Kindergarten: Unit 1 Progress Monitoring



Second Grade: Unit 5 Progress Monitoring

Checkpoints Toward Mastery: ELA “I Can” Statements

|√ |√ |√ |√ |Standard # |“I Can” Statements |

| | | | |RL.2.1 |I can identify the characters, setting, plot, problem, and solution. |

| | | | |RL.2.1 |I can ask who, what, when, where, how, and why questions to show that I understand important parts of a |

| | | | | |text. |

| | | | |RL.2.1 |I can answer who, what, when, where, how, and why questions to show that I understand important parts of a |

| | | | | |text. |

| | | | |RL.2.1 |I can predict the outcome for a story based on pictures and text. |

| | | | |RL.2.2 |I can identify genres: folktale, fantasy, legends, myth, realistic fiction, and children’s adventure |

| | | | | |stories. |

| | | | |RL.2.2 |I can retell stories including fables and folktales from different places. |

| | | | |RL.2.2 |I can identify the central message (main idea) or moral the story is teaching. |

| | | | |RL.2.2 |I can explain the message or moral the story is teaching me. |

| | | | |RI.2.7 |I can use images/pictures to help me understand what the text is about. |

| | | | |RI.2.7 |I can give examples of how the pictures/images helped me understand the text. |

| | | | |RI.2.7 |I can give tell in my own words how the pictures/images helped me understand the text. |

| | | | |RI.2.10 |I can read and understand text (informational text) between Lexile scores 450-790. |

| | | | |RI.2.10 |I can comprehend texts by responding to, talking, and thinking about what I read. |

| | | | |RI.2.10 |I can comprehend texts by thinking back and evaluating what I read. |

| | | | |RI.2.10 |I can read closer to the high end of the Lexile score 420-820. |

| | | | |W.2.3 |I can identify a personal event in which to write a personal narrative. |

| | | | |W.2.3 |I can organize my writing (introduce, support, conclude). |

| | | | |W.2.3 |I can sequence and describe (actions, thoughts, feelings) the events. |

| | | | |W.2.3 |I can use temporal (time order) words to signal event order (e.g. first next, then, last). |

| | | | |W.2.3 |I can write a conclusion sentence/paragraph. |

| | | | |RF.2.3a |I can read long and short vowels in regularly spelled one syllable words. |

| | | | |RF.2.3b |I can spell words with common vowel teams (digraphs, diphthongs, r-controlled). |

| | | | |RF.2.3c |I can decode two syllable words with long vowels. |

| | | | |RF.2.3d |I can decode words with common prefixes and suffixes. |

| | | | |RF.2.3e |I can read words with different but common spelling sounds (ph, wr, ough, igh, ought, eigh, kn, igh, gn). |

| | | | |RF.2.3f |I can recognize and read grade appropriate irregularly spelled words. |

| | | | |RF.2.4a |I can read grade level text with accuracy and fluency to support comprehension and understanding. |

| | | | |L.2.2d |I can use spelling patterns correctly to write words. |

| | | | |L.2.2d |I can generate words from learned spelling patterns. |

| | | | |L.2.4b |I can identify prefixes. |

| | | | |L.2.4b |I can add a prefix to create a new word. |

| | | | |L.2.4b |I can determine the meaning of the new word when a prefix is added. |

| | | | |L.2.4b |I can determine the meaning of the new word when a known affix is added to a known word. |

| | | | |L.2.4c |I can identify root/base words. |

| | | | |L.2.4c |I can use root words to determine the meaning of an unknown word with the same root. |

| | | | |L.2.5b |I can identify and use synonyms that are verbs. |

| | | | |L.2.5b |I can show and tell the shades of meaning between those verbs. |

| | | | |L.2.5b |I can identify and use synonyms that are adjectives. |

| | | | |L.2.5b |I can show and tell the difference in the meaning between those adjectives. |

| | | | |SL.2.4 |I can identify relevant descriptive details in a story. |

| | | | |SL.2.4 |I can tell a story with relevant descriptive details. |

| | | | |SL.2.4 |I can tell a story using descriptive details about a personal experience using complete sentences. |

| | | | |SL.2.4 |I can present information orally, clearly and precisely. |

** With guidance and support

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