K-2 Report Card

• books have a correct position that
• print has specific directionality
• print has meaning and is made up of letters

Which word rhymes with this one?

• Say each sound you hear in this word slowly.
• What do you hear at the beginning of this word? What do you hear next? At the end?

• Does that sound right?
• Does that look right?
• Does that make sense?
• Look at the word, does it look like…?
• You said…does it look like…?
• Look at the beginning of that word, can you get it started?

Learning letter-sound correspondence, vowel patterns, and high frequency words, enhances decoding, spelling ability, and vocabulary development.

(e.g., the, of, to, you, she, my, is, are, do, does)

• Make your voice sound like talking.
• Listen to me and read it like this.
• Does that make sense?
• Does that sound right?

With assistance, students will understand what key details are and be able to ask and answer questions about them.

• Can you tell me what happened at the beginning of the story? What happened after that? What happened at the end of the story?
• Can you find the part that tells where the story takes place (picture or words)?
• Who was in the story? Can you find (picture or words) this character?

• What is the same about the characters in the two stories? What is different?
• How did the characters solve the problem in the two stories? Did they solve the problem in the same way?

• Using what you read, write (dictate or draw) or ask your own questions about an important idea from this text.
• What is the main idea of this text?
• Can you find one of the important ideas in this text? Can you find another important idea?
• Can you tell me how these two ideas are the same? Can you tell me how they are different? 

• Using what you read, write (dictate or draw) or ask your own questions about an important idea from this text.
• What is the main idea of this text?
• Can you find one of the important ideas in this text? Can you find another important idea?
• Can you tell me how these two ideas are the same? Can you tell me how they are different?

• What do you do when you come to a word you do not know? What can help you? (glossary, use context)
• What is the job of the author?
• What is the job of the illustrator?
• Show me the front of the book.
• Show me the back of the book.

• Look at this picture. Can you tell how the author uses this picture to help you understand the topic?
• What does this picture add to your thinking about what you (we) read?
• Can you find the reason why the author thinks that…? Can you find the reason why the author believes..?
• How are these two books showing the same topic in different ways?

At this level, emphasis is on using complete sentences, forming questions, using plurals, and the more commonly used prepositions. With conventions, students are becoming adept at ending punctuation, capitalizing (I), and spelling simple words.

Learning words at this stage includes exploring different shades of the same verb (run/sprint) inflections, common concepts/objects, words with multiple meanings, opposites, and how words are used in “real-life.”

• For example, kindergarten students need to be able to choose words or illustrations to use within their writing that show their thinking. Whether dictating, drawing, or writing, students must be able to articulate their ideas in a way that is purposeful and appropriate to the audience.

Students rote count by starting at one and counting to 100. When students count by tens they are only expected to master counting on the decade (0, 10, 20, 30, 40 …). This objective does not require recognition of numerals. 
It is focused on the rote number sequence.

Students begin a rote forward counting sequence from a number other than 1. Thus, given the number 4, the student would count, “4, 5, 6, 7 …” This objective does not require recognition of numerals. It is focused on the rote number sequence 0-100. 

In order to answer “how many?” students need to keep track of objects when counting. Keeping track is a method of counting that is used to count each item once and only once when determining how many. After numerous experiences with counting objects, along with the developmental understanding that a group of objects counted multiple times will remain the same amount, students recognize the need for keeping track in order to accurately determine “how many”. Depending on the amount of objects to be counted, and the students’ confidence with counting a set of objects, students may move the objects as they count each, point to each object as counted, look without touching when counting, or use a combination of these strategies. It is important that children develop a strategy that makes sense to them based on the realization that keeping track is important in order to get an accurate count, as opposed to following a rule, such as “Line them all up before you count”, in order to get the right answer.

