Language Arts- Reading 1) Understands key ideas and details.

2) Trimester 1 2 3 4ALL Student is unable

or rarely able to ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Student is unable or rarely able to recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Student is unable or rarely able to describe how characters in a story respond to major events and challenges.

Student is sometimes able to ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Student is sometimes able to recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Student can sometimes describe how characters in a story respond to major events and challenges.

Student can consistently ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.- RL 2.1

Student can consistently recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL. 2.2

Student can consistently describe how characters in a story respond to major events and

Student can consistently ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text and apply it to their independent reading.

Student can consistently recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral in their independent reading.

In independent reading, student can communicate how the character in a story responds to major events and challenges.

Student is unable or rarely able to identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

Student is unable or rarely able to describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Student can sometimes identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

Student can sometimes describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

challenges. – RL 2.3

Student can consistently identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. – RI 2.2

Student can consistently describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. – RI 2.3

Student can determine the main idea of a multi-paragraph text; recount the key details and explain how they support the main idea.(3rd grade standard)Student can describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3rd grade standard)

2) Recognizes craft and structure in a variety of texts.

Trimester 1 2 3 4ALL Student is unable to

or rarely able to describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Student is unable to or rarely able to describe the overall structure of a story, including describing

Student can sometimes describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Student can sometimes describe the overall structure of a story, including describing how the

Student can consistently describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.RL 2.4

Student can consistently describe the overall structure of a story, including describing how the

*Student can consistently describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song AND determine the difference between literal and nonliteral language.

Student can consistently describe the overall structure

how the beginning introduces the story and the ending concludes the action.

Student is unable to or rarely able to acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Student is unable to or rarely able to determine the meaning of words

beginning introduces the story and the ending concludes the action.

Student can sometimes acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Student can sometimes determine the meaning of words

beginning introduces the story and the ending concludes the action. RL 2.5

Student can consistently acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL 2.6

Student can consistently determine the meaning of words

of a story, including describing how the beginning introduces the story and the ending concludes the action and describe how each successive part builds on earlier sections.

Student can consistently acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud AND identify how their own point of view may be different from the characters’ or narrator.

Student can consistently

and phrases in a text relevant to a grade 2 topic or subject area.

Student is unable or rarely able to 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 2.5

Student is unable or rarely able tot identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI 2.6

and phrases in a text relevant to a grade 2 topic or subject area. – RI 2.4

Student sometimes knows 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 2.5

Student is sometimes able to identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI 2.6

and phrases in a text relevant to a grade 2 topic or subject area. – RI 2.4

Student consistently knows 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 2.5

Student can consistently identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI 2.6

determine the meaning of words and phrases in a text relevant to a grade 3 topic or subject area. –(3rd grade standard)

Student can consistently use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.(3rd grade standard)

Student can consistently identify the main purpose of a text, including what the author wants to answer, explain, or describe as well as separate the author’s point of

view from their own. (modified 3rd grade standard)

3) Integrates information acquired from various sources. Trimester 1 2 3 4

ALL Student is unable to or rarely able to use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Student is unable to or rarely able to compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Student is unable or rarely able to explain

Student can sometimes use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Student can sometimes compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Student can

Student can consistently use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL 2.7

Student can consistently compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. – RL 2.9

Student can consistently explain how specific images

Student can explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) (3rd grade standard)

Student can compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)(3rd grade standard)

Student can use information gained from illustrations

how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Student is unable or rarely able to describe how reasons support specific points the author makes in a text.

Student is unable or rarely able to compare and contrast the most important points presented by two texts on the same topic.

sometimes explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Student can sometimes describe how reasons support specific points the author makes in a text.

Student can sometimes compare and contrast the most important points presented by two texts on the same topic.

(e.g., a diagram showing how a machine works) contribute to and clarify a text. – RI – 2.7

Student can consistently describe how reasons support specific points the author makes in a text.RI 2.8

Student can consistently compare and contrast the most important points presented by two texts on the same topic. – RI 2.9

(e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (3rd grade standard)Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Student can compare and contrast the most important points and key details presented in two texts on the same topic. (3rd grade standard)

L

4) Engages in various reading activities with purpose and understanding.

