NOTE:  A benchmark or indicator without an asterisk (*) is an Ohio Department of Education requirement.  A benchmark or indicator with an asterisk is an additional West Clermont/National Standard requirement.

Phonemic Awareness, Word Recognition and Fluency Benchmarks for Grades K-3

By the end of the K-3 program, students will be able to:

1. Use letter-sound correspondence knowledge and structural analysis to decode words.
2. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for the text.

Second Grade Phonemic Awareness, Word Recognition and Fluency Indicators

By the end of second grade, students will be able to:

     a.  recognize or problem solve words using diphthongs, special vowel spellings

     b.  recognize that same sounds may be represented by different spellings (e.g., finger, telephone).

LINK:  http://teacher.scholastic.com/activities/bll/reggie/index.htm (Scholastic: Reggie the Rhyming Rhino)

LINK:  http://funschool.kaboose.com/fun-blaster/games/game_rhyme_time.html (Fun School)

3.  Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.

4.  Use knowledge of common word families (e.g., -ite or –ate) to sound out unfamiliar words.

LINK:  http://www.users.nac.net/dominica/wordfam.html (Word Families)

LINK:  http://www.readwritethink.org/materials/wordfamily/index.swf (Word Family Sort)

6.  Distinguish and identify the beginning, middle and ending sounds in words

7.  Identify words as having either short- or long-vowel sounds.

LINK:  http://www.sadlier-oxford.com/phonics/grade2_3/name_pict/name_pic1.htm  (Short Vowel Sounds)

LINK: http://www.sadlier-oxford.com/phonics/grade2_3/pg_66/long_vowel_2_3a.htm (Long Vowel Sounds)

LINK:  http://www.kidzone.ws/dolch/grade2.htm (Dolch Word List Grade 2)

LINK:  http://www.ccsd.edu/littletor/classes/second_grade/sight_words.htm (Dolce Words Grade 2)

9.  Read text, using fluid and automatic decoding skills.

10.  Read passages fluently with appropriate changes in voice, timing and expression.

11.  Achieve the second grade benchmark or better on the DIBELS Oral Reading Fluency probe or an equivalent test.

LINK:  http://dibels.uoregon.edu/ (Official DIBELS Home Page)

12.  Achieve an end-of-year Guided Reading level of M or higher.

Acquisition of Vocabulary Benchmarks Grades K-3

By the end of the K-3 program, students will be able to:

1. Use context clues to determine the meaning of vocabulary.
2. Read accurately high-frequency sight words. (See p.   )
3. Apply structural analysis skills to build and extend vocabulary and to determine word meaning.
4. Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meanings.
5. Use resources to determine the meanings of pronunciations of unknown words.

Second Grade Acquisition of Vocabulary Indicators

By the end of second grade, students will be able to:

Contextual Understanding

2.  Learn new words daily from their reading and discussion. *

3.  Recognize when they don’t know the meaning of a word and use a variety of strategies for making sense of how it is used in the sentence. *

Conceptual Understanding

LINK:  http://www.manatee.k12.fl.us/sites/elementary/palmasola/ps2syn.htm (Manatee County Schools, Florida))

LINK:  http://www.do2learn.com/games/synonymsantonyms/synant_6C.swf (do2learn)

5.  Classify words into categories (e.g., colors, fruits, vegetables).

6.  Read accurately high-frequency sight words.  (See p.    )

LINK:  http://www.kidzone.ws/dolch/grade2.htm (Dolch Word List Grade 2)

LINK:  http://www.ccsd.edu/littletor/classes/second_grade/sight_words.htm (Dolce Words Grade 2)

7.  Read homographs aloud correctly, adjusting sounds to fit meaning, and use words in context.

Structural Understanding

LINK:  http://www.janbrett.com/piggybacks/compound.htm#activity (Jan Brett Activity)

9.  Identify contractions and common abbreviations and connect them to whole words.

LINK:  http://www.mcwdn.org/contract/contract.html  

LINK:  http://www.primarygames.com/contractions/start.htm (Primary Games)

10.  Determine the meaning of prefixes, including un-, re-, pre-, and suffixes, including –er, -est, -ful, -less.

LINK:  http://www.manatee.k12.fl.us/sites/elementary/palmasola/prefixesk2.htm (Manatee County Schools, Florida)

11.  Use root words (e.g., smile) and their various inflections (e.g., smiles, smiling, smiled) to determine the meaning of words.

