This document outlines the Common Core Georgia Performance Standards for 2nd Grade English Language Arts. It includes standards for reading literary and informational texts, foundational reading skills, writing, and speaking and listening. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, the range of reading complexity, the writing process, research, and comprehension and collaboration.
This document outlines the 1st Grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational reading skills, writing, and speaking and listening. The standards cover key details, craft and structure, integration of knowledge, range of reading complexity, the writing process, research, comprehension and collaboration, and presenting knowledge.
This document provides a comparison of the Common Core Georgia Performance Standards (CCGPS) for 2nd grade Reading Literary and Informational Text standards against the previous Georgia Performance Standards (GPS). It analyzes the alignment between each CCGPS and the GPS, categorizing it as weak, good, or excellent based on how similar the intent is between the two sets of standards. The document is a draft from the Georgia Department of Education to assist with the transition to the new CCGPS.
This document provides an overview of the 1st grade English Language Arts curriculum unit on comparing and contrasting different versions of fairy tales like Cinderella from around the world. In this unit, students will choose their favorite version of a fairy tale and write an opinion piece supporting their choice. They will also examine masks from different cultures and use descriptive words. The unit focuses on comparing and contrasting characters, understanding different cultures through stories, and supporting opinions with reasons. Sample activities include a story retell chart to organize similarities and differences in Cinderella versions.
This document outlines the 4th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, speaking and listening, and language. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, range of reading, types of writing, research, comprehension and collaboration, presentation of knowledge, conventions of standard English, and vocabulary acquisition for each domain of English language arts.
This document outlines the 4th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, speaking and listening, and language. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, range of reading, types of writing, research, comprehension and collaboration, presentation of knowledge, conventions of standard English, and vocabulary acquisition for each category.
1. This document provides an overview of the 1st grade English Language Arts curriculum for Unit 3 on life lessons.
2. Students will read literature and informational texts about life lessons, focusing on categorizing story details about characters, key events, and settings. They will also read fables with morals and a book about George Washington Carver.
3. The unit aims to teach students about sequencing events, learning lessons from stories, using descriptive words, and electrical safety through various reading and writing activities.
This document outlines the 3rd Grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and speaking and listening. The standards address key ideas and details, craft and structure, integration of knowledge and ideas, range of reading and text complexity, production and distribution of writing, research, and comprehension and collaboration.
This document outlines the 3rd Grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and speaking and listening. The standards address key ideas and details, craft and structure, integration of knowledge and ideas, range of reading and text complexity, production and distribution of writing, research, and comprehension and collaboration.
This document outlines the 1st Grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational reading skills, writing, and speaking and listening. The standards cover key details, craft and structure, integration of knowledge, range of reading complexity, the writing process, research, comprehension and collaboration, and presenting knowledge.
This document provides a comparison of the Common Core Georgia Performance Standards (CCGPS) for 2nd grade Reading Literary and Informational Text standards against the previous Georgia Performance Standards (GPS). It analyzes the alignment between each CCGPS and the GPS, categorizing it as weak, good, or excellent based on how similar the intent is between the two sets of standards. The document is a draft from the Georgia Department of Education to assist with the transition to the new CCGPS.
This document provides an overview of the 1st grade English Language Arts curriculum unit on comparing and contrasting different versions of fairy tales like Cinderella from around the world. In this unit, students will choose their favorite version of a fairy tale and write an opinion piece supporting their choice. They will also examine masks from different cultures and use descriptive words. The unit focuses on comparing and contrasting characters, understanding different cultures through stories, and supporting opinions with reasons. Sample activities include a story retell chart to organize similarities and differences in Cinderella versions.
This document outlines the 4th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, speaking and listening, and language. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, range of reading, types of writing, research, comprehension and collaboration, presentation of knowledge, conventions of standard English, and vocabulary acquisition for each domain of English language arts.
This document outlines the 4th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, speaking and listening, and language. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, range of reading, types of writing, research, comprehension and collaboration, presentation of knowledge, conventions of standard English, and vocabulary acquisition for each category.
1. This document provides an overview of the 1st grade English Language Arts curriculum for Unit 3 on life lessons.
2. Students will read literature and informational texts about life lessons, focusing on categorizing story details about characters, key events, and settings. They will also read fables with morals and a book about George Washington Carver.
3. The unit aims to teach students about sequencing events, learning lessons from stories, using descriptive words, and electrical safety through various reading and writing activities.
This document outlines the 3rd Grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and speaking and listening. The standards address key ideas and details, craft and structure, integration of knowledge and ideas, range of reading and text complexity, production and distribution of writing, research, and comprehension and collaboration.
This document outlines the 3rd Grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and speaking and listening. The standards address key ideas and details, craft and structure, integration of knowledge and ideas, range of reading and text complexity, production and distribution of writing, research, and comprehension and collaboration.