Trimester 1 2 3 4ALL Student is unable to

or rarely able to read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range

Student is sometimes able to read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range

Student is consistently able to read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Student is consistently able to read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently and independently.

5) Independent reading level

Trimester 1 2 3 41 Student has achieved

reading success ate level I or below

Student has achieved reading success at Level J

Student has achieved reading success at

Level K

Student has achieved reading success at level L or above

2 Student has achieved reading success at level J or below

Student has achieved reading success at level K

Student has achieved reading success at

Level L

Student has achieved reading success at level M or above

3 Student has achieved reading success at level K or below

Student has achieved reading success at Level L

Student has achieved reading success at

Level M

Student has achieved reading success at level N or above

Language Arts- Foundational Skills

6.) Knows and applies grade level phonics and word recognition skills.

Trimester 1 2 3 4ALL Student is unable to

or rarely able to distinguish long and short vowels when reading regularly spelled one-syllable words.

Student is unable to or rarely able to recognize spelling-sound correspondences for additional common vowel teams.

Student is unable to or rarely able to decode regularly spelled two-syllable words with long

Student can sometimes distinguish long and short vowels when reading regularly spelled one-syllable words

Student is sometimes able to recognize spelling-sound correspondences for additional common vowel teams.

Student can sometimes decode regularly

Student can consistently distinguish long and short vowels when reading regularly spelled one-syllable words. – RF – 2.3 A

Student consistently knows spelling-sound correspondences for additional common vowel teams. RF 2.3 - B

Student can consistently decode regularly spelled two-

Student can consistently distinguish long and short vowels when reading regularly spelled words with two or more syllables

Student can consistently decode regularly spelled two syllable words with long vowels with more than two syllables

vowels.

Student is unable to or rarely able to decode words with common prefixes and suffixes

Student is unable or rarely able to recognize and reads grade-appropriate irregularly spelled words.

Student is unable or rarely able to recognize and read grade-appropriate irregularly spelled words

spelled two-syllable words with long vowels

Student can sometimes decode words with common prefixes and suffixes

Student sometimes recognizes and reads grade-appropriate irregularly spelled words.

Student can sometimes recognize and read grade-appropriate irregularly spelled words –

syllable words with long vowels. RF 2.3 C

Student can consistently decode words with common prefixes and suffixes. = RF 2.3 D

Student consistently recognizes and reads grade-appropriate irregularly spelled words. – RF 2.3- E

Student can consistently recognize and read grade-appropriate irregularly spelled words. RF 2.3 - F

Student can consistently decode words with common prefixes and suffixes and understands how the prefixes and suffixes impact the meaning of the word.

7.) Reads with accuracy and fluency to support comprehension.

Trimester 1 2 3 4

ALL Student is unable to or rarely able to read grade-level text with purpose and understanding.

Student is unable to or rarely able to read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Student is unable to or rarely able to use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Student is sometimes able to read grade-level text with purpose and understanding.

Student sometimes reads grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Student is sometimes uses context to confirm or self-correct word recognition and understanding, rereading as necessary.

Student consistently reads grade-level text with purpose and understanding. – RF – 2.4A

Student consistently reads grade-level text orally with accuracy, appropriate rate, and expression on successive readings. – RF 2.4B

Student consistently uses context to confirm or self-correct word recognition and understanding, rereading as necessary. – RF 2.4C

Student consistently reads above grade level text with purpose and understanding

Student consistently reads above grade-level text, including poetry, orally with accuracy, appropriate rate, and expression on successive readings.

Student consistently uses context to confirm or self-correct word recognition and understanding. rereading as necessary, when reading above grade –level text.

Language Arts- Writing

8) Writes for a variety of purposes.

Trimester 1 2 3 4ALL Student is unable

to or rarely able to 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

Student can sometimes 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

Student can consistently 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

Student can consistently write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, using an organized structure, and use linking words (e.g., because, and, also, therefore and since) to connect opinion and reasons, and provide a concluding statement or

opinion and reasons, and provide a concluding statement or section.

Student is unable to or rarely able to write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Students is unable to or rarely able to write narratives in which they recount a well-elaborated event or short sequence of

opinion and reasons, and provide a concluding statement or section.

Student can sometimes write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Students can sometimes write narratives in which they recount a well-elaborated event or short sequence of

opinion and reasons, and provide a concluding statement or section. W – 2.1

Student can consistently write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. – W- 2.2

Students can consistently write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts,

section.