Tools and Resources

12.    Determine the meaning and pronunciations of unknown words, using a beginner’s dictionary, glossaries and technology.

Reading Process:  Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Benchmarks Grades K-3

By the end of the K-3 program, students will be able to:

1. Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.
2. Make predictions from text clues and cite specific examples to support predictions.
3. Draw conclusions from information in text.
4. Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas.
5. Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative).
6. Apply and adjust self-monitoring strategies to assess understanding of text.
7. Achieve a Total Reading score in the fifth stanine or higher on the Stanford Achievement Test or its equivalent. *

Second Grade Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Indicators

By the end of second grade, the students will be able to:

Comprehension Strategies

2.  Predict content, events and outcomes from illustrations and prior experience and support those predictions with examples from the text or background knowledge.

3.  Visualize information in text during and after reading. *

4.  Use schema (background knowledge) to relate the text to self and to other texts. *

5.  Create visual and other sensory images from text during and after reading. *

6.  Ask questions before and during reading to: *

     a.  clarify meaning

     b.  speculate about text yet to be read

     c.  determine an author’s style, intent, content or format

     d.  focus attention on specific elements of the text.

7.  Infer meaning from text, using background knowledge and textual clues to draw conclusions. *

8.  Determine importance in nonfiction texts by:

     a.  distinguishing important from unimportant information in order to identify key ideas or themes

     b.  using text features to help distinguish important from unimportant information.

9.  Compare and contrast information in texts with prior knowledge and experience.

10.  Summarize text by recalling main ideas and some supporting details.

LINK:  http://www.manatee.k12.fl.us/sites/elementary/palmasola/psmain.htm (Manatee County Schools, Florida)

LINK:  http://www.eduplace.com/graphicorganizer/ (Graphic Organizers from Eduplace)

13.  Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate texts and electronic and visual media.

14.  Listen to teacher think-alouds as models of comprehension strategies.*

15.  Participate in guided reading groups for direct instruction in comprehension strategies. *

16.  Achieve a Guided Reading level of M or higher.*

17.  Participate in Literature Circles for the purpose of discussing books with peers. *

Self-Monitoring Questions

     a.  make suitable substitutions when errors interfere with meaning*

     b.  look at beginning and ending letters*

     c.  paraphrase*

     d.  use picture cues*

     e.  use context clues*

19.  Monitor reading comprehension by identifying word errors and self-correcting.

Independent Reading

22.  Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

Reading Applications: Informational, Technical and Persuasive Text Benchmarks for Grades K-3

By the end of the K-3 program, students will be able to:

1. Use text features and structures to organize content, draw conclusions and build text knowledge.
2. Ask clarifying questions concerning essential elements of informational text.
3. Identify the central ideas and supporting details of informational text.
4. Use visual aids as sources to gain additional information from text.
5. Evaluate two- and three-step directions for proper sequencing and completeness.

Second Grade Reading Applications: Informational, Technical and Persuasive Text Indicators

By the end of second grade, students will be able to:

LINK:  http://www.studyzone.org/testprep/ela4/h/bookparts.cfm (Parts of a Book)

2.  Arrange events from informational text in sequential order.

3.  List questions about essential elements from informational text (e.g., why, who, where, what, when and how) and identify answers.

4.  Classify ideas from informational texts as main ideas or supporting ideas.

5.  Restate information from a short nonfiction text in their own words. *

6.  Identify and interpret information in diagrams, charts, graphs and maps.

7.  Analyze a set of directions for proper sequencing.

Reading Applications: Literary Text Benchmarks for Grades K-3

By the end of the K-3 program, students will be able to:

1. Compare and contrast plot across literary works.
2. Use supporting details to identify and describe main ideas, characters and setting.
3. Recognize the defining characteristics and features of literary forms and genres.
4. Explain how an author’s word choice and use of methods influences the reader.
5. Identify the theme of a literary text.

