Print Awareness: A child knowing how to handle a book, notice print, and follow written words on a page

Letter Knowledge: A child learning letter names, knowing they have sounds, and being able to recognize them

Vocabulary: A child being aware and knowing the names of things

Narrative Skills: A child's ability to describe things, events, and tell stories

Phonological Awareness: A child's ability to hear and play with the smaller sounds in words

Children inquire and solve problems with the languages of literacy when they: Adam is able to observe and listen to understand lessons and stories, identify parts and steps to connect a story, investigate actions during lessons, predict what may happen next, and is able to connect to new learning experiences to prior learning!

Children connect community, family, and culture through verbal and written languages of literacy when they: Adam speaks in his native language (English), becomes familiar with diverse authors/illustrators of books, and will pick from a wide variety of play materials.

Children build relationships and understanding of themselves when they use the languages of literacy to: Adam is able to distinguish himself from others, take care of himself through hygiene and social bonds, with emotional expression and empathy.

1.1 2.E Read with accuracy and fluency to support comprehension

1.2 2.A Identify the main idea of a multiparagraph text as well as the focus of specific paragraphs.

1.2 2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

1.2 2.C Describe the connection between a series of events, concepts, or steps in a procedure within a text

1.2 2.E Use various text features and search tools to efficiently locate key facts or information in a text.

1.2 2.F Determine the meaning of words and phrases as they are used in grade-level text including multiple-meaning words.

1.2 2.G Explain how graphic representations contribute to and clarify a text.

1.2 2.H Describe how reasons support specific points the author makes in a text

1.2 2.I Compare and contrast the most important points presented by two texts on the same topic

1.2 2.J Acquire and use gradeappropriate conversational, general academic, and domainspecific words and phrases

1.2 2.K Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing from a range of strategies and tools

1.2 2.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.

1.3 2.A Recount stories and determine their central message, lesson, or moral.

1.3 2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

1.3 2.C Describe how characters in a story respond to major events and challenges.

1.3 2.D Acknowledge differences in the points of views of characters, including by speaking in a different voice for each character when reading dialogue aloud.

1.3 2.E Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action

1.3 2.F Describe how words and phrases supply rhythm and meaning in a story, poem, or song.

1.3 2.G Use information from illustrations and words, in print or digital text, to demonstrate understanding of characters, setting, or plot.

1.3 2.H Compare and contrast two or more versions of the same story by different authors or from different cultures

1.3 2.I Determine or clarify the meaning of unknown or multiple-meaning words and phrases based upon grade-level reading and content, choosing from a range of strategies and tools

1.3 2.J Acquire and use gradeappropriate conversational, general academic, and domainspecific words and phrases.

1.3 2.K Read and comprehend literature on grade level, reading independently and proficiently.

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

1.4 2.B Identify and introduce the topic.

1.4 2.C Develop the topic with facts and/or definitions.

1.4 2.D Group information and provide a concluding statement or section.

1.4 2.E Choose words and phrases for effect

1.4 2.F Demonstrate a gradeappropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

1.4 2.G Write opinion pieces on familiar topics or texts.

1.4 2.H Identify the topic and state an opinion

1.4 2.I Support the opinion with reasons that include details connected to the opinion

1.4 2.J Create an organizational structure that includes reasons and a concluding statement

1.4 2.K Use a variety of words and phrases to appeal to the audience.

1.4 2.L Demonstrate a gradeappropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

1.4 2.M Write narratives to develop real or imagined experiences or events.

1.4 2.N Establish a situation and introduce a narrator and/or characters.

1.4 2.O Include thoughts and feelings to describe experiences and events to show the response of characters to situations.

1.4 2.P Organize a short sequence of events, using temporal words to signal event order and provide a sense of closure.

1.4 2.Q Choose words and phrases for effect.

1.4 2.R Demonstrate a gradeappropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

1.4 2.T Focus on a topic and strengthen writing as needed by revising and editing

1.4 2.U Use a variety of digital tools to produce and publish writing, including collaboration with peers.

1.4 2.V Participate in individual or shared research and writing projects.

1.4 2.W Recall information from experiences or gather information from provided sources to answer a question.

1.4 2.X 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 disciplinespecific tasks, purposes, and audiences.

1.5 2.A Participate in collaborative conversations with peers and adults in small and larger groups.

1.5 2.B Recount or describe key ideas or details from a text read aloud or information presented orally or through other media

1.5 2.C Ask and answer questions about what a speaker says to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

1.5 2.D Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

1.5 2.E Produce complete sentences when appropriate to task and situation to provide requested detail or clarification.

1.5 2.F Add drawings or other visual displays to presentations when appropriate to clarify ideas, thoughts, and feelings

1.5 2.G Demonstrate command of the conventions of standard English when speaking, based on Grade 2 level and content.

Language/Communication- Adam shows he is able to recall and tell stories with multiple events, if told a story, he is able to answer simple questions about the story. He is able to converse well with peers and staff.

Cognitive- Adam's problem solving capabilities are excelling, he is able to count to 10 and effectively recognize many numbers. Similarly, he can do this with all letters and sight words. Throughout lessons, he is able to pay attention for a minimum of 5 minutes, but often lasts longer.

Movement/Physical- Adam is able to use his fine and gross motor skills to the best of his ability in the classroom and outside of the learning environment.

Adam's biggest need right now would be more social/emotional development, since we are in an Emotional Support school, this is something all students need improvement on. As he works through our school's therapy program, and with outside medical help that he receives, this can be accomplished with persistence. He struggles to react and interact with peers appropriately, is working on emotional management and expression, and often lacks the ability to remain on task for long periods of time- all of these "needs" are communicated to his family so he is able to get the support he needs within the school and at home!

3.1 2.A.9 Participate in investigations about living and/ or nonliving things to answer a question or to test a prediction: Student is able to understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations.

 2.2 2.A.1 Represent and solve problems involving addition and subtraction within 100: student was able to solve math problems that equaled 100 or more

2.2 2.A.2 Use mental strategies to add and subtract within 20: learner was able to work with help to solve math problems by breaking them down within 20 to complete.

Children inquire and solve challenges with musical languages when they: Adam was able to predict when an element will be repeated through the class creating the rhythm to this story