Student can consistently write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points and group related information together, sometimes including illustrations when appropriate, use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. and provide a concluding statement or section

Students can consistently write narratives in which they recount a well-elaborated event or short sequence of events, establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturallyinclude details to

events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

and feelings, use temporal words to signal event order, and provide a sense of closure. – W 2.3

describe actions, thoughts, and feelings, uses dialogue, uses temporal words to signal event order, and provide a sense of closure.

9) Produces organized writing appropriate to task, purpose, and audience.

Trimester 1 2 3 4ALL Student, with

guidance and support from adults

Student, with guidance and support from adults

Students, with guidance and support from adults

Student can independently focus on a topic and strengthen writing as needed by

and peers, is unable to or rarely able to focus on a topic and strengthen writing as needed by revising and editing

Student with guidance and support from adults, is unable to or rarely able to, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

and peers, can sometimes focus on a topic and strengthen writing as needed by revising and editing.

Student with guidance and support from adults, can sometimes use a variety of digital tools to produce and publish writing, including in collaboration with peers.

and peers, can focus on a topic and strengthen writing as needed by revising and editing. –W 2.5

Student can, with guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. – W 2.6

revising and editing.

Student can independently use a variety of digital tools to produce and publish writing, including in collaboration with peers.

10) Conducts research to build and present knowledge.

Trimester 1 2 3 4ALL Student is unable to

or rarely able to participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report;

Student is sometimes able to participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report;

Student is consistently able to participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report;

Student is consistently able to conduct short research projects that build knowledge about a topic independently.

record science observations).

Student is unable to or rarely able to recall information from experiences or gather information from provided sources to answer a question.

record science observations).

Student can sometimes recall information from experiences or gather information from provided sources to answer a question.

record science observations). W – 2.7

Student can consistently recall information from experiences or gather information from provided sources to answer a question. – W- 2.8

Student can consistently recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Language Arts- Speaking and Listening

11) Participates in group discussions actively and appropriately.

Trimester 1 2 3 4ALL Student is unable to

or rarely able to follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Student is unable to

Student sometimes follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Student can consistently follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). – SL 2.1A

Student can

Student can consistently follow agreed-upon rules for discussions and help others do the same.

Student can consistently build on others' talk in conversations by

or rarely able to build on others' talk in conversations by linking their comments to the remarks of others.

Student is unable to or rarely able to ask for clarification and further explanation as needed about the topics and texts under discussion.

Student is unable to or rarely able to recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Student is unable to or rarely able to ask and

Student can sometimes build on others' talk in conversations by linking their comments to the remarks of others.

Student sometimes asks for clarification and further explanation as needed about the topics and texts under discussion.

Student can sometimes recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

consistently build on others' talk in conversations by linking their comments to the remarks of others.- SL 2.1B

Student consistently asks for clarification and further explanation as needed about the topics and texts under discussion. – SL 2.1 C

Student can consistently recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL 2.2

linking their comments to the remarks of others and explain their own ideas and understanding in light of the discussion

Student can consistently ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

Student can consistently determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Student is sometimes able to 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.

Student is consistently able to 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. – SL 2.3

Student can consistently ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

12) Effectively communicates knowledge and ideas.

Trimester 1 2 3 4ALL Student is unable to

or rarely able to tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences

Student is unable to or rarely able to create audio recordings of stories or poems; add

Student can sometimes tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences

Student can sometimes create audio recordings of

Student can consistently tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. – SL 2.4

Student can consistently create audio recordings of stories or poems; add drawings or other visual displays

Student can consistently report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly and clearly at an understandable pace.

Student can consistently create engaging audio

drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Student is unable to or rarely able to produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3here for specific expectations.)

stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Student can sometimes produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3here for specific expectations.)

to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. – SL 2.5

Student can consistently produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3here for specific expectations.) – SL 2.6

recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Language Arts- Language

13) Demonstrates command of conventions when writing or speaking.

Trimester 1 2 3 4ALL Student is unable to

or rarely able to use collective nouns (e.g., group).

Student can sometimes use collective nouns (e.g., group).

Student can consistently use collective nouns (e.g., group). – L.