As children learn to count accurately, they may count a set correctly one time, but not another. Other times they may be able to keep track up to a certain amount, but then lose track from then on. Some arrangements, such as a line or rectangular array, are easier for them to get the correct answer but may limit their flexibility with developing meaningful tracking strategies, so providing multiple arrangements help children learn how to keep track. Since scattered arrangements are the most challenging for students, this standard specifies that students only count up to 10 objects in a scattered arrangement and count up to 20 objects in a line, rectangular array, or circle.

Students use their counting ability to compare sets of objects (0-10). They may use matching strategies, counting strategies or equal shares to determine whether one group is greater than, less than, or equal to the number of objects in another group.

Students explore numbers 11-19 using representations, such as manipulatives or drawings. Keeping each count as a single unit, kindergarteners use 10 objects to represent “10” rather than creating a unit called a ten (unitizing) as indicated in the First Grade CCSS standard 1.NBT.1a: 10 can be thought of as a bundle of ten ones — called a “ten.”

Example:
Teacher: “I have some chips here. Do you think they will fit on our ten frame? Why? Why Not?”
Students: Share thoughts with one another.
Teacher: “Use your ten frame to investigate.”
Students: “Look. There’s too many to fit on the ten frame. Only ten chips will fit on it.”
Teacher: “So you have some leftovers?”
Students: “Yes. I’ll put them over here next to the ten frame.”
Teacher: “So, how many do you have in all?”
Student A: “One, two, three, four, five… ten, eleven, twelve, thirteen, fourteen. I have fourteen. Ten fit on and four didn’t.”
Student B: Pointing to the ten frame, “See them- that’s 10… 11, 12, 13, 14. There’s fourteen.”
Teacher: Use your recording sheet (or number sentence cards) to show what you found out.

Students describe measurable attributes of objects, such as length, weight, size, and color. For example, a student may describe a shoe with one attribute, “Look! My shoe is blue, too!”, or more than one attribute, “This shoe is heavy! It’s also really long.”
 

Direct comparisons are made when objects are put next to each other, such as two children, two books, two
pencils. For example, a student may line up two blocks and say, “The blue block is a lot longer than the white
one.” Students are not comparing objects that cannot be moved and lined up next to each other.

Students use positional words (such as those italicized in the standard) to describe objects in the environment.
Kindergarten students need numerous experiences identifying the location and position of actual two-and-three dimensional objects in their classroom/school prior to describing location and position of two-and-three dimension representations on paper.
 

Students identify objects as flat (2 dimensional) or solid (3 dimensional). As the teacher embeds the vocabulary into students’ exploration of various shapes, students use the terms two-dimensional and three-dimensional as they discuss the properties of various shapes.

Students will understand how a sentence is organized.

• Use questions and prompts such as:
• Show me the first word of the sentence.
• Where does the period (question mark, etc) go?
• How does a sentence begin?
• What goes at the end of a sentence?

Use questions and prompts such as:

• Does this word have a long or short vowel sound?
• Say each sound you hear in this word slowly.
• What do you hear at the beginning of this word? What do you hear next? At the end?
• Can you clap the syllables in this word?

Students continue learning specific strategies for decoding words in texts. Learning suffixes and vowel patterns enhances decoding, spelling ability, and vocabulary development. 
Use questions and prompts such as:

• Does that sound right?
• Does that look right?
• Does that make sense?
• Look at the word, does it look like…?
• You said…does it look like…? What do these two letters sound like together (sh, th, ch) in this word?
• Can you clap the syllables in this word?
• What does this final e tell you about this word?
• Look at the beginning of that word, can you get it started?

Use questions and prompts such as:

• Does this word have a long or short vowel sound?
• Say each sound you hear in this word slowly.
• What do you hear at the beginning of this word? What do you hear next? At the end?

Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage benefit from opportunities to read texts multiple times at an independent level. 
Use questions and prompts such as:

• Make your reading sound like the characters are talking.
• Make your voice sound like the words are together.
• Make your voice go up when you see the question mark at the end.
• Make your voice go down when you see the period at the end.
• Go back and reread when it doesn’t sound or look like you think it should.