Second Grade Reading Applications: Literary Text Indicators

By the end of second grade, students will be able to:

2.  Describe characters and setting.

     a.  identify the main characters of a story and analyze their motivation; *

     b.  combine information from different parts of the text and relate the later parts of the story to earlier parts in terms of theme, cause-and-effect. *

3.  Retell the plot of a story.

4.  Identify the characteristics of:

     a.  story

     b.  poem

     c.  play

     d.  fairy tale

     e.  fable.

5.  Identify words from texts that appeal to the senses.

     a.  explain how an author’s word choice and use of methods influences the reader. *

6.  Identify the theme of a text.

7.  Read good children’s literature daily. *

8.  Read multiple books by the same author and discuss the differences and similarities in the books.

9.  Listen to and discuss at least one text that is longer and more difficult than what they can read independently. *

10.  Cite sentences or passages from text to support interpretations. *

Writing Process Benchmarks for Grades K-2

By the end of the K-2 program, students will be able to:

1. Generate ideas for written compositions.
2. Develop audience and purpose for self-selected and assigned writing tasks.
3. Use organizers to clarify ideas for writing assignments.
4. Use revision strategies and resources to improve ideas and content, organization, word choice and detail.
5. Edit to improve sentence fluency, grammar and usage.
6. Apply tools to judge the quality of writing.
7. Publish writing samples for display or sharing with others, using techniques such as electronic resources and graphics.

Second Grade Writing Process Indicators

By the end of second grade, students will be able to:

Prewriting

2.  Develop a main idea for writing.

3.  Develop a purpose and audience for writing.

4.  Use organizational strategies (e.g., brainstorming, lists, webs and Venn diagrams) to plan writing.

Drafting, Revising and Editing

     a.  create a believable world and introduce characters rather than simple recounting a series of events; *

     b.  use specific details about characters and setting; *

     c.  begin to use strategies for building pace and tension, such as giving more attention to some events than others, summarizing or skipping some events and creating anticipation; *

     e.  write in the first and third person. *

6.  Use a range of complete sentences, including declarative, interrogative and exclamatory.

7.  Include transitional words and phrases.

8.  Create paragraphs with topic sentences and at least three related sentences.

9.  Use language for writing that is different from oral language, mimicking writing style of books when appropriate.

10.  Use available technology to compose text.

11.  Reread and assess writing for clarity, using a variety of methods (e.g., writer’s circle or author’s chair).

12.  Add descriptive words and details and delete extraneous information.

13.  Use resources (e.g., word wall, beginner’s dictionary, and word bank) to select effective vocabulary.

14.  Proofread/edit writing to improve conventions (e.g., grammar, spelling, punctuation and capitalization).

15.  Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

Publishing

17.  Keep a writing portfolio and polish at least 10 pieces throughout the year, using techniques such as electronic resources and graphics.

Writing Applications Benchmarks for Grades K-2

By the end of the K-2 program, students will be able to:

A.     Compose writings that convey a clear message and include well-chosen details.

B.     Write responses to literature that demonstrate an understanding of a literary work.

C.     Write friendly letters and invitations complete with date, salutation, body, closing and signature.

Second Grade Writing Applications Indicators

By the end of second grade, students will be able to:

2.  Write responses to stories by comparing text to other texts and to people and events in their own lives.

     a.  support an opinion of a book in writing; *

     b.  compare and contrast two works by an author or two stories on the same topic; *

     c.  write letters to an author, expressing an opinion or asking questions. *

3.  Write letters or invitations that include relevant information and follow letter format (e.g., date, proper salutation, body, closing and signature).

LINK:  http://www.joelson.addr.com/letterwriting.htm  (Friendly Letter)

4.  Write an informational report that has an obvious organizational pattern. *

5.  Write a narrative procedure (e.g., directions to a place, a recipe, procedures for an experiment) that shows the steps in an action and may use pictures to illustrate the steps. *

6.  Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.

