a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

W.1.2 Write text in a variety of modes:

a. Opinion pieces in which they introduce the topic or name the text they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. b. Informative /explanatory text in which they name a topic, supply some facts about the topic, and provide some sense of closure.

c. Convey events, real or imagined through narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

W.1.3 Create writing that utilizes:

a. Organization: provide a beginning, middle and a simple ending.

b. Transitions: simple word transitions and temporal words/pictures that link ideas.

c. Word Choice (including domain specific): use basic and familiar words, experiments with descriptive words to describe feelings, events and images.

a. With guidance and support, follow agreed-upon norms for discussions and participate by actively listening, taking turns, and staying on topic.

b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

c. Ask questions to clear up any confusion about the topics and texts under discussion. d. Consider individual differences when communicating with others.

SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media

SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

a. Distinguish long from short vowel sounds in spoken single-syllable words.

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

e. Add, delete, or substitute individual sounds (phonemes) in simple one-syllable words to make new words.

a. Know the spelling-sound correspondences for common consonant digraphs.

b. Decode and encode regularly spelled one-syllable words (e.g., cat, fox, bet, cup, fit, etc.).

c. Know final -e and common vowel team conventions for representing long vowel sounds (Examples include but are not limited to: ai, ay, oa, ea, ee, ie, ue, ow).

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e. Decode two-syllable words following basic (known) patterns by breaking the words into syllables.

f. Read words with inflectional endings (i.e., -s, -ed, -ing).

g. Recognize and read grade-appropriate irregularly spelled words.

Related to language standards: L.1.6d Use conventional spelling for words with common spelling patterns and draw on phonemic awareness and spelling conventions to spell other words phonetically.

a. Read grade-level text with purpose and understanding.

b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.1.9 With guidance and support from adults, recall and use facts from literary and informational text to support reflection and inquiry on characters, setting, key details, specified information and ideas presented in a text.

SL.1.5 Create and utilize existing visual displays to support descriptions to clarify ideas, thoughts, and feelings.

L.1.3 Demonstrate understanding of figurative language, word relationships and nuances in word meanings. With guidance and support from adults: a. Identify words and phrases that suggest feelings or appeal to the senses (eg., in stories, poems, or conversations). b. Explain rationale for sorting words into categories. c. Act out or define shades of meanings with verbs of differing manner (e.g., peek, scowl) and adjectives (e.g., gigantic, large).

L.1.4 Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general academic, and discipline-specific terms and phrases; use vocabulary appropriate to the context and situation. a. Use frequently occurring conjunctions (e.g., because) to signal simple relationships.

Appropriately use and explain the intended purpose of language choice with: a. All printed upper and lower case letters b. Common, proper, and possessive nouns c. Nouns/verbs agreement in simple sentences d. Frequently occurring pronouns, adjectives, conjunctions, verb tenses, and prepositions e. Production and expansion of complete sentences in response to prompts.

L.1.6 Demonstrate contextually appropriate use of the conventions of standardized English capitalization, punctuation, and spelling when writing. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose in conventions with: a. Capitalization of dates and names of people b. End punctuation c. Commas in dates and simple sets d. Use conventional spelling for words with common spelling patterns and draw on phonemic awareness and spelling conventions to spell other words phonetically. Related to Reading Foundational standards (RF.1.3).

In second grade, they can connect with their peers and work with their peers' responses. They also can take into account others' differences when responding to a question. They are asking questions of a speaker and carefully responding. They can use diverse media to access information. They can add multimedia elements to presentations. They have higher expectations while speaking. They build on the skills from first grade.

In second grade, this learning expands further. They are still working on formal, creative, and reflective writing. Writing is more advanced with a clear beginning, middle, and end that stays on topic. Word choice is creative. They can use a variety of digital tools. They are now able to be more independent in projects as well. They should be able to use the text to accurately make reflections about characters and other aspects.

In second grade, students expand to possessive nouns, adjectives, and adverbs. They know simple and compound sentences and can work with them. Their knowledge of capitalization grows, can use commas and apostrophes, and can solve words. In stories, they can differentiate between dialects and cultures. They can interact with sentences more fully.