ELA21.2.LF.F
Fluency
Fluency
ELA21.2.LF.F
ELA21.2.11
Apply previously-taught phoneme-grapheme correspondences to multisyllabic words with accuracy and automaticity, in and out of context.
Apply previously-taught phoneme-grapheme correspondences to multisyllabic words with accuracy and automaticity, in and out of context.
Unpacked Content
Knowledge
Students know:
- Phoneme-grapheme correspondences in multisyllabic words.
- Accuracy is reading the word correctly, and automaticity is reading the word quickly without having to sound it out.
Skills
Students are able to:
- Read multisyllabic words with accuracy and automaticity in and out of context by applying knowledge of phoneme-grapheme correspondences.
Understanding
Students understand that:
- Automatic recall of phoneme-grapheme correspondences will help them decode multisyllabic words accurately and become a fluent reader.
Vocabulary
- Phoneme-grapheme correspondences
- Multisyllabic words
- Accuracy
- Automaticity
- In context
- Out of context
ELA21.2.12
Read and reread grade-appropriate text accurately, automatically, and with meaningful expression at a rate which supports comprehension.
Read and reread grade-appropriate text accurately, automatically, and with meaningful expression at a rate which supports comprehension.
Unpacked Content
Knowledge
Students know:
- Accurately means reading without mistakes and automatically means knowing the words immediately without sounding them out.
- Techniques to make appropriate changes in voice, pitch, and expression while reading orally.
- Reading must occur at a speed (rate) that supports understanding of the text.
- Rereading is a strategy that aids in word recognition and comprehension.
Skills
Students are able to:
- Read and reread words that are second grade-appropriate with little to no mistakes.
- Read words quickly without pausing to sound them out.
- Read and reread at a pace that supports comprehension of the text.
Understanding
Students understand that:
- They should read text with accuracy, automaticity, and meaningful expression at a pace that helps them comprehend the text they are reading.
- They can reread text to improve their accuracy, automaticity, and comprehension.
Vocabulary
- Reread
- Grade-appropriate text
- Accurately
- Automatically
- Meaningful expression
- Rate which supports comprehension
ELA21.2.13
Read grade-appropriate poetry, noticing phrasing, rhythm, and rhyme.
Read grade-appropriate poetry, noticing phrasing, rhythm, and rhyme.
Unpacked Content
Knowledge
Students know:
- The features of poetry include phrasing, rhythm, and rhyme.
- Words rhyme if their vowel and ending sounds are the same (example: ham, Sam).
- Rhythm is a steady beat made by stressed syllables in spoken words.
- A phrase is a group of words.
Skills
Students are able to:
- Read grade-appropriate poetry.
- Notice the features of poetry, including words that rhyme, stressed syllables that create rhythm, and words that are grouped together in phrases.
Understanding
- Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings.
Vocabulary
- Grade-appropriate poetry
- Phrasing
- Rhythm
- Rhyme
ELA21.2.14
Read high-frequency words commonly found in grade-appropriate text.
COS Examples
Note: High-frequency words should be taught with the main emphasis of the lesson being on regular correspondences and patterns within the word. The student should be able to read the word accurately three times in a row on different days to be considered accurate enough to add to a personal word box, word ring, or fluency folder for fluency practice. Avoid teaching high-frequency words as sight words“ that need to be memorized as a whole word unless there are no regular correspondences in the word. “Of” is an example of a word with no regular correspondences.“
Read high-frequency words commonly found in grade-appropriate text.
COS Examples
Note: High-frequency words should be taught with the main emphasis of the lesson being on regular correspondences and patterns within the word. The student should be able to read the word accurately three times in a row on different days to be considered accurate enough to add to a personal word box, word ring, or fluency folder for fluency practice. Avoid teaching high-frequency words as sight words“ that need to be memorized as a whole word unless there are no regular correspondences in the word. “Of” is an example of a word with no regular correspondences.“
Unpacked Content
Knowledge
Students know:
- High frequency words that are common found in second-grade level text.
Skills
Students are able to:
- Read high-frequency words in second grade-level text accurately and independently three times in a row on different days.
Understanding
Students understand that:
- High-frequency words are words that are found regularly in grade-appropriate text, so it is important to learn to read them automatically, accurately, and independently.
Vocabulary
- High-frequency words
- Grade-appropriate text
ELA21.2.LF.V
Vocabulary
Vocabulary
ELA21.2.15
Utilize new academic, content-specific, grade-level vocabulary, making connections to previously learned words and relating new words to background knowledge.
