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Monitoring Template: Gr. 2 Unit: Through the Lens of Others

This unit addresses the following ELA Common Core standards.

Reading: Literature

Standard	Date/Level	Comments	Date/Level	Comments	Date/Level	Comments
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.3 Describe how characters in a story respond to major events and challenges.
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Reading: Informational Text

Standard	Date/Level	Comments	Date/Level	Comments	Date/Level	Comments
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI.2.8 Describe how reasons support specific points the author makes in a text.
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Standard	Date/Level	Comments	Date/Level	Comments	Date/Level	Comments
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
RF.2.4.c Statement not found
RF.2.4a Read grade-level text with purpose and understanding.
RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Standard	Date/Level	Comments	Date/Level	Comments	Date/Level	Comments
W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Standard	Date/Level	Comments	Date/Level	Comments	Date/Level	Comments
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Standard	Date/Level	Comments	Date/Level	Comments	Date/Level	Comments
L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Last Updated 3/17/2020 12:05 PM