This document provides an overview of the 2nd grade English Language Arts curriculum map for Unit 6 on taking care of oneself. The unit focuses on examining the four main body systems - skeletal, muscular, digestive, and nervous - through reading informational texts and a fantasy book about the human body. Students will also write explanatory pieces, read fiction and poetry related to food, and create a "still life" painting of healthy snacks. The curriculum aims to help students comprehend texts, form and express opinions supported by facts, and improve reading fluency.
The document summarizes the curriculum map for 2nd grade English Language Arts at Isaac School District. It outlines the units, big ideas, essential questions, vocabulary, standards, and sample activities for studying building bridges with unlikely friends through fiction texts, non-fiction texts, and writing assignments. Students will explore prefixes, suffixes, phonics, comprehension, characters, plots, illustrations, and more. Activities include identifying author's purpose, comparing characters, connecting to events, and writing friendly letters between characters.
This document provides an overview and curriculum map for the Grade 1 English Language Arts unit on "Winds of Change" in the Isaac School District. The unit focuses on changes in nature, feelings, and writing. Students will look at how wind provides energy, describe character feelings in fiction, and improve writing through revision. Key standards addressed are decoding words, reading fluency, describing characters and events, identifying author's purpose, and writing narratives. Sample activities involve word games, reading comprehension and cause/effect analysis.
This document provides an overview of the grade 2 English Language Arts curriculum for Unit 2, which focuses on literature from the "Wild West" time period. Students will read various texts including chapter books, informational texts, songs, and fairy tales about the Wild West. They will also research an interesting historical figure from the 1800s American West and write an informational essay. The unit aims to help students understand how setting influences stories and the purpose and characteristics of different genres such as tall tales.
1) This document provides an overview of the 1st grade English Language Arts curriculum unit on American contributions. The unit focuses on biographies of famous Americans and fictional stories about the same people.
2) Students learn strategies for reading independently and fluently, such as using context clues to understand unfamiliar words. They also learn to form opinions and support them with evidence from what they have read.
3) The curriculum map outlines standards, sample activities, and assessments for students to meet objectives like retelling stories, comparing fiction and nonfiction texts, and using illustrations to describe story elements.
The document provides an overview of the Kindergarten English Language Arts curriculum for Unit 6, which focuses on plants, bugs, and frogs. It includes standards, activities, and assessments related to reading foundational skills like phonics, reading comprehension of fiction and nonfiction texts, and writing skills like producing informative texts. The unit introduces Monet's artwork as an example of how artists are inspired by nature and revise their work.
This document provides an overview of the Grade 1 English Language Arts curriculum for the Isaac School District. The unit focuses on animals and informative writing. Students will read informational texts about animals, write their own informative pieces, and revise their work with guidance. They will also explore explanatory writing by explaining how to create their own art, and learn to retell stories with key details. The curriculum map outlines standards, sample activities, and assessments in reading, writing, speaking, and language.
This document outlines the Kindergarten English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and speaking and listening. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, range of reading complexity, text types and purposes, production and distribution, research, and comprehension. The goal is for students to ask and answer questions, retell stories, identify characters and events, recognize letter sounds, read sight words, draw and dictate to compose writing, and participate in collaborative conversations.
This document provides an English Language Arts curriculum map for grade 2 at the Isaac School District. The map outlines a unit on folktales from around the world, focusing on building students' writing, reading, speaking and listening skills through examining stories, poems, and informational texts. Key areas of study include comparing versions of tales, analyzing story elements and text features, and producing opinion pieces, narratives, and research projects connected to the folktale theme. Standards and sample activities are listed to develop students' language use, comprehension, and literacy.
This document provides a comparison of the Common Core State Standards for English Language Arts for first grade and the corresponding standards from the Georgia Performance Standards. It analyzes the alignment between the two sets of standards for Reading Literary, Reading Informational, and Reading Foundational domains. The analysis finds excellent alignment for many standards, good alignment for some, and only weak alignment for a few standards. The document is intended to help with the transition from the GPS to the CCSS for Georgia educators.
This document provides the program standards, key stage standards, grade level standards, content standards, and performance standards for an English curriculum for 7th grade students in the first quarter. It outlines 10 weeks of instruction covering topics like prosodic features of language, types of writing, Philippine literature, and parts of speech. Each week focuses on 2-3 learning competencies and includes the content area, learning domain, and number of instructional days. The overall aim is for students to demonstrate communicative competence through understanding literature and developing an appreciation of Philippine culture.
The document compares the Common Core State Standards for kindergarten reading standards to the previous Georgia Performance Standards. It finds that most reading literary standards have an excellent alignment between the two sets of standards, meaning they match in nearly all aspects. Some standards only have a good alignment, where the intent is similar, or a weak alignment where only minor aspects are covered in the GPS. The reading informational standards also show excellent alignment for most standards.
This document outlines the 1st Grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational reading skills, writing, and speaking and listening. The standards cover key details, craft and structure, integration of knowledge, range of reading complexity, the writing process, research, comprehension and collaboration, and presenting knowledge.
The document outlines the Kindergarten English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, speaking and listening, and language. The standards address key ideas and details, craft and structure, integration of knowledge, range of reading, types of writing, research, comprehension, conventions, and vocabulary.
