Skills learned in Kindergarten and First
Grade as well as the following:
Reads for information in non-fiction books
Predicts/reads a word using knowledge
of: phonics, root words, prefixes, suffixes, compound words,
vowel combinations, contractions
Predicts/reads using semantics (meaning)
and syntactic (grammatical) clues: rereads a paragraph or
sentence for meaning; reads ahead in a paragraph for meaning;
reads in chunks or phrases
Responds to punctuation when reading independently
(periods, commas, quotation marks)
Reads orally with expression and fluency
Uses table of contents
Identifies main topic
Can identify story elements (plot, setting,
characters, problem, solution)
Compares and contrasts within and between
texts
Discusses text and expresses opinions
Differentiates between fiction and non-fiction
Reads silently for an extended period
of time
Demonstrates independence in applying
reading strategies
Independently selects appropriate reading
material
Shares reading experiences
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Skills learned in Kindergarten and First
Grade as well as the following:
Uses conventional spelling for high frequency
and most low frequency words
Incorporates digraphs (e.g., ea in bread,
ou in couch, etc.) and diphthongs (e.g., oy in toy)
Uses correct capitalization for proper
nouns
Uses correct punctuation (question mark,
period for abbreviations)
Uses correct format for a friendly letter
including body, opening, and the date
Writes poetry, responses to science, math,
and literature, letters, answers to comprehension questions
Writes a research report including table
of contents
Self-evaluates to choose a good piece
of writing for publicationB
Employs steps of the writing process (pre-writing
strategies, drafting, revising, conferring, editing, illustrating,
publishing)
Critically evaluates others' writing
Adds details to a story by adding sentences
Uses adjectives and adverbs ( i.e., descriptive
words) and verbs (i.e., action words)
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Reinforces skills learned in Kindergarten
and First Grade
Listens quietly, attentively, and in a
focused manner while others are speaking in one-to-one, small
group, class group, and large group settings as well as to
audio and visual media
Responds appropriately and applies new
information
Follows directions independently
Listens to gain information
Maintains eye contact with speaker
Retells directions, other information,
and stories
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Reinforces skills learned in Kindergarten
and First Grade
Self-generates topics
Speaks about a variety of topics
Remains on topic
Responds to literature, e.g., retelling,
characters, setting, problem, solution, etc.
Shares learned information
Tells steps used in process or in problem-solving
Performs in plays
Asks questions to gain information
Socializes and interacts appropriately
with respect to peers and adults
Speaks in complete sentences with unity
of thought
Describes events in logical sequence
Elaborates and supports comments
Uses and understands higher level vocabulary
words4
Participates actively in one-to-one, small,
and large group settings
Uses appropriate tone of voice and volume
Appropriately takes turns speaking
Speaks and enunciates clearly
Speaks at an appropriate rate
Speaks with expression
Articulates sound accurately
Uses correct grammar The Language
Arts continuum sets high standards which students are expected
to reach over time.
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The Language Arts continuum sets
high standards which students are expected to reach over time.
Teachers assess student's progress within the continuum, both
formally and informally, in order to document individual student
progress. Assessment data is gathered from students' daily
work, reading and writing samples, student participation, teacher
observation, individual, small group, and whole group performance,
and individual reading inventories. Standardized
testing results at grades two and four provide additional information.
The formal assessments listed below are given at specified
times throughout the year. Your child's teacher will
be happy to discuss the meaning of these assessment tools, and
provide you with additional information at any time. During
the December and March conferences, you will have an opportunity
to review your child's individual results and progress along
the continuum.
Two sight word reading tests
Two/three individualized reading inventories
Two developmental spelling tests
Two writing dictations
One writing sample
One written retelling
One written response
Educational Records Bureau (ERB) - national
standardized test
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Second Grade