Utilize new academic, content-specific, grade-level vocabulary, making connections to previously learned words and relating new words to background knowledge.
Unpacked Content
Knowledge
Students know:
- Academic, content-specific, grade-level vocabulary words.
- Content-specific vocabulary refers to words used in different subjects learned in school such as reading, math, social studies, science.
- New vocabulary words can be learned by relating them to previously learned words and background knowledge.
Skills
Students are able to:
- Use new academic, content-specific vocabulary by making connections to previously learned words.
- Use new academic, content-specific vocabulary by relating new words to background knowledge.
Understanding
Students understand that:
- Academic, content-specific vocabulary words are used in different school subjects, like reading, math, social studies, and science.
- They can learn new vocabulary words by making connections to previously learned words or their background knowledge.
Vocabulary
- Utilize
- Academic vocabulary
- Content-specific vocabulary
- Grade-level vocabulary
- Connections
- Relating
- Background knowledge
ELA21.2.15a
Make connections to a word’s structure using knowledge of phonology, morphology, and orthography of the word to aid learning.
Make connections to a word’s structure using knowledge of phonology, morphology, and orthography of the word to aid learning.
Unpacked Content
Knowledge
- Phonology (speech sounds within words).
- Morphology (meaningful units of words).
- Orthography (the written representation of language).
Skills
- Make connections to a word's structure using speech sounds, meaningful word parts, and spelling of the word to aid learning.
Understanding
- Identifying a word's phonological, morphological, and orthographic structure can help them determine the meaning of a word, as well as the word's origin.
Vocabulary
- Word structure
- Phonology
- Morphology
- Orthography
ELA21.2.16
Describe word relationships and nuances in word meanings, including relating them to their opposites and distinguishing shades of meaning in similar or related words.
Describe word relationships and nuances in word meanings, including relating them to their opposites and distinguishing shades of meaning in similar or related words.
Unpacked Content
Knowledge
Students know:
- Word relationships and nuances in word meanings.
Skills
Students are able to:
- Describe how the meaning of words are alike or different.
- Describe the nuances of words that have different shades of meaning (example: happy vs. ecstatic).
Understanding
Students understand that:
- Writers and speakers should carefully select words to convey specific meanings, ideas, and relationships.
- Words have relationships with others and that words have subtle differences that can be distinguished within text.
Vocabulary
- Describe
- Word relationships
- Nuances
- Opposites
- Distinguishing
- Shades of meaning
- Similar words
- Related words
ELA21.2.16a
Use knowledge of antonyms and synonyms.
Use knowledge of antonyms and synonyms.
Unpacked Content
Knowledge
- Antonyms are words that have opposite meanings and synonyms are words that have similar meanings.
Skills
- Describe word relationships by relating words of opposite meanings (antonyms) and similar meanings (synonyms).
Understanding
- Words can be related to each other, such as some words having similar meanings (synonyms) and some words having opposite meanings (antonyms).
- Their knowledge of antonyms and synonyms will help improve their academic vocabulary.
Vocabulary
- Antonyms
- Synonyms
ELA21.2.16b
Distinguish shades of meaning among verbs and adjectives.
COS Examples
Examples: Act out jog, gallop, and sprint to distinguish shades of meaning in words related to run.
pretty, beautiful, gorgeous; tiny, small, petite
Distinguish shades of meaning among verbs and adjectives.
COS Examples
Examples: Act out jog, gallop, and sprint to distinguish shades of meaning in words related to run.
pretty, beautiful, gorgeous; tiny, small, petite
Unpacked Content
Knowledge
- A verb expresses an action or state of being.
- An adjective describes a noun or pronoun.
Skills
- Distinguish shades of meaning among verbs, such as act out jog, gallop, and sprint to distinguish shades of meaning in words related to run.
- Distinguish shades of meaning among adjectives, such as pretty, beautiful, gorgeous; tiny, small, petite.
Understanding
- Adjectives and verbs have nuanced meanings.
- They can use verbs and adjectives with different shades of meaning to clearly convey their meaning when writing and speaking.
Vocabulary
- Shades of meaning
- Verbs
- Adjectives
ELA21.2.16c
Use knowledge of homophones to determine use of the correct word.
Use knowledge of homophones to determine use of the correct word.
Unpacked Content
Knowledge
- Homophones have the same pronunciation, but different meanings, origins, and/or spellings.
Skills
- Use their knowledge of homophones to determine the correct word meaning and its appropriate use in context.
Understanding
- Homophone are words that are pronounced the same, but differ in meaning and/or spelling.
Vocabulary
- Homophones
ELA21.2.16d
With prompting and support, interpret figurative language.