This document outlines the 5th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and conducting research. The standards cover key areas such as quoting accurately, determining themes and main ideas, comparing characters, integrating knowledge, and writing opinion pieces, informative texts, and narratives. Students are expected to read and comprehend literature and informational texts, conduct research projects using multiple sources, and produce clear writing for a variety of purposes and audiences.
This document outlines the 5th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and conducting research. The standards cover key areas such as quoting accurately, determining themes and main ideas, comparing characters, integrating knowledge, and writing opinion pieces, informative texts, and narratives. Students are expected to read and comprehend literature and informational texts, conduct research projects using multiple sources, and produce clear writing for a variety of purposes and audiences.
1. This curriculum map outlines the English Language Arts curriculum for 1st grade students in the Isaac School District.
2. The third unit focuses on life lessons and has students read literature and informational texts related to life lessons, categorizing story details into characters, key events, and settings.
3. Big ideas include improving reading and writing through knowledge of spelling-sound correspondences, and learning lessons from stories including fables.
The document is an English Language Arts curriculum map for grade 1. It outlines a unit called "Around the World with a Glass Slipper" where students will compare and contrast multiple versions of Cinderella while learning about different cultures and continents. The unit focuses on opinion writing and comparing fiction and nonfiction texts. Key standards and activities are listed including comparing stories, summarizing texts, and writing opinion pieces. Vocabulary, routines, and assessments are also presented.
This document provides an English Language Arts curriculum map for grade 2 at the Isaac School District. The map outlines a unit on taking care of ourselves that focuses on the four body systems - skeletal, muscular, digestive, and nervous. Students will examine paintings of food, describe what they see, and create their own paintings. They will also read informational texts about the body systems and fiction/poetry related to food. The unit aims to help students form and support opinions while building reading fluency and comprehension.
This document provides a comparison of the Common Core State Standards for English Language Arts for 3rd grade and the Georgia Performance Standards for 3rd grade English Language Arts. It analyzes alignment between the standards on a domain by domain basis, indicating whether alignment is weak, good, or excellent. The document is intended to help with implementation of the Common Core standards in Georgia.
1. This curriculum map outlines a 1st grade English Language Arts unit focused on American contributions.
2. Students will read both fictional and informational texts about famous Americans to learn about their contributions and the time periods in which they lived.
3. A key focus is on developing reading skills like decoding words, reading fluently, and comprehending texts. Students will also write opinion pieces and learn grammar conventions.
This document provides an alignment of the 4th grade Common Core Georgia Performance Standards (CCGPS) for English Language Arts and the previous 4th grade Georgia Performance Standards (GPS). It compares the standards across three domains: Reading Literary, Reading Informational, and Reading Foundational. Overall, the document finds that most of the CCGPS standards have equivalents in the GPS that aim for the same learning outcomes. Some standards only have minor similarities, while others match very closely or in nearly all aspects. The document is intended to help with the transition from the GPS to the CCGPS.
This document provides an overview of the 2nd grade English Language Arts curriculum map for Unit 6 on taking care of oneself. The unit focuses on examining the four main body systems - skeletal, muscular, digestive, and nervous - through reading informational texts and a fantasy book about the human body. Students will also write explanatory pieces, read fiction and poetry related to food, and create a "still life" painting of healthy snacks. The curriculum aims to help students comprehend texts, form and express opinions supported by facts, and improve reading fluency.
The document summarizes the curriculum map for 2nd grade English Language Arts at Isaac School District. It outlines the units, big ideas, essential questions, vocabulary, standards, and sample activities for studying building bridges with unlikely friends through fiction texts, non-fiction texts, and writing assignments. Students will explore prefixes, suffixes, phonics, comprehension, characters, plots, illustrations, and more. Activities include identifying author's purpose, comparing characters, connecting to events, and writing friendly letters between characters.
This document provides an overview and curriculum map for the Grade 1 English Language Arts unit on "Winds of Change" in the Isaac School District. The unit focuses on changes in nature, feelings, and writing. Students will look at how wind provides energy, describe character feelings in fiction, and improve writing through revision. Key standards addressed are decoding words, reading fluency, describing characters and events, identifying author's purpose, and writing narratives. Sample activities involve word games, reading comprehension and cause/effect analysis.
This document provides an overview of the grade 2 English Language Arts curriculum for Unit 2, which focuses on literature from the "Wild West" time period. Students will read various texts including chapter books, informational texts, songs, and fairy tales about the Wild West. They will also research an interesting historical figure from the 1800s American West and write an informational essay. The unit aims to help students understand how setting influences stories and the purpose and characteristics of different genres such as tall tales.
1) This document provides an overview of the 1st grade English Language Arts curriculum unit on American contributions. The unit focuses on biographies of famous Americans and fictional stories about the same people.
2) Students learn strategies for reading independently and fluently, such as using context clues to understand unfamiliar words. They also learn to form opinions and support them with evidence from what they have read.
3) The curriculum map outlines standards, sample activities, and assessments for students to meet objectives like retelling stories, comparing fiction and nonfiction texts, and using illustrations to describe story elements.
