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CALIFORNIA STANDARDS TESTSGRADE 2 ENGLISH-LANGUAGE ARTS
(Blueprints adopted by the State Board of Education 10/02)
* Not assessable in multiple-choice format
1
 © California Department of Education
CALIFORNIA CONTENT STANDARDS: READING# ofItems%1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATICVOCABULARY DEVELOPMENT: Students understand thebasic features of reading. They select letter patterns andknow how to translate them into spoken language by usingphonics, syllabication, and word parts. They apply thisknowledge to achieve fluent oral and silent reading.22 34%
1.1
Decoding and Word Recognition:
recognize and useknowledge of spelling patterns (e.g., diphthongs, special vowelspellings) when reading
3
1.2
Decoding and Word Recognition:
apply knowledge of basic
 
syllabication rules when reading (e.g., v/cv = su/per, vc/cv =sup/per)
3
1.3
Decoding and Word Recognition:
decode two-syllablenonsense words and regular multi-syllable words
3
1.4
Decoding and Word Recognition:
recognize commonabbreviations (e.g., Jan., Sun., Mr., St.)
1
1.5
Decoding and Word Recognition:
identify and correctly useregular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g.,fly/flies, wife/wives)
2
1.6
Decoding and Word Recognition:
read aloud fluently andaccurately, and with appropriate intonation and expression
NA*
1.7
Vocabulary and Concept Development:
understand andexplain common antonyms and synonyms
3
1.8
Vocabulary and Concept Development:
use knowledge ofindividual words in unknown compound words to predict theirmeaning
2
1.9
Vocabulary and Concept Development:
know the meaning ofsimple prefixes and suffixes (e.g., over-, un-, -ing, -ly)
2
1.10
Vocabulary and Concept Development:
identify simplemultiple-meaning words
3
 
CALIFORNIA STANDARDS TESTSGRADE 2 ENGLISH-LANGUAGE ARTS
(Blueprints adopted by the State Board of Education 10/02)
* Not assessable in multiple-choice format
2
 © California Department of Education
CALIFORNIA CONTENT STANDARDS: READING
 
# ofItems%2.0 READING COMPREHENSION: Students read andunderstand grade-level-appropriate material. They drawupon a variety of comprehension strategies as needed(e.g., generating and responding to essential questions,making predictions, comparing information from severalsources). The selections in
Recommended Readings in Literature, Kindergarten Through Grade Eight 
illustrate thequality and complexity of the materials to be read bystudents. In addition to their regular school reading, bygrade four, students read one-half million words annually,including a good representation of grade-level-appropriatenarrative and expository text (e.g., classic andcontemporary literature, magazines, newspapers, onlineinformation). In grade two, students continue to makeprogress toward this goal.1523%
2.1
Structural Features of Informational Materials:
use titles,tables of contents, and chapter headings to locate information inexpository text
1
2.2
Comprehension and Analysis of Grade-Level-AppropriateText:
state the purpose in reading (i.e., tell what information issought)
NA*
2.3
Comprehension and Analysis of Grade-Level-AppropriateText:
use knowledge of the author’s purpose(s) to comprehendinformational text
2
2.4
Comprehension and Analysis of Grade-Level-AppropriateText:
ask clarifying questions about essential textual elementsof exposition (e.g., why, what-if, how)
2
2.5
Comprehension and Analysis of Grade-Level-AppropriateText:
restate facts and details in the text to clarify and organizeideas
3
2.6
Comprehension and Analysis of Grade-Level-AppropriateText:
recognize cause-and-effect relationships in a text
3
2.7
Comprehension and Analysis of Grade-Level-AppropriateText:
interpret information from diagrams, charts, and graphs
2
2.8
Comprehension and Analysis of Grade-Level-AppropriateText:
follow two-step written instructions
2
 
CALIFORNIA STANDARDS TESTSGRADE 2 ENGLISH-LANGUAGE ARTS
(Blueprints adopted by the State Board of Education 10/02)
* Not assessable in multiple-choice format
3
 © California Department of Education
CALIFORNIA CONTENT STANDARDS: READING# ofItems%3.0 LITERARY RESPONSE AND ANALYSIS: Students read andrespond to a wide variety of significant works of children’sliterature. They distinguish between the structural featuresof the text and the literary terms or elements (e.g., theme,plot, setting, characters). The selections in
Recommended Readings in Literature, Kindergarten Through Grade Eight 
 illustrate the quality and complexity of the materials to beread by students.
 
69%
3.1
Narrative Analysis of Grade-Level-Appropriate Text:
compare and contrast plots, settings, and characters presentedby different authors
2
3.2
Narrative Analysis of Grade-Level-Appropriate Text:
generate alternative endings to plots and identify the reason orreasons for, and the impact of, the alternatives
1
3.3
Narrative Analysis of Grade-Level-Appropriate Text:
compare and contrast different versions of the same stories thatreflect different cultures
1
3.4
Narrative Analysis of Grade-Level-Appropriate Text:
identifythe use of rhythm, rhyme, and alliteration in poetry
2
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