With prompting and support, interpret figurative language.
Unpacked Content
Knowledge
- Figurative language is a creative way to use words and phrases beyond their literal definition to explain or describe something.
Skills
With prompting and support,
- Interpret figurative language to understand its meaning.
Understanding
- Figurative language carries meaning other than the literal meaning of the words or phrases .
Vocabulary
- Figurative language
- Prompting
- Support
ELA21.2.17
Analyze meaningful parts of words and phrases in discussions and/or text.
Analyze meaningful parts of words and phrases in discussions and/or text.
Unpacked Content
Knowledge
Students know:
- Words can be divided into parts to learn the meaning of the word.
- Phrases are groups of words that carry meaning.
Skills
Students are able to:
- Identify and analyze meaningful parts of words or phrases in discussions and/or text.
Understanding
Students understand that:
- Words can be divided into smaller units that carry meaning.
- Phrases are groups of words that carry meaning.
Vocabulary
- Analyze
- Meaningful word parts
- Phrases
ELA21.2.17a
Identify possessives and plurals and use them as clues to the meaning of text.
COS Examples
Example: girl’s dress; boys’ game; cats, cat’s, cats’; houses, house’s shutters
Identify possessives and plurals and use them as clues to the meaning of text.
COS Examples
Example: girl’s dress; boys’ game; cats, cat’s, cats’; houses, house’s shutters
Unpacked Content
Knowledge
- That possessives show ownership, and plural mean more than one.
Skills
- Identify possessives by the apostrophe either before or after the s, such as girl's dress; boys' game.
- Identify plurals by the -s or -es at the end of singular words, such as cats; houses.
- Use possessives and plurals as clues to the meaning of the text, such as cats, cat's cats'; houses, house's shutters.
Understanding
- Possessives and plurals may change the meaning of text.
Vocabulary
- Possessives
- Plurals
ELA21.2.17b
Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unknown words, including base words, compound words, and frequently occurring affixes and inflections.
COS Examples
Examples: -less, -ful, -est
Note: Adding suffix -est changes an adjective to a superlative adjective; adding suffix -ful changes the part of speech.
Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unknown words, including base words, compound words, and frequently occurring affixes and inflections.
COS Examples
Examples: -less, -ful, -est
Note: Adding suffix -est changes an adjective to a superlative adjective; adding suffix -ful changes the part of speech.
Unpacked Content
Knowledge
- Words can be divided into smaller parts that carry meaning, which are called morphemes.
- Compound words are one word made of two independent, base words (example: hot dog is made of hot and dog).
- Affixes and inflections can be added to words to change their meaning.
Skills
- Break words down into their smallest meaningful parts (morphemes) to determine the meaning of an unknown word.
- Identify suffixes like -less, -est, -ful to determine the meaning of an unknown word.
- Divide compound words into their smaller individual words to determine the meaning of unknown words.
Understanding
- They can break words into smaller parts to determine the meaning of words that they don't know.
- Knowing affixes and inflections can also help them determine the meaning of unknown words.
- Compound words are made of two base words, and they can divide the compound word into two parts.
Vocabulary
- Identify
- Meaningful parts of words
- Morphemes
- Base words
- Compound words
- Affixes
- Inflections
ELA21.2.18
Use dictionary definitions and information found within the text to help determine meaning of unfamiliar or multi-meaning words.
Use dictionary definitions and information found within the text to help determine meaning of unfamiliar or multi-meaning words.
Unpacked Content
Knowledge
Students know:
- Words can have more than one meaning.
- Dictionaries are reference books that can be used to find the meaning of unknown or multi-meaning words.
- Context clues can help determine the meaning of unknown or multi-meaning words.
Skills
Students are able to:
- Use dictionaries (or glossaries in the back of their books) to locate the meanings of unfamiliar or multi-meaning words.
- Use words within a text to help them determine the meaning of an unfamiliar or multi-meaning words.
Understanding
Students understand that:
- The text around a word can provide clues about the meaning of an unfamiliar or multi-meaning word.
- They can use reference books, such as a dictionary, to help them determine the meaning of an unknown or multi-meaning word.
- To comprehend a text, they must use strategies to understand the meaning of vocabulary words.
Vocabulary
- Dictionary definitions
- Unfamiliar
- Multi-meaning words
ELA21.2.19
Identify new vocabulary and the use of word meanings in text to establish real-life connections.
Identify new vocabulary and the use of word meanings in text to establish real-life connections.
Unpacked Content
Knowledge
Students know:
- New vocabulary they encounter in text can be used in their real life.