The document provides an overview of the Kindergarten English Language Arts curriculum for Unit 6, which focuses on plants, bugs, and frogs. It includes standards, activities, and assessments related to reading foundational skills like phonics, reading comprehension of fiction and nonfiction texts, and writing skills like producing informative texts. The unit introduces Monet's artwork as an example of how artists are inspired by nature and revise their work.
This document provides an overview of the Grade 1 English Language Arts curriculum for the Isaac School District. The unit focuses on animals and informative writing. Students will read informational texts about animals, write their own informative pieces, and revise their work with guidance. They will also explore explanatory writing by explaining how to create their own art, and learn to retell stories with key details. The curriculum map outlines standards, sample activities, and assessments in reading, writing, speaking, and language.
This document outlines the Kindergarten English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and speaking and listening. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, range of reading complexity, text types and purposes, production and distribution, research, and comprehension. The goal is for students to ask and answer questions, retell stories, identify characters and events, recognize letter sounds, read sight words, draw and dictate to compose writing, and participate in collaborative conversations.
This document provides an English Language Arts curriculum map for grade 2 at the Isaac School District. The map outlines a unit on folktales from around the world, focusing on building students' writing, reading, speaking and listening skills through examining stories, poems, and informational texts. Key areas of study include comparing versions of tales, analyzing story elements and text features, and producing opinion pieces, narratives, and research projects connected to the folktale theme. Standards and sample activities are listed to develop students' language use, comprehension, and literacy.
This document provides a comparison of the Common Core State Standards for English Language Arts for first grade and the corresponding standards from the Georgia Performance Standards. It analyzes the alignment between the two sets of standards for Reading Literary, Reading Informational, and Reading Foundational domains. The analysis finds excellent alignment for many standards, good alignment for some, and only weak alignment for a few standards. The document is intended to help with the transition from the GPS to the CCSS for Georgia educators.
This document provides the program standards, key stage standards, grade level standards, content standards, and performance standards for an English curriculum for 7th grade students in the first quarter. It outlines 10 weeks of instruction covering topics like prosodic features of language, types of writing, Philippine literature, and parts of speech. Each week focuses on 2-3 learning competencies and includes the content area, learning domain, and number of instructional days. The overall aim is for students to demonstrate communicative competence through understanding literature and developing an appreciation of Philippine culture.
The document compares the Common Core State Standards for kindergarten reading standards to the previous Georgia Performance Standards. It finds that most reading literary standards have an excellent alignment between the two sets of standards, meaning they match in nearly all aspects. Some standards only have a good alignment, where the intent is similar, or a weak alignment where only minor aspects are covered in the GPS. The reading informational standards also show excellent alignment for most standards.
This document outlines the 1st Grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational reading skills, writing, and speaking and listening. The standards cover key details, craft and structure, integration of knowledge, range of reading complexity, the writing process, research, comprehension and collaboration, and presenting knowledge.
The document outlines the Kindergarten English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, speaking and listening, and language. The standards address key ideas and details, craft and structure, integration of knowledge, range of reading, types of writing, research, comprehension, conventions, and vocabulary.
This document outlines the 5th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and conducting research. The standards cover key areas such as quoting accurately, determining themes and main ideas, comparing characters, integrating knowledge, and writing opinion pieces, informative texts, and narratives. Students are expected to read and comprehend literature and informational texts, conduct research projects using multiple sources, and produce clear writing for a variety of purposes and audiences.
This document outlines the 5th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and conducting research. The standards cover key areas such as quoting accurately, determining themes and main ideas, comparing characters, integrating knowledge, and writing opinion pieces, informative texts, and narratives. Students are expected to read and comprehend literature and informational texts, conduct research projects using multiple sources, and produce clear writing for a variety of purposes and audiences.
1. This curriculum map outlines the English Language Arts curriculum for 1st grade students in the Isaac School District.
2. The third unit focuses on life lessons and has students read literature and informational texts related to life lessons, categorizing story details into characters, key events, and settings.
3. Big ideas include improving reading and writing through knowledge of spelling-sound correspondences, and learning lessons from stories including fables.
The document is an English Language Arts curriculum map for grade 1. It outlines a unit called "Around the World with a Glass Slipper" where students will compare and contrast multiple versions of Cinderella while learning about different cultures and continents. The unit focuses on opinion writing and comparing fiction and nonfiction texts. Key standards and activities are listed including comparing stories, summarizing texts, and writing opinion pieces. Vocabulary, routines, and assessments are also presented.
This document provides an English Language Arts curriculum map for grade 2 at the Isaac School District. The map outlines a unit on taking care of ourselves that focuses on the four body systems - skeletal, muscular, digestive, and nervous. Students will examine paintings of food, describe what they see, and create their own paintings. They will also read informational texts about the body systems and fiction/poetry related to food. The unit aims to help students form and support opinions while building reading fluency and comprehension.
