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What's New: English Language Arts Worksheets and Study Guides

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Writing Readiness Kindergarten English Language Arts

Rhode Island Standards for Second Grade English Language Arts

RI.R-2-1. NECAP (Reading) - Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification and decoding strategies by:

R-2-1.1. Identifying regularly spelled multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (including most common spellings for consonants and vowels, e.g., knot, catch, float, fight; or common suffixes) (State)

R-2-1.2. Reading regularly spelled one or two-syllable words using knowledge of sounds and letter patterns (Local)

R-2-1.4. Reading grade appropriate, high-frequency words (including irregularly spelled words) (Local)

RI.R-2-11. NECAP (Reading) - Grade Level Expectation: Reading Fluency and Accuracy: Reads grade-level appropriate material with:

R-2-11.3. Fluency: reading grade-appropriate text in a way that makes meaning clear, demonstrating phrasing, expression, and with attention to punctuation (including commas and quotation marks) (Local)

RI.R-2-12. NECAP (Reading) - Grade Level Expectation: Reading Strategies: Strategies for Monitoring and Adjusting Reading: All students need ongoing opportunities to apply and practice reading strategies with many different types of texts. Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by:

R-2-12.1. Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/language structure, semantics/meaning, or other context cues ) (Local)

RI.R-2-2. NECAP (Reading) - Grade Level Expectation: Vocabulary: Vocabulary Strategies: Students identify the meaning of unfamiliar vocabulary by:

R-2-2.1. Using strategies to unlock meaning (e.g., knowledge of word structure, including common base words and suffixes, such as 'thick-est,' 'hope-ful;' or context clues, including illustrations and diagrams; or prior knowledge) (State)

RI.R-2-3. NECAP (Reading) - Grade Level Expectation: Vocabulary: Breadth of Vocabulary: Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by:

R-2-3.1. Identifying synonyms or antonyms; or categorizing words (State)

R-2-3.2. Selecting appropriate words to use in context, including words specific to the content of the text (State)

RI.R-2-4. NECAP (Reading) - Grade Level Expectation: Literary Texts: Initial Understanding of literary Texts: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Demonstrate initial understanding of elements of literary texts by:

R-2-4.1. Identifying or describing character(s), setting, problem, solution, or major events, as appropriate to text (State)

R-2-4.2b. Retelling the key elements of a story (Local)

R-2-4.4. Distinguishing among a variety of types of text (e.g., literary texts: poetry, plays, realistic fiction, fairy tales, fables, tall tales, or fantasy) (Local)

RI.R-2-5. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret elements of literary texts, citing evidence where appropriate by:

R-2-5.1. Making logical predictions (State)

R-2-5.2. Identifying relevant physical characteristics or personality traits of main characters (State)

R-2-5.3. Making basic inferences about problem or solution (State)

R-2-5.5. Identifying the author's basic message (Local)

R-2-5.6. Identifying possible motives of main characters (Local)

R-2-5.7. Recognizing explicitly stated causes or effects (Local)

RI.R-2-7. NECAP (Reading) - Grade Level Expectation: Informational Texts: Initial Understanding of Informational Text: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Demonstrate initial understanding of informational texts (expository and practical texts) by:

R-2-7.2. Using explicitly stated information to answer questions (State)

R-2-7.5. Distinguishing among a variety of types of text (e.g., reference: beginning dictionaries, glossaries, children's magazines, content trade books, children's newspapers; and practical/functional texts: procedures/instructions, announcements, book orders, invitations) (Local)

RI.R-2-8. NECAP (Reading) - Grade Level Expectation: Informational Texts: Analysis and Interpretation of informational Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret informational text, citing evidence as appropriate by:

R-2-8.2. Recognizing generalizations about text (e.g., identifying appropriate titles or main/central ideas) (State)

R-2-8.3. Making basic inferences or drawing basic conclusions (State)

R-2-8.4. Identifying facts presented in text (Local)

R-2-8.5. Making inferences about causes or effects, when signal words are present (State)

RI.R-2-9. NECAP (Reading) - Grade Level Expectation: Early Reading Strategies: Phonemic Awareness and Phonological Knowledge: All students need ongoing opportunities to apply and practice reading strategies with many different types of texts. Demonstrates phonemic awareness and applies phonological knowledge and skills by:

R-2-9.1. Blending and segmenting phonemes in more complex one-syllable words (which may include combinations of blends and digraphs, as in th-i-ck, t-r-a-sh) (Local)

RI.W-2-1. NECAP (Writing) - Grade Level Expectation: Structures of Language: Applying Understanding of Sentences, Paragraphs, Text Structures: Students demonstrate command of the structures of sentences, paragraphs, and text by:

W-2-1.5. Distinguishing between letters, words, sentences, and paragraphs (Local)

RI.W-2-9. NECAP (Writing) - Grade Level Expectation: Writing Conventions: Applying Rules of Grammar, Usage, and Mechanics: In independent writing, students demonstrate command of appropriate English conventions by:

W-2-9.2. Using capital letters for the beginning of sentences and names (Local)

W-2-9.4. Using correct end punctuation in simple sentences (e.g., period) (Local)

W-2-9.5a. Correctly spelling grade-appropriate, high-frequency words (Local)

W-2-9.5b. Correctly spelling most words with regularly spelled patterns (e.g., consonant-vowel-consonant, CVC with silent e, one syllable words with blends) (Local)

W-2-9.5c Giving a readable and accurate phonetic spelling for words that have not been taught (Local)

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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