Student can consistently explain the function of nouns, in general and their functions in

Student is unable to or rarely able to form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Student is unable to or rarely able to use reflexive pronouns (e.g., myself, ourselves).

Student is unable to or rarely able to form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

Student is unable to or rarely able to use adjectives and adverbs, and choose between them depending on what is to be modified

Student can sometimes form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Student can sometimes use reflexive pronouns (e.g., myself, ourselves).

Student can sometimes form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

Student can use adjectives and adverbs, and choose between them depending on what is to be modified

2.1.A

Student can consistently form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). – L.2.1.B

Student can consistently use reflexive pronouns (e.g., myself, ourselves). L.2.1.C

Student can consistently form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). – L.2.1.D

Student can consistently use adjectives and adverbs, and choose between them

particular sentences.

Student can consistently form and use most regular and irregular plural nouns.

Student can consistently form and use the past tense of regular and irregular verbs.

Student can explain the function of adjectives, and adverbs in general and their functions in particular sentences.

Student can consistently produce, expand and

Student is unable to or rarely able to produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

.Student is unable to or rarely able to capitalize holidays, product names, and geographic names

Student is unable to or rarely able to use commas in greetings and closings of letters.

Student is unable to or rarely able t use an apostrophe to form contractions

Student can sometimes produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

Student is sometimes able to capitalize holidays, product names, and geographic names

Student can sometimes use commas in greetings and closings of letters.

depending on what is to be modified- L.2.1.E.

Student can consistently produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). – L.2.1.F

Student is consistently able to capitalize holidays, product names, and geographic namesL.2.2.A

Student can consistently use commas in greetings and closings of

rearrange simple, compound, and complex sentences.

Student is consistently able to capitalize holidays, product names, and geographic namesas well as words in titles.Student can consistently use commas in greetings and closings of letters as well as in addresses.

Student can consistently use an apostrophe to form contractions and all possessives.

and frequently occurring possessives.

Student is unable to or rarely able to generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Student is unable or rarely able to consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Student can sometimes use an apostrophe to form contractions and frequently occurring possessives.

Student can sometimes generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Student can sometimes consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

letters.L.2.2.B

Student can consistently use an apostrophe to form contractions and frequently occurring possessives.L.2.2.C

Student can consistently generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).L.2.2.D

Student can consistently consult reference materials, including beginning dictionaries, as needed to check and correct spellings.L.2.2.E

Student can consistently use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

14) Acquires and accurately applies grade level words and phrases.

Trimester 1 2 3 4ALL Student can

consistently 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.

Student is unable to or rarely able to use sentence-level context as a clue to the meaning of a word or phrase.

Student can consistently 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.

Student can sometimes use sentence-level context as a clue to the meaning of a word or phrase.

Student can consistently 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.

Student can consistently use sentence-level context as a clue to the meaning of a word or phrase.

Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

Student is unable or rarely able to use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Student is unable to or rarely able t use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Student is unable to or rarely able to use glossaries and beginning dictionaries, both

Student sometimes use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Student can sometimes use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Student can sometimes use glossaries and

Student can consistently use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Student can consistently use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Student can consistently use Student can

print and digital, to determine or clarify the meaning of words and phrases.

Student is unable or rarely able to consistently demonstrate understanding of word relationships and nuances in word meanings.

Student is unable or rarely able to consistently identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy)

beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Student is sometimes able to demonstrate understanding of word relationships and nuances in word meanings.

Student is sometimes able to consistently identify real-life connections between words and their use (e.g., describe foods

glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.Student is consistently able to consistently demonstrate understanding of word relationships and nuances in word meanings.

Student is consistently able to consistently identify real-life connections between words and their use (e.g., describe foods

consistently demonstrate understanding of figurative language, word relationships and nuances in word meanings.

Student is consistently able to distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

Student is able to distinguish shades of meaning among related words that describe states of

Student is unable to or rarely able to identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy)

Student is unable or rarely able to use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g.,When other kids are happy that makes me happy).

that are spicy or juicy)

Student is sometimes able to identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy)

Student is sometimes able use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g.,When other kids are happy that makes me happy).

that are spicy or juicy)

Student is able to consistently distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Student is able to consistently use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g.,When other kids are happy that makes me happy).

mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

Student is able to acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).