This document provides a comparison of the Common Core State Standards for English Language Arts for 3rd grade and the Georgia Performance Standards for 3rd grade English Language Arts. It analyzes alignment between the standards on a domain by domain basis, indicating whether alignment is weak, good, or excellent. The document is intended to help with implementation of the Common Core standards in Georgia.
1. This curriculum map outlines a 1st grade English Language Arts unit focused on American contributions.
2. Students will read both fictional and informational texts about famous Americans to learn about their contributions and the time periods in which they lived.
3. A key focus is on developing reading skills like decoding words, reading fluently, and comprehending texts. Students will also write opinion pieces and learn grammar conventions.
This document provides an alignment of the 4th grade Common Core Georgia Performance Standards (CCGPS) for English Language Arts and the previous 4th grade Georgia Performance Standards (GPS). It compares the standards across three domains: Reading Literary, Reading Informational, and Reading Foundational. Overall, the document finds that most of the CCGPS standards have equivalents in the GPS that aim for the same learning outcomes. Some standards only have minor similarities, while others match very closely or in nearly all aspects. The document is intended to help with the transition from the GPS to the CCGPS.
This document provides guidance for teachers on teaching the Common Core Georgia Performance Standards for 5th grade reading literary texts. It outlines skills, concepts, strategies and tasks for each standard, along with recommended vocabulary. For standard 1, having students quote accurately from texts when explaining or drawing inferences is emphasized. Standard 2 focuses on determining theme and summarizing. Standard 3 compares and contrasts characters, settings or events. The remaining standards address determining word meanings, explaining a text's overall structure, describing a narrator's point of view, and analyzing how visual/multimedia elements contribute to meaning or beauty. Sample tasks and strategies for integrating the standards into instruction are also provided.
This document provides an overview and curriculum map for the Grade 1 English Language Arts unit on "Winds of Change" in the Isaac School District. The unit focuses on changes in nature, character feelings, and writing revision through non-fiction, fantasy, and students' own writing. It outlines standards, vocabulary, activities, and assessments related to phonics, reading comprehension, writing, and language skills. Key areas of study include decoding multi-syllabic words, identifying character feelings, adding details to writing, and conventions such as pronouns and prepositions.
This document provides a curriculum map for the 2nd grade Common Core State Standards for English Language Arts. It outlines the standards, topics, and concepts to be covered each month from September to March, including standards for reading literature, reading informational texts, reading foundational skills, writing, speaking and listening, and language. The purpose is to guide teachers in addressing all of the ELA CCSS over the course of the school year.
1) The document outlines the 5th grade Common Core Georgia Performance Standards (CCGPS) for reading and literature (RL) and how they align with the 5th grade Georgia Standards of Excellence (GSE) for English Language Arts.
2) It provides the standards for determining themes, comparing and contrasting characters/settings/events, analyzing word meanings and text structures, and evaluating how point of view influences description of events.
3) Students are expected to read a variety of literature independently by the end of 5th grade, including stories, dramas, and poetry within the 4th-5th grade text complexity band.
1) This document outlines the curriculum map for grade 1 English Language Arts at Isaac School District No. 5.
2) The first unit focuses on alphabet books and questioning to develop foundational reading skills like identifying features of sentences.
3) Students will learn about questioning to drive learning, perform shared research on a class question, and write a class ABC book applying punctuation rules.
4) A variety of activities are described to meet reading, writing, speaking, and language standards while targeting essential skills like phonological awareness.
1) This document outlines the curriculum map for grade 1 English Language Arts at Isaac School District No. 5.
2) The first unit focuses on alphabet books and questioning to develop foundational reading skills like identifying features of sentences.
3) Students will learn about asking and answering questions to demonstrate understanding, and will write an ABC book about a class topic after shared research.
4) A variety of activities are described to help students practice phonics, sight words, fluency, and writing skills aligned to Common Core standards.
This microcurricular plan outlines the instruction for an English as a Foreign Language class for 5th grade. The unit focuses on communication, cultural awareness, oral communication, reading, writing, and language through the arts. Key objectives include asking questions about different cultures, understanding spoken texts, comprehending written texts, writing paragraphs, and creating graphic expressions. A variety of activities and strategies are outlined to help students practice these skills, including writing descriptions, research, listening exercises, reading comprehension tasks, and illustrating stories. Student performance will be evaluated based on demonstrations of cultural awareness, comprehension of spoken and written texts, writing abilities, and creative productions.
This document contains an annual curriculum plan for an English class for 4th grade students in Ecuador. It includes information such as the subject, teacher, target group, time allocation, general and specific objectives, methodology, evaluation criteria, and a breakdown of planning units. The plan aims to help students develop basic communication skills in English through activities involving listening, speaking, reading, writing, and cultural awareness. Key goals include having students identify main ideas, ask and answer simple questions, recognize familiar words and phrases, express basic feelings and opinions, and demonstrate curiosity about other cultures.
1) The annual curriculum plan outlines the English curriculum for the 2019-2020 school year for 2nd year EGB students at a Pre-A1.1 level. 2) The plan allocates 108 hours of instruction over 36 weeks to meet general objectives focused on developing intercultural competence and critical thinking through English. 3) The curriculum is divided into 6 units covering topics like greetings, descriptions of people, places, colors and objects to build basic communication skills in listening, speaking, reading and writing English.