Writing Conventions Benchmarks for the K-2 Program

By the end of the K-2 program, students will be able to:

A.     Print legibly using appropriate spacing.

B.     Spell grade-appropriate words correctly.

C.     Use conventions of punctuation and capitalization in written work.

D.     Use grammatical structures in written work.

Second Grade Writing Conventions Indicators

By the end of second grade, students will be able to:

Handwriting

 LINK: http://www.handwritingforkids.com/handwrite/index.htm (Create Practice Pages)

2.  Use cursive, spacing appropriately and planning for margins. *

Spelling

4.  Spell regularly used and high frequency words correctly in writing.

LINK:  http://www.kidzone.ws/dolch/grade2.htm (Dolch Word List Grade 2)

LINK:  http://www.ccsd.edu/littletor/classes/second_grade/sight_words.htm (Dolce Words Grade 2)

5.  Spell words studied (e.g., word lists, texts words) correctly.

6.  Spell plurals and verb tenses correctly.

7.  Begin to use spelling patterns and rules correctly:

     a. drop silent e before adding –ing

     b.  C-V-C

     c.  C-V-C silent e

     d.  one-syllable words with blends.

8.  Use spelling strategies (e.g., word wall, word lists, thinking about the base word and affixes).

Punctuation and Capitalization

  LINK:  http://www.harcourtschool.com/activity/language_arts/goforgold/content_builder/dswmedia/g1c26/nadia.htm (Harcourt Schools)

10.  Use quotation marks for dialogue and direct quotations.

11.  Use correct punctuation for contractions and abbreviations.

LINK:  http://www.primarygames.com/contractions/start.htm (Primary Games)

12.  Use correct capitalization (e.g., proper nouns, the first word in a sentence, months and days).

  LINK:  http://www.kimskorner4teachertalk.com/writing/sixtrait/conventions/capitalization.html  (Kim's Korner)

Grammar and Usage

LINK:  http://www.how-to-study.com/parts-of-speech.htm  (Parts of Speech)

14.  Use subjects and verbs that are in agreement.

LINK:  http://aliscot.com/bigdog/agreement_sv.htm (Big Dog's Grammar)

15.  Use personal pronouns.

16.  Use past and present verb tenses correctly (e.g., “we were” rather than “we was”).

17.  Use nouns and pronouns that are in agreement.

Research Standard Benchmarks for Grades K-2

By the end of the K-2 program, students will be able to:

A.     Generate questions for investigation and gather information from a variety of sources.

B.     Retell important details and findings.

Second Grade Research Indicators

By the end of second grade, students will be able to:

1.      Create questions for investigations, assigned topic or personal area of interest.

2.      Utilize appropriate searching techniques to gather information from a variety of locations:

a.       classroom

b.      school library

c.       public library

d.      community resources.

3.      Acquire information, with teacher assistance, from multiple sources (e.g., books, magazines, videotapes, CD-ROM’s, web sites) and collect data (e.g., interviews, experiments, observations or surveys) about the topic.

4.      Identify important information and write brief notes about the information.

5.      Sort relevant information about the topic into categories with teacher assistance.

6.      Report findings to others.

Communications: Oral and Visual Benchmarks for Grades K-2

By the end of the K-2 program, students will be able to:

A.     Use active listening strategies to identify the main idea and to gain information from oral presentations.

B.     Connect prior experiences, insights and ideas to those of a speaker.

C.     Follow multi-step directions.

D.     Speak clearly and at an appropriate pace and volume.

E.      Deliver a variety of presentations that include relevant information and a clear sense of purpose.

Second Grade Communications: Oral and Visual Indicators

By the end of second grade, students will be able to:

Listening and Viewing

1.      Use active listening strategies, such as making eye contact and asking for clarification and explanation.

2.      Compare what is heard with prior knowledge and experience.

3.      Identify the main idea of oral presentations and visual media.

4.      Follow two- and three-step directions.

Speaking Skills and Strategies

5.      Demonstrate an understanding of the rules of the English language.

6.      Select language appropriate to purpose and use clear diction and tone.

7.      Use appropriate gestures and natural speech rhythms when speaking. *

8.      Adjust volume to stress important ideas.

Speaking Applications

9.      Deliver informational presentations that:

a.       present events or ideas in logical sequence and maintain a clear focus;

b.      demonstrate an understanding of the topic;

c.       include relevant facts and details to develop a topic;

d.      organize information with a clear beginning and ending;

e.       include diagrams, charts or illustrations as appropriate;

f.        identify sources;

g.       include some simple media works (i.e., an advertisement for a toy).

10.  Deliver formal and informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details.

11.  Deliver simple dramatic presentations (e.g., recite poems, rhymes, songs and stories).

12.  Participate in group discussions demonstrating a sense of when to speak, when to listen, and how much to say.