

e w

ords

Ý>�«�iÃ\

>®��V>��Ài>`�Ì�i�

v��Ü��}\��>«É«iÌÆ�

Ã�ÌÉÌi�Æ��>�É��Ü°

L®��V>��Ài>`�>�ÃiV

-on

d-gr

ade

pass

age

at a

rate

of 1

10 w

ords

co

rrec

t per

min

ute

I can

iden

tify

vow

els

and

cons

onan

ts

I can

und

erst

and

and

appl

y sy

llabi

catio

n ru

les

Stud

ents

read

gra

de-

leve

l pas

sage

s on

a

mon

thly

bas

is

Teac

hers

take

runn

ing

reco

rds

and

anal

yze

patt

erns

of e

rror

s

Mon

thly

��V>��ìV�ìÉÀi>`�

irreg

ular

mul

tisyl

labl

e w

ords

I can

des

crib

e ho

w

char

acte

rs b

ehav

e th

roug

hout

a s

tory

af

ter k

ey e

vent

s or

ch

alle

nges

Ý>�«�i\�ƂvÌiÀ�

read

ing

Frog

and

To

ad T

oget

her]��V>��

give

thre

e de

tails

ab

out h

ow F

rog

chan

ges

thro

ugho

ut

the

stor

y

I can

des

crib

e ch

ar-

>VÌiÀÃ]�ÃiÌÌ��}Ã]�>�`�

even

ts

Aft

er li

sten

ing

to th

e te

ache

r rea

d M

atild

a]�

I can

des

crib

e on

e V�>À>VÌiÀ]��i�ÃiÌÌ��}]�

and

one

key

even

t

CFA

s de

sign

ed b

y th

e se

cond

-gra

de te

am

are

adm

inis

tere

d ha

lfway

thro

ugh

and

at th

e co

mpl

etio

n of

th

e un

it

Oct

ober

I can

des

crib

e ch

arac

-te

rs’ m

otiv

atio

n an

d fe

elin

gs th

roug

hout

a

stor

y ��V>��iÝ«�>��Ü�

char

acte

rs’ a

ctio

ns

affe

ct k

ey e

vent

s

I can

iden

tify

and

use

regu

lar a

nd ir

regu

lar

plur

als

Ý>�«�i\��V>��Ài>`�

Ì�i�v��Ü��}��Ã]��iÃ]�

��iÃ®\�yÞÉy�iÃÆ�Ü�viÉ

wiv

es

I can

reco

gniz

e ro

ots

and

base

s I k

now

rule

s fo

r reg

-ul

ar a

nd p

lura

ls

Sam

e as

abo

veƂ�Ã�]�ÃÌÕì�ÌÃ�Ài>`�

grad

e-le

vel p

assa

ges

��Ì��Þp��Ì��Ã�V>Ãi]�

pass

ages

that

con

tain

pl

ural

s Te

ache

rs ta

ke ru

nnin

g re

cord

s an

d an

alyz

e er

ror p

atte

rns

Nov

embe

rI c

an p

rodu

ce a

po

rtfo

lio o

f irr

egul

ar

plur

als

draw

n fro

m

�Þ�iÝ«iÀ�i�ViÃ�>�`�

inde

pend

ent r

eadi

ng



Stan

dard

—De

scrip

tion

Exam

ple—

Rigo

rPr

ior S

kills

N

eede

dCo

mm

on

Asse

ssm

ent

Whe

n Ta

ught

?Ex

tens

ion

Skill

s

Wha

t is t

he es

sent

ial

stand

ard

to b

e lea

rned

? De

scrib

e it i

n stu

dent



stude

nt w

ork l

ook l

ike?



Wha

t prio

r kno

wled

ge,


CTG�P


this

stand

ard?

9JCV�CUUGUUO

GPVU�YKNN�


UVWFGPV�O

CUVGT[!

Whe

n w

ill th

is st

an-

dard

be

taug

ht?

Wha

t will

we d

o wh

en


the e

ssen

tial s

tand

ards

?

