Digesting a Story GLE's

Louisiana Grade Level Expectations for this 2nd Grade Lesson Plan Unit


      Standard 1:

1. Identify unique letter‑sound patterns, including long and short vowels (e.g., ea for short e, as in bread, and ough for long o, as in though) and consonants (tch for /ch/, as in watch, and gh for /f/, as in cough) (ELA‑1‑E1)
2. Demonstrate understanding of phonics by doing the following:isolating difficult parts of words in order to correct a mispronunciation or decode an unfamiliar printed word

  • fluently manipulating targeted sounds by adding, deleting, or substituting the sounds to create new words

  • differentiating short‑ and long‑vowel sounds in printed words when those sounds are made with a broad variety of letter combinations and a variety of word families (e.g., ou, ow, ough, igh)

  • reading regularly spelled words with as many as four syllables

  • using phonetic decoding strategies accurately and rapidly in unfamiliar words and textusing common affixes (prefixes and suffixes) to understand word meanings (ELA‑1‑E1)

7.  Demonstrate understanding of information in texts using a variety of strategies, including: comparing and
contrasting story elements (e.g., character, setting, events)

  •  predicting what will happen next in a story or a text

  • making simple inferences about information in texts

  • self‑monitoring consistently for comprehension using multiple strategies and self‑correcting as appropriate (ELA‑7‑E1)

8.  Identify story elements, including effects of setting on events and characters (ELA‑1‑E4)
10.  Retell a story in sequence including main idea and important supporting details (ELA‑1‑E5)
11.  Make statements about how previous reading and life experiences relate to information read in texts (ELA‑1‑E6)
13.  Read texts and simple chapter books silently at independent reading level (ELA‑1‑E7)
18.  Discuss and choose the most appropriate solution to a problem in texts (ELA‑7‑E2)
19.  Identify the author's viewpoint (i.e., perspective) in a text (ELA‑7‑E3)
20.  Apply basic reasoning skills, including:

  • discussing the relationship between cause-effect

  • asking questions about texts read independently including why and how (ELA‑7‑E4)

21. Write compositions of one or more paragraphs, organized with a central idea and a coherent beginning, middle, and end (ELA‑2‑E1)
22. Use a greater variety of action and descriptive words when writing for a specific purpose and/or audience (ELA‑2‑E2)
23. Develop compositions of one or more paragraphs using writing processes such as the following:

  • independently generating ideas for writing by using various strategies (e.g., listing, brainstorming, drawing)

  • creating a plan (e.g., graphic organizer, web) appropriate to the purpose of writing

  • writing a first draft with a developed beginning, a middle, and an end

  • conferencing with a teacher or peers

  • revising for clarity, grammatical and mechanical correctness, and/or to include additional information

  • creating a final draft for possible publication (ELA‑2‑E3)

Standard 3:

27.  Write legible short paragraphs using proper indentation (ELA‑3‑E1)
28.  Use standard English punctuation, including:

  • apostrophes in contractions

  • periods in abbreviations (ELA‑3‑E2)

29.  Capitalize grade‑appropriate proper nouns, initials of a personís name, and the salutation and closing of a friendly letter (ELA‑3‑E2)
30.  Write using standard English structure and usage, including:

  • subject‑verb agreement in simple and compound sentences

  • past and present verb tenses

  • noun and pronoun antecedent agreement

  • transitional words and conjunctions in sentences

  • prepositions and prepositional phrases

  • possessive nouns

  • adverbs, especially those related to time (ELA‑3‑E3)

31.  Distinguish between a sentence and a sentence fragment (ELA‑3‑E3)
32.  Use knowledge of parts of speech, including:

  •  identifying and using nouns, including proper, common, concrete, abstract, and collective

  • using correct antecedents of pronouns

  •  identifying and using the standard forms of possessives (e.g., momís coat, dadís hat, girlsí shoes

  • selecting and using verbs in past and present tenses in writing

  • selecting and using standard forms of personal pronouns

  • using a variety of conjunctions (e.g., or, nor, yet, so)

  • selecting and using adverbs that modify according to time

  • identifying and using prepositions appropriately (ELA‑3‑E4)

 33.  Spell grade‑appropriate words, including:

  • words with short vowels, long vowels, r‑controlled vowels, and consonant‑blends

  • words with short‑ and long‑vowel sounds when those sounds are made with a broad variety of letter combinations (e.g., ou, ow, ough, igh)

  • frequently used irregularly spelled words (ELA‑3‑E5)

34.  Use spelling patterns and rules correctly (e.g., dropping silent ‑e before adding ‑ing) (ELA‑3‑E5)
35.  Use multiple spelling strategies (e.g., word wall, word lists, thinking about the base word, affixes) (ELA‑3‑E5)
37.  Use a dictionary and a glossary to locate correct spellings (ELA‑3‑E5)
39.  Give/relate multi‑step directions to classmates (ELA‑4‑E2)
40.  Tell and retell stories with the following included:

  • sequential order, including setting, character, and simple plot

  • supportive facts and details from the story

  • explicit and implicit main ideas (ELA‑4‑E3)

43.  Give rehearsed oral presentations about general topics using eye contact, appropriate volume, clear pronunciation, and appropriate visual aids (ELA‑4‑E4) 
45.  Give oral responses, including:

  • telling stories and personal experiences

  • giving explanations and reports (ELA‑4‑E5)

46.  Compare ideas from a wide variety of media (ELA‑4‑E6) 
48.  Identify the role of discussion leader, contributor, and active listener (ELA‑4‑E7)

Standard 5:

51.  Gather and arrange information in a variety of organizational forms, including graphic organizers, simple outlines, notes, and summaries (ELA‑5‑E3)
52.  Use technology to publish a variety of works, including simple research reports and book summaries (ELA‑5‑E4)
54.  Locate and read information on a chart, graph, diagram, map, and simple timeline (ELA‑5‑E6)

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stacybodin@aol.com
smbodin@vrml.k12.la.us

Created and written by
Stacy Bodin
Dozier Elementary
415 West Primeaux
Erath, LA 70533
Phone 337-937-6915

My Homepage
http://www.vrml.k12.la.us/smbodin