First grade students continue to build on the skill of asking and answering questions about key details in a text. At this level, students use key details to retell stories in their own words, reveal an understanding about the central message of the text, and tell about the story elements. 
Use questions and prompts such as:

• Can you tell me what happened in the story at the beginning? What happened after that? What happened at the end of the story?
• Can you tell me where the story took place?
• Can you tell me the important things that happened in the story?
• Who are the characters in the story? What do you know about them?

First grade students continue to build on the skill of asking and answering questions about key details in a text. At this level, students use key details to retell stories in their own words, reveal an understanding about the central message of the text, and tell about the story elements. 
Use questions and prompts such as:

• Can you tell me what happened in the story at the beginning? What happened after that? What happened at the end of the story?
• Can you tell me where the story took place?
• Can you tell me the important things that happened in the story?
• Who are the characters in the story? What do you know about them?

First grade students begin to look at how words are used in a text by naming words and phrases that contribute to the feeling of the poem or story. They should understand the difference between books that tell stories and books that provide information. First grade students should be able to name who is telling the story. Use questions and prompts such as:

• Can you find the feeling words in this poem/story?
• Is this book an informational book or a story book? How do you know?

First grade students continue to build on the skill of asking and answering questions about key details in a text. At this level, students should be able to identify the main idea and retell the key details in their own words. They should also be able to tell how two individuals, events, ideas or pieces of information are linked together. 
Use questions and prompts such as:

• Think about what you read and create your own question about an important idea in this text.
• What is the main idea of this text?
• Can you find one of the important ideas in this text? Can you find another important idea?

Students are required to use pictures and details in a story to tell about characters, setting, and events. They continue to build on character development by looking at similarities and differences in characters‟ experiences in stories. 
Use questions and prompts such as:

• Can you find an illustration or part that shows the main character?
• Can you find an illustration or part that shows the setting?
• Can you find an illustration or part that shows the problem in the story?
• What is the same about the characters in the two stories? What is different?
• What happened to the characters that is the same? What is different?
• Did the characters solve the problem in different ways? If so, how?
• Can you tell me how these two events are linked together? (cause/effect, time order)

Students will look for similarities and differences in two texts that share the same main idea.

• Look at these two texts about the same topic. How are they the same? How are they different?

First grade students must have a command of the grammar and usage of spoken and written standard English. Standards that are related to conventions are appropriate to formal spoken English as they are to formal written English. At this level, emphasis expands to include verb tense, possessives, pronouns, adjectives, conjunctions, and more complex sentences. Students must be able to articulate their ideas in complete sentences when appropriate to the audience.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1. Print all upper- and lowercase letters.
2. Use common, proper, and possessive nouns.
3. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
4. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
5. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
6. Use frequently occurring adjectives.
7. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
8. Use determiners (e.g., articles, demonstratives).
9. Use frequently occurring prepositions (e.g., during, beyond, toward).
10. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts

With conventions, students are becoming more adept at ending punctuation, expanding their understanding and usage of capitalization, and spelling unknown words phonetically.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

1. Capitalize dates and names of people.
2. Use end punctuation for sentences.
3. Use commas in dates and to separate single words in a series.
4. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
5. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions

First grade students should choose flexibility from an array of strategies.

1. Use sentence-level context as a clue to the meaning of a word or phrase.
2. Use frequently occurring affixes as a clue to the meaning of a word.
3. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.

1. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
2. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
3. Identify real-life connections between words and their use (e.g., note places at home that are cozy).
4. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.  

Learning words at this stage includes exploring different shades of the same verb (run/sprint), adjectives of differing intensity, and inflectional forms; understanding categories of common concepts/objects; and defining words by category

First grade students should be able to

• Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
• Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
• Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words (now, when, then) to signal event order, and provide some sense of closure.

With assistance, students will use digital tools to publish their writing independently and in collaboration with peers (use of keyboarding and technology). At this grade level, students will need to be able to “log on” to programs, computer stations, and hand-held devises to engage with digital media.