I can

und

erst

and

and

iÝ«�>��>�Ì��Þ�Ã�>�`�

syno

nym

s

Ý>�«�iÃ\

>®�7�>Ì��Ã�>��>�Ì��Þ��

for s

cared¶�À>Ûi®

L®�7�>Ì��Ã�>�ÃÞ��Þ��

for full¶�-ÌÕvvi`®

V®�7��V��Ü�À`��i>�Ã�

the

oppo

site

of lou

d¶�

+Õ�iÌ®

I kno

w th

e m

eani

ng

of a

nton

ym a

nd

syno

nym

CFA

s de

sign

ed b

y th

e se

cond

-gra

de te

am

are

adm

inis

tere

d ha

lfway

thro

ugh

and

at th

e co

mpl

etio

n of

th

e un

it

Dec

embe

rI c

an p

rodu

ce a

col

-le

ctio

n of

voc

abul

ary

grap

hic

orga

nize

rs

that

incl

ude

anto

nym

s an

d sy

nony

ms

for

each

wor

d

I can

det

erm

ine

the

mea

ning

of c

ompo

und

wor

ds

Ý>�«�i\�7�>Ì�`�iÃ�

L��V>Ãi��i>�¶

I kno

w th

e m

eani

ng o

f ea

ch w

ord

in a

com

-po

und

wor

d

Sam

e as

abo

ve�>�Õ>ÀÞ

I can

pro

duce

an

il-lu

stra

ted

port

folio

of

abbr

evia

tions

dra

wn

vÀ��Þ�iÝ«iÀ�i�ViÃ�

and

inde

pend

ent

read

ing

I can

reco

gniz

e co

mm

on

abbr

evia

tions

Ý>�«�iÃ\

>®��Ûi�Ì�i�>LLÀiÛ�>

-Ì��Ã�v�À��VÌ�À��À°®Æ�

�>�Õ>ÀÞ��>�°®Æ��ÃÌiÀ�

�À°®°

L®�-Ì°��Ã�>��

abbr

evia

tion

for w

hat

Ü�À`¶�-ÌÀiiÌ®

I und

erst

and

wha

t an

abbr

evia

tion

is

I can

use

cor

rect

pu

nctu

atio

n w

hen

abbr

evia

ting

Sam

e as

abo

veSt

uden

ts a

lso

read

gr

ade-

leve

l pas

sage

s m

onth

ly—

in th

is c

ase

pass

ages

that

con

tain

ab

brev

iatio

ns

Teac

hers

take

runn

ing

reco

rds

and

anal

yze

erro

r pat

tern

s

Mar

chI c

an p

rodu

ce a

po

rtfo

lio o

f abb

re-

viat

ions

dra

wn

from

�Þ�iÝ«iÀ�i�ViÃ�>�`�

inde

pend

ent r

eadi

ng



Stan

dard

—De

scrip

tion

Exam

ple—

Rigo

rPr

ior S

kills

N

eede

dCo

mm

on

Asse

ssm

ent

Whe

n Ta

ught

?Ex

tens

ion

Skill

s

Wha

t is t

he es

sent

ial

stand

ard

to b

e lea

rned

? De

scrib

e it i

n stu

dent



stude

nt w

ork l

ook l

ike?



Wha

t prio

r kno

wled

ge,


CTG�P


this

stand

ard?

9JCV�CUUGUUO

GPVU�YKNN�


UVWFGPV�O

CUVGT[!

Whe

n w

ill th

is st

an-

dard

be

taug

ht?

Wha

t will

we d

o wh

en


the e

ssen

tial s

tand

ards

?

