2.5 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(D) alphabetize a series of words and use a dictionary or a glossary to find words.
2.13 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) identify the topic and explain the author’s purpose in writing the text.
2.14 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding. Students are expected to:
(A) identify the main idea in a text and distinguish it from the topic;
(B) locate the facts that are clearly stated in a text;
(C) describe the order of events or ideas in a text; and
(D) use text features (e.g., table of contents, index, headings) to locate specific information in text.
2.16 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) recognize different purposes of media (e.g., informational, entertainment);
(C) identify various written conventions for using digital media (e.g., e-mail, website, video game).
Figure 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self directed, critical readers. The student is expected to:
(A) establish purposes for reading selected texts based upon content to enhance comprehension;
(B) ask literal questions of text;
(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions);
(D) make inferences about text using textual evidence to support understanding;
2.19 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(A) write brief compositions about topics of interest to the student;
2.24 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
(A) generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics; and
(B) decide what sources of information might be relevant to answer these questions.
2.25 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
(A) gather evidence from available sources (natural and personal) as well as from interviews with local experts;
(B) use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works (e.g., picture dictionaries) to locate information; and
(C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams)
2.26 Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:
(A) revise the topic as a result of answers to initial research questions.
2.27 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to:
(A) create a visual display or dramatization to convey the results of the research.
Beginning Reading Skills
2.2 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including:
(iii) consonant digraphs (e.g., ng, ck, ph);
Social Studies Focus
2.8C identify ways people can conserve and replenish natural resources
2.9A explain how work provides income to purchase goods and services
2.9B explain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money and where to live and work.
2.10A distinguish between producing and consuming
2.10B identify ways in which people are both producers and consumers
2.10C examine the development of a product from a natural resource to a finished product.
Oral & Written Conventions
2.21 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) understand and use the following parts of speech in the context of reading, writing, and speaking:
(vii) time-order transition words;
2.23 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(D) spell base words with inflectional endings (e.g., -ing and -ed);