The document outlines the indicators used in Georgia's 2013 College and Career Ready Performance Index (CCRPI) for elementary schools, middle schools, and high schools. It provides details on the content mastery, post-education readiness, and other indicators measured for each level. It also lists supplemental "Exceeding the Bar" indicators that schools can earn additional points for achieving.
This professional development plan outlines goals and actions to improve teacher understanding and implementation of Depth of Knowledge (DOK) levels in lesson planning, instruction, and assessment. The plan includes:
1) Training teachers on DOK levels and assessment; 2) Having teacher teams decompose standards to identify DOK levels; 3) Having teachers match identified DOK levels to standards when assessing orally, formatively, and summatively.
4) Observing teachers during instruction to show improvement across observations. 5) Having teacher teams analyze formative and summative assessments for DOK alignment to standards. 6) Revising assessments based on teacher examination and analysis of data to improve assessments and teacher confidence.
This document provides a template for schools to analyze data, identify training needs, justify needs using data, plan actions to address problems, measure results of training, and assign responsibilities. The template is intended as a tool to help schools, teachers, and parents plan rigorous and relevant professional development using data.
This school improvement plan outlines goals, actions, and timelines to improve the school over the 2014-2015 school year. Key targets include organizing teacher training, offering new programs, and monitoring progress on an ongoing basis to ensure the plan's success in enhancing instruction.
This school improvement plan outlines goals, actions, timelines, and resources for the 2014-2015 school year. Key targets include organizing teacher training, offering new programs, and monitoring ongoing initiatives to improve instructional quality and student outcomes. The color coding indicates the status of each item, with green representing completed or ongoing work, yellow signifying items in progress, and red denoting goals that have not yet started.
This school improvement plan outlines goals, actions, and timelines to improve the school over the 2014-2015 school year. Key targets included offering new programs and organizing professional development for teachers, with an emphasis on using resources effectively and monitoring progress to maximize instructional impact.
The document outlines the agenda for EDU 323 Week 2, including discussing videos and examples of using header/footer. It prompts discussion on how education can use programs like Milo effectively and how technology can help students improve communication and collaboration skills. Students are instructed to post a reaction paper and reply to classmates' posts, and submit a header/footer example. The document looks ahead to Week 3, reminding students to plan, read an assigned book, find an article to share, and write a paper. It concludes by asking for any questions.
The document outlines the agenda for EDU 323 Week 2, including discussing videos and examples of using header/footer. It prompts discussion on how education can use programs like Milo effectively and how technology can help students improve communication and collaboration skills. Students are instructed to post a reaction paper and reply to classmates' posts, and submit a header/footer example. The document looks ahead to Week 3, reminding students to plan, read an assigned book, find an article to share, and write a paper. It concludes by asking for any questions.
This document provides an agenda and overview for the first week of an education course. It outlines the following key tasks: 1) read the syllabus and calendar, view an introductory PowerPoint, and post a biographical paper; 2) respond to classmates' biographies and watch assigned videos by midnight Sunday; and 3) begin thinking about a content area focus such as reading, math, or social studies. It also previews that in the second week students will continue reacting to videos and planning for their content area, and will have an online meeting to learn formatting skills.
This document outlines the agenda for Week 4 of the EDU323 class. It discusses graphic organizers, including how they can streamline information, clarify concepts, engage students with different learning styles, increase retention, and develop organizational skills. Examples of different types of graphic organizers are provided, such as fact webs and chains of events. This week's assignments include replying to discussion posts, submitting an original graphic organizer, and posting a weekly reflection. The document looks ahead to next week's focus on parent involvement and making a newsletter.
Graphic organizers are visual displays that depict relationships between facts, terms, and ideas to improve learning outcomes. There are many types of graphic organizers suited to different types of information. Research shows graphic organizers effectively improve comprehension and vocabulary, especially when used after reading with teacher instruction on how to use them. Their effectiveness depends on factors like grade level, implementation point, and instructional context.
This document provides an agenda for an education course. It discusses Elliot Eisner's view that curriculum is unbalanced and how a balanced curriculum incorporating creative arts like art, music and poetry can help students learn in different ways. It describes an activity where students experience a rainforest through art, photos, sounds and food to enhance their understanding beyond just reading about it. Students are assigned a reaction paper and asked to respond to classmates' papers. The document outlines plans for the next week focusing on graphic organizers.
This document provides an agenda and discussion topics for an education technology course. It outlines assignments for the current week, which include replying to classmates and submitting header/footer examples. It also looks ahead to next week, noting an online meeting and assignments to read a book, find an article, and write a paper. The document aims to engage students in discussions about how technology can be used effectively in education to improve skills like communication and collaboration.
Funding agencies consider several factors when reviewing grant applications, including whether the proposed project: fits the goals of the board and system; has documented need and support from administration, community, and parents; is sustainable and replicable; can be completed on time; and does not compete with previously funded projects. Appropriate personnel and reporting requirements must also be in place.