I can

det

erm

ine

the

mea

ning

of s

impl

e «ÀiwÝiÃ�>�`�ÃÕvwÝiÃ°

Ý>�«�iÃ\

>®�7�>Ì�`�iÃ�«Ài�

��«Ài�i>Ì��i>�¶�

iv�Ài®

L®�1Ãi�>�`�ÀiV�}��âi�

Ì�i�v��Ü��}�>vwÝiÃ\�

�ÛiÀ�]�Õ��]��}]��Þ°

I can

iden

tify

the

base

Ü�À`�>�`�>vwÝiÃ��

wor

ds

I kno

w th

e m

eani

ng

and

plac

emen

t of p

re-

wÝiÃ�>�`�ÃÕvwÝiÃ°

CFA

s de

sign

ed b

y th

e se

cond

-gra

de te

am

are

adm

inis

tere

d ha

lfway

thro

ugh

and

at th

e co

mpl

etio

n of

th

e un

it

Apr

ilI c

an p

rodu

ce a

por

t-v��v�>vwÝiÃ�`À>Ü��


and

inde

pend

ent

read

ing

I can

iden

tify

sim

ple

mul

tiple

-mea

ning

w

ords

Ý>�«�iÃ\

>®��Ûi�Ì�i��i>��}Ã�

�v�À��}�i°}°]��iÜi�ÀÞÆ�

>�V�i>À]�Û�LÀ>Ì��}�

Ã�Õ�`®°

L®��Þ��Ã�Üi>À��}�

a sh

iny rin

g In

whi

ch

sent

ence

is ri

ng u

sed

Ì�i�Ã>�i�Ü>Þ¶

U�/�i�À��}��v�Ì�i�`��À

-be

ll w

oke

me

up

U�/�i�}�À��>`��>�

beau

tiful

ring

U��i>À`�À��}��}��

my

ears

aft

er th

e ba

ll hi

t me

I kno

w s

ome

wor

ds

have

mor

e th

an o

ne

mea

ning

Sam

e as

abo

ve�Õ�i

I can

pro

duce

a

port

folio

of

hom

onym

s dr

awn


and

inde

pend

ent

read

ing



WRI

TIN

G: S

ECO

ND-

GRAD

E ES

SEN

TIAL

STA

NDA

RDS

Stan

dard

—De

scrip

tion

Exam

ple—

Rigo

rPr

ior S

kills

N

eede

dCo

mm

on

Asse

ssm

ent

Whe

n Ta

ught

?Ex

tens

ion

Skill

s

Wha

t is th

e esse

ntial

sta

ndard

to be

lear

ned?

De

scribe

it in

stude

nt-

HTKGPFN[�XQECDWNCT[�


stude

nt w

ork l

ook l

ike?



Wha

t prio

r kno

wled

ge,

UMKNNU��CPF�QT�XQECD

-ula

ry ar

e nee

ded

to

OCUVGT�VJKU�UVCPFCTF!

9JCV�CUUGUUO

GPVU�YKNN�


UVWFGPV�O

CUVGT[!

Whe

n w

ill th

is st

an-

dard

be

taug

ht?

Wha

t will

we d

o wh

en


the

esse

ntial

stan

dard

s?

I can

writ

e a

narr

ativ

e ÃÌ�ÀÞ�Ì�>Ì\�>®�Ìi��Ã�

>L�ÕÌ�ÃiÛiÀ>��iÛi�ÌÃ]�

L®��V�ÕìÃ�ìÌ>��Ã�

that

des

crib

e m

y ac

-Ì��Ã]�Ì��Õ}�ÌÃ]�>�`�

vii��}Ã]�V®�ÕÃiÃ�Ã«i-

cial

wor

ds to

sig

nal

Ì�>Ì�Ì��i��Ã�«>ÃÃ��}]�

>�`�`®�V��ÃiÃ�Ü�Ì��>��

effe

ctiv

e en

ding

[See

the

atta

ched

an-

chor

pap

er ]