First grade students are required to participate in shared research projects. Students will need to understand their role (job on the team) and how they will contribute (work they will do) on the project from beginning to end. Items, such as, task charts, check sheets, and graphic organizers will be helpful to students as they learn to work together.

At this level, students are working with provided research. They need to know how to scan the information provided (words, pictures, digital sources) and/or recall from their own background knowledge the pieces they need to answer research questions and take notes. Students do this work with prompting and support.

Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhances decoding, spelling ability, and vocabulary development.

• Use questions and prompts such as:

Does that sound right? 
Does that look right? 
Does that make sense? 
Look for chunks you know and say them. 
Look at the beginning of the word and try it again. 
Look at the end of the word and try it again. 

Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhances decoding, spelling ability, and vocabulary development.

• Use questions and prompts such as:

Does that sound right? 
Does that look right? 
Does that make sense? 
Look for chunks you know and say them. 
Look at the beginning of the word and try it again. 
Look at the end of the word and try it again.

Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhances decoding, spelling ability, and vocabulary development.

• Use questions and prompts such as:

Does that sound right? 
Does that look right? 
Does that make sense? 
Look for chunks you know and say them. 
Look at the beginning of the word and try it again. 
Look at the end of the word and try it again.

Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhances decoding, spelling ability, and vocabulary development.

• Use questions and prompts such as:

Does that sound right? 
Does that look right? 
Does that make sense? 
Look for chunks you know and say them. 
Look at the beginning of the word and try it again. 
Look at the end of the word and try it again.

Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhances decoding, spelling ability, and vocabulary development.

• Use questions and prompts such as:

Does that sound right? 
Does that look right? 
Does that make sense? 
Look for chunks you know and say them. 
Look at the beginning of the word and try it again. 
Look at the end of the word and try it again.

With assistance, students will understand what key details are and be able to ask and answer questions about them.

• Can you tell me what happened at the beginning of the story? What happened after that? What happened at the end of the story?
• Can you find the part that tells where the story takes place (picture or words)?
• Who was in the story? Can you find (picture or words) this character?

Students will look for similarities and differences in characters’ experiences within stories they know.
Use questions and prompts such as:

• What is the same about the characters in the two stories? What is different?
• How did the characters solve the problem in the two stories? Did they solve the problem in the same way?

Students are required to use textual evidence to ask and answer general questions about key details using who, what, when, where, why, and how. They are required to be able to read several paragraphs and identify the main idea. Along with recognizing main idea, students need to be able to understand the overall focus of a text with several paragraphs.

Students at this level are required to describe how historical events, scientific ideas or “how to” procedures are linked together in a text.

• Use questions and prompts such as:

Think about what you read and create your own questions (using who, what, when, where, why, and/or how) about an important idea in this text. 
What is the main idea of this text? 
What are the important ideas in this text? How do you know? 
Which step comes first? After that? 
What happened first? After that? 
Can you tell me how these ideas are the same? Can you tell me how they are different? 

Students are required to use textual evidence to ask and answer general questions about key details using who, what, when, where, why, and how. They are required to be able to read several paragraphs and identify the main idea. Along with recognizing main idea, students need to be able to understand the overall focus of a text with several paragraphs.

Students at this level are required to describe how historical events, scientific ideas or “how to” procedures are linked together in a text.

• Use questions and prompts such as:

Think about what you read and create your own questions (using who, what, when, where, why, and/or how) about an important idea in this text. 
What is the main idea of this text? 
What are the important ideas in this text? How do you know? 
Which step comes first? After that? 
What happened first? After that? 
Can you tell me how these ideas are the same? Can you tell me how they are different?

Students are required to use textual evidence to ask and answer general questions about key details using who, what, when, where, why, and how. They are required to be able to read several paragraphs and identify the main idea. Along with recognizing main idea, students need to be able to understand the overall focus of a text with several paragraphs.

Students at this level are required to describe how historical events, scientific ideas or “how to” procedures are linked together in a text.