This document provides guidance for writing successful grant proposals in 3 parts: planning, research, and the proposal. It outlines key questions to consider in each area, including needs, goals, objectives, activities, timelines, budgets, and evaluations. The guidance emphasizes aligning all aspects of the proposal, having a clear need supported by data, strong planning, measurable objectives, and specifically describing how funds would be used to meet goals. Overall, it advises thoroughly addressing common proposal components to clearly demonstrate the merits of a project to reviewers.
This document provides an organizational tool for grant writing. It includes fields to identify the title of the grant, its purpose, funding source, opening and closing dates, whether a letter of intent or matching funds are required, the amount of available funding, and any restrictions or additional details. The tool helps applicants keep key information in one place while applying for a grant.
This document provides an agenda and overview for the first week of an education course. It includes assignments to complete such as viewing PowerPoints, writing a paper, replying to classmates, watching videos, and submitting a reflection. Students are asked to select a content area of focus and review the schedule for next week which will include creating headers and footers and learning about watermarks. Contact information is provided for any questions.
This document provides an agenda and discussion questions for an education course. It discusses spending $6,000 from the technology committee budget at a middle school to promote student achievement. Guidelines are provided for creating a one-page newsletter with graphics and minimal text. The weekly tasks are outlined, including posting reaction papers, responding to classmates, and creating a newsletter. Students are reminded to proofread, be on time, check the course blog for resources, and contact the instructor if help is needed.
This document provides an agenda and discussion notes for an education course. It discusses creating a classroom environment where students feel free to experiment and critique each other's work. It also addresses how displaying art can influence its perception and using art to engage students' minds, bodies, and hearts. Upcoming assignments are outlined, including reaction papers and lesson presentations. The document ends with a dragonfly symbolism section and a trivia question about female dragonflies being called damselflies.
This social studies lesson plan for kindergarten students focuses on teaching why Thanksgiving is celebrated. Students will discuss what they already know about the first Thanksgiving celebrated by the Pilgrims and Native Americans. They will learn about where the Pilgrims came from, the food eaten, activities at the feast, and who celebrated with the Pilgrims. The class will trace the Pilgrims' journey to America on a map and learn about the hardships they faced and how the Native Americans helped them. Students will discuss the role of the Wampanoag Indians and why celebrating Thanksgiving was important to the Pilgrims. They will read a book about the first Thanksgiving and answer questions about its meaning. To conclude, students will make turkey magnet crafts.
Monitoring and Managing Anomaly Detection on OpenShift.pdfTosin Akinosho
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
Introduction of Cybersecurity with OSS at Code Europe 2024Hiroshi SHIBATA
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
TrustArc Webinar - 2024 Global Privacy SurveyTrustArc
How does your privacy program stack up against your peers? What challenges are privacy teams tackling and prioritizing in 2024?
In the fifth annual Global Privacy Benchmarks Survey, we asked over 1,800 global privacy professionals and business executives to share their perspectives on the current state of privacy inside and outside of their organizations. This year’s report focused on emerging areas of importance for privacy and compliance professionals, including considerations and implications of Artificial Intelligence (AI) technologies, building brand trust, and different approaches for achieving higher privacy competence scores.
See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
This webinar will review:
- The top 10 privacy insights from the fifth annual Global Privacy Benchmarks Survey
- The top challenges for privacy leaders, practitioners, and organizations in 2024
- Key themes to consider in developing and maintaining your privacy program
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
Webinar: Designing a schema for a Data WarehouseFederico Razzoli
Are you new to data warehouses (DWH)? Do you need to check whether your data warehouse follows the best practices for a good design? In both cases, this webinar is for you.
A data warehouse is a central relational database that contains all measurements about a business or an organisation. This data comes from a variety of heterogeneous data sources, which includes databases of any type that back the applications used by the company, data files exported by some applications, or APIs provided by internal or external services.
But designing a data warehouse correctly is a hard task, which requires gathering information about the business processes that need to be analysed in the first place. These processes must be translated into so-called star schemas, which means, denormalised databases where each table represents a dimension or facts.
We will discuss these topics:
- How to gather information about a business;
- Understanding dictionaries and how to identify business entities;
- Dimensions and facts;
- Setting a table granularity;
- Types of facts;
- Types of dimensions;
- Snowflakes and how to avoid them;
- Expanding existing dimensions and facts.
Salesforce Integration for Bonterra Impact Management (fka Social Solutions A...Jeffrey Haguewood
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on integration of Salesforce with Bonterra Impact Management.
Interested in deploying an integration with Salesforce for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdfChart Kalyan
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
Ivanti’s Patch Tuesday breakdown goes beyond patching your applications and brings you the intelligence and guidance needed to prioritize where to focus your attention first. Catch early analysis on our Ivanti blog, then join industry expert Chris Goettl for the Patch Tuesday Webinar Event. There we’ll do a deep dive into each of the bulletins and give guidance on the risks associated with the newly-identified vulnerabilities.
