MSAD #55

English/Language Arts

Benchmarks/Performance Indicators

Reading Skills A-D

Grade 2

3-05

A. Students will use the skills and strategies of the reading process to comprehend, interpret, evaluate, and appreciate what they have read. Students will be able to:

1. Seek out and enjoy experiences with books and other print materials.

q a. Self select books appropriate for individual reading level.

q b. Sustain individual reading (DEAR) for 30 minutes.

q d. Participate in shared books activities with a group.

2. Demonstrate an understanding that reading is a way to gain information about the world.

q a. Respond orally in small and large group discussions.

q b. Respond in written form demonstrating understanding:

*reading response log

*various literature activities and projects.

*teacher generated questions and assessment (short answer, multiple choice)

q c. Respond in written and oral form to information gleaned from chars, table, graphs, captions, maps, and computers.

q d. Begin basic research skills to create a report for Science

3. Make and confirm predictions about what will be found in a text.

q a. Make predictions in oral and written form, using text and illustrations.

q b. Make predictions using prior knowledge and personal experience.

q c. Participate in discussions about predictions in Shared Reading and Guided Reading.

q d. Verify predictions after hearing or reading text.

4. Recognize and use rereading as an aid to developing fluency and understanding appropriate material.

q a. Practice for performances (plays, puppet shows, Reader’s Theater)

q b. Independently reread as a strategy to figure out new words and gain fluency.

q c. Independently reread text to support opinions or conclusions in oral and written work.

5. Determine unknown words using a variety of strategies.

q a. Use picture clues.

q b. Reread line(s) of text to figure out new words.

q c. Think about what makes sense (context cues)

q d. Skip unknown word, read on and reread

q e. Think about words that relate to topic.

q f. Sound out the word (Get my mouth ready. Look for a chunk.)

q g. Tap out letter sounds.

q h. Make appropriate substitutions.

6. Recognize and use clues within the text as aides in developing fluency and comprehension.

q a. Recognize and use common word families.

q b. Use prefixes (un, re) suffixes (tion, ed, er, ing, ly)

q c. Recognize compound words.

q d. Use strategies appropriate to the structure of the text (bold print, index, table of contents.)

7. Ask questions and gives other responses after listening to presentations.

q a. Demonstrate appropriate listening and conversational skills throughout the school day (maintain eye contact, speak clearly and at an appropriate level).

8. Understand familiar concepts of print.

q a. Recognize and write a complete sentence.

q b. Recognize and show evidence of starting to use common punctuation (period, question marks, commas, quotation marks) to read expressively.

9. Demonstrate book knowledge.

q a. Locate table of contents, title page, dedication, glossary, author, illustrator, teaser, copyright date.

B. Students will use reading, listening and viewing strategies to experience, understand, and appreciate literature and culture. Students will be able to:

1. Understand the basic plot of simple stories.

q a. Retell a story in their own words using story elements including (characters, setting, time and place, major events including problem and resolution.)

q b. Use a variety of literature extensions activities to demonstrate their comprehension of story (story map, story web)

q c. Respond to comprehension questions in oral and written form.

2. Draw logical conclusions about what will happen next, or how things might have turned out differently in a story.

q a. Use story elements to make predictions, to formulate a different ending, to extend the story in oral and written form.

3. Identify differences and similarities in story elements (e.g. plot, setting characters, conflict resolution) in works from various cultures.

4. Distinguish between fiction and nonfiction.

q a. Explain the difference between fiction and nonfiction.

C. Students will demonstrate an understanding of how words and images communicate. Students will be able to:

1. Distinguish between and make observations about formal and informal uses of English.

q a. Participate in Oral Language activities focusing on appropriate grammar (verb tense, proper pronouns, referring to self last, I/me, is/are, a/an)

2. Recognize characteristic sounds and rhythms of language, including the relationship between sounds and letters.

q a. Identify rhyming, rhythm, and repetition in poetry.

q b. Recognize blends, digraph, vowel patterns, and silent e, (ee,ai, ay, oi, ou, ow, kn, wr, ph, ar, or, ir, er, ur, wh, th, etc.

3. Make valid observations about the use of words and visual symbols.

q a. Show initial understanding of visual symbols on maps, graphs, charts, signs.

D. Students will apply reading, listening, and viewing strategies to informational texts across all areas of curriculum. Students will be able to:

1. Understand the main idea of simple expository information.

q a. Take information from expository text and restate in own words

q b. Begin to scan and skim text to gather information and support conclusions.

q c. Show evidence of beginning note taking skills.