• Use questions and prompts such as:

Think about what you read and create your own questions (using who, what, when, where, why, and/or how) about an important idea in this text. 
What is the main idea of this text? 
What are the important ideas in this text? How do you know? 
Which step comes first? After that? 
What happened first? After that? 
Can you tell me how these ideas are the same? Can you tell me how they are different?

Students are required to find out word meanings and phrases that are specific to grade 2. As students continue to build the skill of using text features to find information with proficiency, they need to be able to use captions, bold print, subheadings, glossaries, electronic menus, icons, etc. to analyze the text information.

Students are required to tell the main purpose of a text according to what the author wants the reader to know.

Use questions and prompts such as: 
What features in the text help you find important information about what you are reading? 
How do the subheadings help you understand what you are reading? 
How does the glossary help you? 
How does bold print help you? 
Why do you think the author wrote this text? 
What does the author want you to learn from this text? 

Students are required to integrate visual and print information to clarify understanding. 
At this level, students should also be able describe the author’s reasoning by finding support within the text. 
Second grade students are required to identify the most important points in a text. Then, they should be able to find similarities and differences in the points they have identified when reading about two texts that share the same topic.

• Use questions and prompts such as:

How does the diagram/image help you understand what you are reading? 
Can you tell ways the author uses specific information in a text to help you understand? 
Can you find the reason why the author thinks that…? 
Can you find the reason why the author believes…? 
Look at these two texts about the same topic. What is the same about the points presented in these two texts? What is different? 

Students are required to integrate visual and print information to clarify understanding. 
At this level, students should also be able describe the author’s reasoning by finding support within the text. 
Second grade students are required to identify the most important points in a text. Then, they should be able to find similarities and differences in the points they have identified when reading about two texts that share the same topic.

• Use questions and prompts such as:

How does the diagram/image help you understand what you are reading? 
Can you tell ways the author uses specific information in a text to help you understand? 
Can you find the reason why the author thinks that…? 
Can you find the reason why the author believes…? 
Look at these two texts about the same topic. What is the same about the points presented in these two texts? What is different? 

Students in grade 2 will use what they know about HOW language works when they write, speak, read, and listen.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

1. Capitalize holidays, product names, and geographic names.
2. Use commas in greetings and closings of letters.
3. Use an apostrophe to form contractions and frequently occurring possessives.
4. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
5. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Students at this level will compare writing and speaking that is formal and informal. In order to do so, students will need strategies for reading across various authors and genres to compare writing styles and effects of language usage.

The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing and speaking in order to communicate effectively in a wide range of print and digital texts.

Learning words at this stage consists in part of exploring different shades of the same verb (run/sprint) and closely related adjectives, growing vocabulary by using known word parts (prefix, root or compound part) to acquire unknown words, and developing print and digital reference use (glossary and dictionary).

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). 

Second grade students write across genres including (opinion, informative/explanatory, and narrative). They must be able to find and include facts and definitions as part of informative/explanatory writing. In order to do so, students need strategies for researching a topic (gathering facts), selecting relevant information (picking the facts to use/note taking), and developing a way to present the ideas from beginning to end (format and organization of written presentation). Narrative writing must describe the order of events as they occurred using temporal words (first, next, then, last, etc).

With assistance from adults and peers, students should focus their writing on a topic and develop revising and editing skills. In order to do so, students need to understand how to change word choice and sentence structure in their writing to strengthen their piece. They also need to develop the ability to recognize spelling, grammar, and punctuation errors and have strategies for correcting these errors with assistance (conferences, check sheets, peer editing). 

With assistance, students continue to use digital tools to publish their writing independently and in collaboration with peers (use of keyboarding and technology). At this grade level, students will need to be able to “log on” to programs, computer stations, and hand-held devises to engage with digital media.

Second grade students are required to participate in shared research projects. Students will need to understand their role (job on the team) and how they will contribute (work they will do) on the project from beginning to end. Items, such as, task charts, check sheets, and graphic organizers will be helpful to students as they learn to work together.