- Real life means situations that they have experienced or will experience.
Skills
Students are able to:
- Identify vocabulary words learned through reading text and connect them to something they have personally experienced.
Understanding
Students understand that:
- Making real-life connections to new vocabulary words, helps them move the new words to their long-term memory, becoming part of their "ready to use" vocabulary.
Vocabulary
- Vocabulary
- Establish
- Real-life connections
ELA21.2.LF.V.R
Reading
Reading
ELA21.2.20
Use grade-level academic and domain-specific vocabulary to gain meaning from text.
Use grade-level academic and domain-specific vocabulary to gain meaning from text.
Unpacked Content
Knowledge
Students know:
- Academic vocabulary is language that is more formal than spoken language.
- Domain-specific vocabulary refers to words that are used specifically in school subject areas, like math, science, and social studies.
- Vocabulary knowledge can be used to comprehend text.
Skills
Students are able to:
- Use knowledge of second grade-level academic and domain-specific vocabulary words to accurately comprehend text.
Understanding
Students understand that:
- Learning the meaning of academic, domain-specific vocabulary words will help them comprehend text in a variety of subject areas.
Vocabulary
- Academic vocabulary
- Domain-specific vocabulary
ELA21.2.LF.V.W
Writing
Writing
ELA21.2.21
Use grade-level academic and domain-specific vocabulary in writing.
Use grade-level academic and domain-specific vocabulary in writing.
Unpacked Content
Knowledge
Students know:
- Academic vocabulary is language that is more formal than spoken language.
- Domain-specific vocabulary refers to words that are used specifically in school subject areas, like math, science, and social studies.
- Academic, domain-specific vocabulary words should be used in writing to clearly communicate ideas.
Skills
Students are able to:
- Use second grade-level academic and domain-specific vocabulary words in writing.
Understanding
Students understand that:
- Using academic and domain-specific vocabulary words in writing makes their writing more interesting and helps to clearly communicate their message.
Vocabulary
- Academic vocabulary
- Domain-specific vocabulary
ELA21.2.LF.C
Comprehension
Comprehension
ELA21.2.22
Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
Unpacked Content
Knowledge
Students know:
- Content knowledge is information learned about a specific subject.
- Content knowledge can be learned by listening to read-alouds or independently reading.
- Informational text is nonfiction text, and literary text is fictional.
Skills
Students are able to:
- Build content knowledge from listening to text read aloud and from independently reading.
- Use content knowledge learned from read-alouds and independent reading in content-specific discussions with peers.
- Use content knowledge learned from read-alouds and independent reading in writing.
Understanding
Students understand that:
- Content-specific discussions with peers can demonstrate the content knowledge they learned through read-alouds or independent reading.
- They can produce writings that demonstrate knowledge of content-specific information.
Vocabulary
- Content knowledge
- Read-alouds
- Independent reading
- Informational text
- Literary Text
- Content-specific discussions
- Writing
ELA21.2.23
Identify the main story elements in a literary text.
Identify the main story elements in a literary text.
Unpacked Content
Knowledge
Students know:
- Literary text is a story that contains story elements, like a plot and characters.
Skills
Students are able to:
- Identify the main story elements in a literary text, such as characters, settings, and plot.
Understanding
Students understand that:
- Literary texts include story elements, and they can identify the various elements to better understand the text.
Vocabulary
- Story elements
- Literary text
ELA21.2.23a
Explain the plot of a narrative, using textual evidence to list the major events in sequence.
Explain the plot of a narrative, using textual evidence to list the major events in sequence.
Unpacked Content
Knowledge
- Plot is the main events of a story (often referred to as the beginning, middle, and end of a story).
- The sequence of events is the order in which the story takes place.
Skills
- Explain the major events of a story in order by using text evidence.
Understanding
- The plot is the main events of the story that happen in a particular sequence.
- The plot can be explained by using words or phrases from the text.
Vocabulary
- Plot
- Narrative
- Textual evidence
- Major events
- Sequence
ELA21.2.23b
Describe the characters’ traits, feelings, and behaviors in a story.
Describe the characters’ traits, feelings, and behaviors in a story.
Unpacked Content
Knowledge
- A story author provides descriptions of the characters' traits, feelings, and behaviors.
Skills
- Describe characters' traits, feelings, and behaviors by using information from the text.
Understanding
- Understanding each character's traits, feelings, and behaviors will help them better understand a story's plot.
- They can learn about characters by carefully reading the story and describing the characters' traits, feelings, and behaviors.
