Performance Level Descriptors, Grade 2, English Language Arts Content Standards
Standard READING: WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT 1.0 Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. READING: READING COMPREHENSION 2.0 Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). READING: LITERARY RESPONSE AND ANALYSIS 3.0 Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS 1.0: Students write and speak with a command of standard English conventions appropriate to this grade level. WRITING:
May 2007 Agenda Item 9 California State Board of Education May 8, 2007
Below Basic Students demonstrate a serious lack of mastery in understanding the basic features of reading. They demonstrate a serious lack of mastery in selecting letter patterns and knowing how to translate them into spoken language by using phonics, syllabication, and word parts. They demonstrate a serious lack of mastery in applying this knowledge to achieve fluent oral and silent reading. Students demonstrate a serious lack of mastery in reading and understanding grade-level-appropriate material. They demonstrate a serious lack of mastery in drawing upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). Students demonstrate a serious lack of mastery in reading and responding to a wide variety of significant works of children's literature. They demonstrate a serious lack of mastery in distinguishing between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). Students demonstrate a serious lack of mastery in writing and speaking with a command of standard English conventions appropriate to this grade level. Students demonstrate a serious lack of
Basic Students demonstrate limited mastery in understanding the basic features of reading. They demonstrate limited mastery in selecting letter patterns and knowing how to translate them into spoken language by using phonics, syllabication, and word parts. They demonstrate limited mastery in applying this knowledge to achieve fluent oral and silent reading. Students demonstrate limited mastery in reading and understanding grade-levelappropriate material. They demonstrate limited mastery in drawing upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). Students demonstrate limited mastery in reading and responding to a wide variety of significant works of children's literature. They demonstrate limited mastery in distinguishing between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). Students demonstrate limited mastery in writing and speaking with a command of standard English conventions appropriate to this grade level.
Proficient Students demonstrate mastery in understanding the basic features of reading. They demonstrate mastery in selecting letter patterns and knowing how to translate them into spoken language by using phonics, syllabication, and word parts. They demonstrate mastery in applying this knowledge to achieve fluent oral and silent reading. Students demonstrate mastery in reading and understanding grade-levelappropriate material. They demonstrate mastery in drawing upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). Students demonstrate mastery in reading and responding to a wide variety of significant works of children's literature. They demonstrate mastery in distinguishing between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). Students demonstrate mastery in writing and speaking with a command of standard English conventions appropriate to this grade level.
Advanced Students demonstrate comprehensive mastery in understanding the basic features of reading. They demonstrate comprehensive mastery in selecting letter patterns and knowing how to translate them into spoken language by using phonics, syllabication, and word parts. They demonstrate comprehensive mastery in applying this knowledge to achieve fluent oral and silent reading. Students demonstrate comprehensive mastery in reading and understanding grade-level-appropriate material. They demonstrate comprehensive mastery in drawing upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). Students demonstrate comprehensive mastery in reading and responding to a wide variety of significant works of children's literature. They demonstrate comprehensive mastery in distinguishing between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). Students demonstrate comprehensive mastery in writing and speaking with a command of standard English conventions appropriate to this grade level. Students demonstrate comprehensive
Students demonstrate limited mastery in
Students demonstrate mastery in writing
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Performance Level Descriptors, Grade 2, English Language Arts Content Standards
WRITING STRATEGIES 1.0 Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). 2/19/09 mastery in writing clear and coherent sentences and paragraphs that develop a central idea. Their writing demonstrates a serious lack of mastery in showing they consider the audience and purpose. Students demonstrate a serious lack of mastery in progressing through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). writing clear and coherent sentences and paragraphs that develop a central idea. Their writing demonstrates limited mastery in showing they consider the audience and purpose. Students demonstrate limited mastery in progressing through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). clear and coherent sentences and paragraphs that develop a central idea. Their writing demonstrates mastery in showing they consider the audience and purpose. Students demonstrate mastery in progressing through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). mastery in writing clear and coherent sentences and paragraphs that develop a central idea. Their writing demonstrates comprehensive mastery in showing they consider the audience and purpose. Students demonstrate comprehensive mastery in progressing through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
May 2007 Agenda Item 9 California State Board of Education May 8, 2007
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