Building Production Ready Search Pipelines with Spark and MilvusZilliz
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slackshyamraj55
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
2nd grade CCGPS: ELA
1. 2nd Grade English Language Arts Common Core Georgia Performance Standards (ELACCGPS)
READING LITERARY (RL) READING INFORMATIONAL (RI)
Key Ideas and Details Key Ideas and Details
ELACC2RL1: Ask and answer such questions as who, what, where, when, ELACC2RI1: Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text. why, and how to demonstrate understanding of key details in a text.
ELACC2RL2: Recount stories, including fables and folktales from diverse ELACC2RI2: Identify the main topic of a multi-paragraph text as well as the
cultures, and determine their central message, lesson, or moral. focus of specific paragraphs within the text.
ELACC2RL3: Describe how characters in a story respond to major events ELACC2RI3: Describe the connection between a series of historical events,
and challenges. scientific ideas or concepts, or steps in technical procedures in a text.
Craft and Structure Craft and Structure
ELACC2RL4: Describe how words and phrases (e.g., regular beats, ELACC2RI4: Determine the meanings of words and phrases in a text
alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, relevant to a grade 2 topic or subject area.
poem, or song.
ELACC2RL5: Describe the overall structure of a story, including describing ELACC2RI5: Know and use various text features (e.g., captions, bold print,
how the beginning introduces the story and the ending concludes the subheadings, glossaries, indexes, electronic menus, icons) to locate key
action. facts or information in a text efficiently.
ELACC2RL6: Acknowledge differences in the points of view of characters, ELACC2RI6: Identify the main purpose of a text, including what the author
including by speaking in a different voice for each character when reading wants to answer, explain, or describe.
dialogue aloud.
Integration of Knowledge and Ideas Integration of Knowledge and Ideas
ELACC2RL7: Use information gained from the illustrations and words in a ELACC2RI7: Explain how specific images (e.g., a diagram showing how a
print or digital text to demonstrate understanding of its characters, setting, machine works) contribute to and clarify a text.
or plot.
ELACC2RL8: (Not applicable to literature) ELACC2RI8: Describe how reasons support specific points the author
makes in a text.
ELACC2RL9: Compare and contrast two or more versions of the same story ELACC2RI9: Compares and contrast the most important points presented
(e.g., Cinderella stories) by different authors or from different cultures. by two texts on the same topic.
Range of Reading and Level of Text Complexity Range of Reading and Level of Text Complexity
ELACC2RL10: By the end of the year, read and comprehend literature, ELACC2RI10: By the end of the year, read and comprehend informational
including stories and poetry, in the grades 2-3 text complexity band texts, including history/social studies, science, and technical texts, in the
proficiently, with scaffolding as needed at the high end of the range. grades 2-3 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
July 15, 2011 Page 1 of 5
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2. 2nd Grade English Language Arts Common Core Georgia Performance Standards (ELACCGPS)
READING FOUNDATIONAL (RF)
Print Concepts
Kindergarten and 1st grade only
Phonological Awareness
Kindergarten and 1st grade only
Phonics and Word Recognition
ELACC2RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.
Fluency
ELACC2RF4: Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-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.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
July 15, 2011 Page 2 of 5
All Rights Reserved
3. 2nd Grade English Language Arts Common Core Georgia Performance Standards (ELACCGPS)
WRITING (W)
Text Types and Purposes
ELACC2W1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support
the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
ELACC2W2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a
concluding statement or section.
ELACC2W3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions,
thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
Production and Distribution of Writing
ELACC2W4: (Begins in grade 3)
ELACC2W5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
a. May include prewriting.
ELACC2W6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with
peers.
Research to Build and Present Knowledge
ELACC2W7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record
science observations).
ELACC2W8: Recall information from experiences or gather information from provided sources to answer a question.
ELACC2W9: (Begins in grade 4)
Range of Writing
ELACC2W10: (Begins in grade 3)
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
July 15, 2011 Page 3 of 5
All Rights Reserved
4. 2nd Grade English Language Arts Common Core Georgia Performance Standards (ELACCGPS)
SPEAKING AND LISTENING (SL)
Comprehension and Collaboration
ELACC2SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and
larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
ELACC2SL2: Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media.
ELACC2SL3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen
understanding of a topic or issue.
Presentation of Knowledge and Ideas
ELACC2SL4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
ELACC2SL5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when
appropriate to clarify ideas, thoughts, and feelings.
ELACC2SL6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2
Language standards 1 and 3 for specific expectations.)
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
July 15, 2011 Page 4 of 5
All Rights Reserved
5. 2nd Grade English Language Arts Common Core Georgia Performance Standards (ELACCGPS)
LANGUAGE (L)
Conventions of Standard English
ELACC2L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action
movie was watched by the little boy).
g. Creates documents with legible handwriting.
ELACC2L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Knowledge of Language
ELACC2L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
Vocabulary Acquisition and Use
ELACC2L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly
from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook,
bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
ELACC2L5: Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
ELACC2L6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs
to describe (e.g., When other kids are happy that makes me happy).
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
July 15, 2011 Page 5 of 5
All Rights Reserved