Vocabulary
- Describe
- Character
- Traits
- Feelings
- Behaviors
ELA21.2.23c
Describe the setting of a narrative, using textual evidence.
Describe the setting of a narrative, using textual evidence.
Unpacked Content
Knowledge
- Setting is when and where a story takes place.
Skills
- Describe the setting of a story by using evidence from the text.
Understanding
- They can use information from the text to learn when and where the story takes place.
- They can use the text to describe attributes of the setting.
Vocabulary
- Setting
- Narrative
- Textual evidence
ELA21.2.23d
Identify the central message or moral of a story.
Identify the central message or moral of a story.
Unpacked Content
Knowledge
- A central message or moral is the lesson that is learned through the story or the one big idea of the story.
Skills
- Identify the central message or moral of a story using information from the text.
Understanding
- Stories will often have a central message or moral that the author intended to share with readers.
Vocabulary
- Central message
- Moral
ELA21.2.23e
Identify the theme in myths, fables, and folktales.
Identify the theme in myths, fables, and folktales.
Unpacked Content
Knowledge
- Theme is the main, recurring idea in a text.
- Myths, fables, and folktales are fictional pieces of text.
Skills
- Identify the theme of a myth, fable, or folktale.
Understanding
- Myths, fables, and folktales are often written to convey a particular theme or main message.
Vocabulary
- Theme
- Myths
- Fables
- Folktales
ELA21.2.24
Identify the main idea and supporting details of literary and informational texts.
Identify the main idea and supporting details of literary and informational texts.
Unpacked Content
Knowledge
Students know:
- The main idea is the most important idea presented in the text.
- The supporting details explain the main idea or provide more information about the main idea.
Skills
Students are able to:
- Identify the main idea in literary and informational text.
- Identify the supporting details in literary and informational text.
Understanding
Students understand that:
- Literary and informational texts have a main idea, or most important message, and supporting details, which provide more information about the main idea.
- A text usually just has one main idea, but multiple supporting details.
Vocabulary
- Main idea
- Supporting details
- Literary text
- Informational text
ELA21.2.24a
Explain how the supporting details contribute to the main idea.
Explain how the supporting details contribute to the main idea.
Unpacked Content
Knowledge
- The supporting details explain the main idea or provide more information about the main idea.
Skills
- Explain how the supporting details provide more information about the main idea.
Understanding
- The supporting details help explain the main idea or provide more information about the main idea.
Vocabulary
- Explain
- Main idea
- Supporting details
- Contribute
ELA21.2.24b
Recount or summarize key ideas from the text.
Recount or summarize key ideas from the text.
Unpacked Content
Knowledge
- Key ideas are important details within a text.
- Recount means to retell the big ideas of the text.
- Summarize means to briefly state the big ideas of the text.
Skills
- Retell or summarize the most important (key) ideas from a text.
Understanding
- Texts have key ideas, and they can retell or summarize these important ideas to demonstrate comprehension of the text.
Vocabulary
- Recount
- Summarize
- Key ideas
ELA21.2.25
Identify and use various text features to locate ideas, facts, or supporting details in both written and digital formats.
Identify and use various text features to locate ideas, facts, or supporting details in both written and digital formats.
Unpacked Content
Knowledge
Students know:
- Text features can be used to locate information in printed and digital text.
Skills
Students are able to:
- Identify text features in printed and digital text.
- Use text features to locate ideas, facts, and supporting details.
Understanding
Students understand that:
- Printed and digital text has predictable features that can be used to locate important ideas, facts, and supporting details.
- Using text features helps support their overall comprehension.
Vocabulary
- Identify
- Text features
- Ideas
- Facts
- Supporting details
- Written formats
- Digital formats
ELA21.2.25a
Identify and locate captions, bold print, subheadings, indexes, graphs, maps, glossaries, and illustrations.
Identify and locate captions, bold print, subheadings, indexes, graphs, maps, glossaries, and illustrations.
Unpacked Content
Knowledge
- Captions, bold print, subheadings, indexes, graphs, maps, glossaries, and illustrations are important text features that can help provide or locate information.
Skills
- Locate captions, bold print, subheads, indexes, graphs, maps, glossaries, and illustrations within a text.
- Identify captions, bold print, subheads, indexes, graphs, maps, glossaries, and illustrations by naming them within a text.
Understanding
- Locating and identifying text features can aid in comprehension.
- Viewing these text features prior to reading, can provide a preview of the material and give them a purpose for reading.
Vocabulary
- Captions
- Bold print
- Subheadings
- Indexes
- Graphs
- Maps
- Glossaries
- Illustrations
