2nd GRADE INFORMATIVE/EXPLANATORY

2nd GRADE INFORMATIVE/EXPLANATORY

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

FOCUS Identify and introduce the topic.

CONTENT Develop the topic with facts and/or definitions.

ORGANIZATION Group information and provide a concluding statement or section.

STYLE Choose words and phrases for effect.

CONVENTIONS Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling

See Conventions Benchmarks

PRODUCTION AND DISTRIBUTION OF WRITING With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by planning, revising, and editing.

TECHNOLOGY AND PUBLICATION With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers.

CONDUCTING RESEARCH Participate in individual or shared research and writing projects.

CREDIBILITY, RELIABILITY, VALIDITY OF SOURCES Recall information from experiences or gather information from provided sources to answer a question.

RANGE OF WRITING Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

2nd GRADE OPINION/ARGUMENT

Write opinion pieces on familiar topics or texts.

FOCUS Identify the topic and state an opinion.

CONTENT Support the opinion with reasons that include details connected to the opinion.

ORGANIZATION Create an organizational structure that includes reasons and includes a concluding statement.

STYLE Use a variety of words and phrases to appeal to the audience.

CONVENTIONS Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling

See Conventions Benchmarks

PRODUCTION AND DISTRIBUTION OF WRITING With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by planning, revising, and editing.

TECHNOLOGY AND PUBLICATION With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers.

CONDUCTING RESEARCH Participate in individual or shared research and writing projects.

CREDIBILITY, RELIABILITY, VALIDITY OF SOURCES Recall information from experiences or gather information from provided sources to answer a question.

RANGE OF WRITING Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

2nd GRADE NARRATIVE

Write narratives to develop real or imagined experiences or events.

FOCUS Establish a situation and introduce a narrator and/or characters.

CONTENT Include thoughts and feelings to describe experience and events to show the response of characters to situations.

ORGANIZATION Organize a short sequence of events, using temporal words to signal event order; provide a sense of closure.

STYLE Choose words and phrases fro effect.

CONVENTIONS Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling

See Conventions Benchmarks

PRODUCTION AND DISTRIBUTION OF WRITING With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by planning, revising, and editing.

TECHNOLOGY AND PUBLICATION With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers.

CONDUCTING RESEARCH Participate in individual or shared research and writing projects.

CREDIBILITY, RELIABILITY, VALIDITY OF SOURCES Recall information from experiences or gather information from provided sources to answer a question.

RANGE OF WRITING Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

BENCHMARKS FOR WRITING CONVENTIONS

KINDERGARTEN Capitalize fist word in a sentence and pronoun I. Recognize and use end punctuation. Spell simple words phonetically.

1st GRADE Capitalize dates and names of people. Use end punctuation; use commas in dates and words in series. Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions.

2nd GRADE Capitalize proper nouns. Use commas and apostrophes appropriately. Spell words drawing on common spelling patterns. Consult reference material as needed.

3rd GRADE Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Form and use regular and irregular plural nouns. Use abstract nouns (e.g. childhood). Form and use regular and irregular verbs. Form and use the simple (e.g. I walked; I walk; I will walk) verb tenses. Ensure subject-verb and pronoun antecedent agreement. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. Use coordinating and subordinating conjunctions. Produce simple, compound, and complex sentences. Capitalize appropriate words in titles. Use commas in addresses. Use commas and quotation marks in dialogue. Form and use possessives. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g. sitting, smiled, cries, happiness) Use spelling patterns and generalizations (e.g. word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

4th GRADE Use relative pronouns (e.g., who, whose, whom, which, that) and relative adverbs (e.g., where, when, why). For and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

 Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

Form and use prepositional phrases. Produce complete sentences, recognizing and correcting inappropriate fragments

and run-on sentences. Correctly use frequently confused words (e.g., to, too, two; there, their, they're). Ensure subject-verb and pronoun antecedent agreement. Use correct capitalization. Use commas and quotation marks to mark direct speech and quotations from a text. Use a comma before a coordinating conjunction in a compound sentence. Spell grade-appropriate words correctly.

5th GRADE Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. Use verb tense to convey various times, sequences, states, and conditions. Recognize and correct inappropriate shifts in verb tense. Use correlative conjunctions (e.g., either/or, neither/nor). Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences. Correctly use frequently confused words (e.g., to, too, two; there, their, they're). Ensure subject-verb and pronoun-antecedent agreement. Use punctuation to separate items in a series. Use a comma to separate an introductory element from the rest of the sentence. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag questions from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?). Use underlining, quotation marks, or italics to indicate titles of works. Spell grade-appropriate words correctly.

6th GRADE Ensure that pronouns are in the proper case (i.e., subjective, objective, possessive). Use intensive pronouns (e.g., myself, ourselves). Recognize and correct inappropriate shifts in pronoun number and person. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). Recognize and correct inappropriate shifts in verb tense. Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences. Correctly use frequently confused words (e.g., to, too, two; there, their, they're). Ensure subject-verb and pronoun-antecedent agreement. Use punctuation (e.g., commas, parentheses, dashes) to set off nonrestrictive/ parenthetical elements. Spell correctly. Use punctuation to separate items in series.

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