I can

writ

e a

narr

ativ

e st

ory

that

tells

abo

ut

two

even

ts a

nd in

-cl

udes

a fe

w d

etai

ls

Stud

ents

’ sto

ries

are

colla

bora

tivel

y as

sess

ed to

ens

ure

inte

rrat

er re

liabi

lity

and

to d

eter

min

e th

e ne

ed fo

r min

iless

ons

usin

g th

e at

tach

ed

anal

ytic

rubr

ic

-i«Ìi�LiÀq�iVi�LiÀ

I can

enh

ance

my

nar-

rativ

e st

ory

to in

clud

e m

ultip

le c

hara

cter

s an

d di

alog

ue

I can

use

the

past

te

nse

of ir

regu

lar

verb

s

Ý>�«�iÃ\��Ü�«>ÃÌ�

tens

e of

:>®�Ã�Ì�Ã>Ì®

L®��ì��`®

V®�Ìi��Ì��`®

`®�L��Ü�L�iÜ®

I kno

w th

e pa

st te

nse

of re

gula

r ver

bs:

>®�V>��V>��i`®

L®�w�i�w�i`®

V®��>��>��i`®

Teac

hers

ass

ess

stu-

dent

s’ u

se o

f pas

t te

nse

for i

rreg

ular

ve

rbs

in jo

urna

l an

d pr

oces

s w

ritin

g pi

eces

Ƃ�Ã�]��ƂÃ�ìÃ�}�i`�

by th

e se

cond

-gra

de

team

are

adm

inis

tere

d ha

lfway

thro

ugh

and

at th

e co

mpl

etio

n of

th

e un

it

�iVi�LiÀq�>ÀV�

I can

cre

ate

a po

rt-

folio

of i

rreg

ular

pas

t-te

nse

verb

s th

at a

re

orga

nize

d by

sim

ilar

patt

erns



Stan

dard

—De

scrip

tion

Exam

ple—

Rigo

rPr

ior S

kills

N

eede

dCo

mm

on

Asse

ssm

ent

Whe

n Ta

ught

?Ex

tens

ion

Skill

s

Wha

t is th

e esse

ntial

sta

ndard

to be

lear

ned?

De

scribe

it in

stude

nt-

HTKGPFN[�XQECDWNCT[�


stude

nt w

ork l

ook l

ike?



Wha

t prio

r kno

wled

ge,

UMKNNU��CPF�QT�XQECD

-ula

ry ar

e nee

ded

to

OCUVGT�VJKU�UVCPFCTF!

9JCV�CUUGUUO

GPVU�YKNN�


UVWFGPV�O

CUVGT[!

Whe

n w

ill th

is st

an-

dard

be

taug

ht?

Wha

t will

we d

o wh

en


the

esse

ntial

stan

dard

s?

��V>��ÀiÛ�Ãi�>�`�iÝ-

«>�`��Þ�Ãi�Ìi�ViÃ]�

addi

ng m

ore

deta

ils

thro

ugh

adje

ctiv

es

and

adve

rbs

Ý>�«�iÃ\��V>��ÜÀ�Ìi�

sent

ence

s su

ch a

s:>®�/�i�L�Þ�Ü>ÌV�i`�

the

mov

ie

L®�/�i��ÌÌ�i�L�Þ�

wat

ched

the

mov

ie

V®�/�i��ÌÌ�i�L�Þ��

-te

ntly

wat

ched

the

actio

n m

ovie

I can

writ

e co

mpl

ete

Ãi�Ìi�ViÃ]�Ü�Ì��>�ÃÕL

-je

ct a

nd a

pre

dica

te

Teac

hers

ass

ess

stu-

dent

s’ u

se o

f pas

t te

nse

for i

rreg

ular

ve

rbs

in jo

urna

l and

pr

oces

s w

ritin

g pi

eces

Ƃ�Ã�]��ƂÃ�ìÃ�}�i`�

by th

e se

cond

-gra

de

team

are

adm

inis

tere

d w

ithin

eac

h un

it

Mon

thly

I can

writ

e co

m-

«�Õ�`�>�`�V��«�iÝ�

sent

ence

s an

d ca

n va

ry th

e vo

ice

of

Ãi�Ìi�ViÃ]�ÕÃ��}�

met

hods

suc

h as

sw

itchi

ng s

ubje

cts

and

obje

cts
