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NECAP Grade Level Expectations (GLEs) for Reading Grade 2
GLE Clusters: Word Identification Skills and Strategies | Vocabulary Strategies and Breadth of Vocabulary | Initial Understanding of Literary Text | Analysis and Interpretation of Literary Texts/Citing Evidence | Initial Understanding of Informational Text | Analysis and Interpretation of Informational Texts/Citing Evidence
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Web-based Reading GLEsGrade 2 Clusters: |
R-2-1: Applies word identification and decoding strategies by … |
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| R-2-1.1 Identifying regularly spelled multi-syllabic words,by using knowledge of sounds, syllable types, or word patterns (including most common spellings for consonants and vowels, e.g., knot, catch, float, fight; or common suffixes) EXAMPLES: Students might be asked to match words to pictures or to match words to words with similar sounds (e.g., flower and shower) EXAMPLES (multi-syllabic words): happiness, shower, sunshine |
Passage-Related Reading Items for Informational Text:"Escape North!" Item #1 Passage-Related Reading Items for Literary Text: "Ant's Journey," Item #1 |
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R-2-2: Students identify the meaning of unfamiliar vocabulary by … | ||
| R-2-2.1 Using strategies to unlock meaning (e.g., knowledge of word structure, including common base words and suffixes, such as "thick-est," "hope-ful;" or context clues, including illustrations and diagrams; or prior knowledge) |
Passage-Related Reading Items for Informational Text:"Escape North!" Items #2, #3, and #4 Passage-Related Reading Items for Literary Text: "Ant's Journey," Items #2 and #3 |
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| R-2-3: Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by … | |||
| R-2-3.1 Identifying synonyms or antonyms; or categorizing words EXAMPLES (of categorizing): Given a T-chart with two "categories" of words listed (e.g., shapes and sizes), students would identify another word to add to the chart that describes shapes or sizes; or in a multiple choice item, select the best category title for the words listed |
Stand-Alone Reading Items #5, #6, #7, and #8 Passage-Related Reading Items for Informational Text:"Escape North!" Item #5 Passage-Related Reading Items for Literary Text: "Ant's Journey," Items #4, #5, and #6 |
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| R-2-3.2 Selecting appropriate words to use in context, including words specific to the content of the text EXAMPLE: In a short passage about Native American homes, students might encounter the words longhouse and igloo, and then be asked to show that they know the difference between them. |
Passage-Related Reading Items for Literary Text: "Ant's Journey," Item #7 | ||
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R-2-4: Demonstrate initial understanding of elements of literary texts by … | ||
| R-2-4.1 Identifying or describing character(s), setting, problem, solution, or major events, as appropriate to text | Passage-Related Reading Items for Literary Text: "Ant's Journey," Items #8 and #9 | ||
| R-2-4.2 Not assessed through large-scale assessment | |||
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R-2-5: Analyze and interpret elements of literary texts, citing evidence where appropriate by … | ||
| R-2-5.1 Making logical predictions EXAMPLE: What might happen next? |
Passage-Related Reading Items for Literary Text: "Ant's Journey," Items #10 and #11 | ||
| R-2-5.2 Identifying relevant physical characteristics or personality traits of main characters | |||
| R-2-5.3 Making basic inferences about problem or solution EXAMPLES: What helped Luke to solve his problem in the story? What was Jane's problem? |
Passage-Related Reading Items for Literary Text: "Ant's Journey," Items #12 and #13 | ||
| R-2-5.4 Not assessed through large-scale assessment | |||
| R-2-5.5 Not assessed through large-scale assessment | |||
| R-2-6: Analyze and interpret author's craft, citing evidence where appropriate by … | |||
| R-2-6.1 Not assessed through large-scale assessment | |||
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R-2-7: Demonstrate initial understanding of informational texts (expository and practical texts) by … | ||
| R-2-7.1 Obtaining information, from text features (e.g., simple table of contents, glossary, charts, graphs, diagrams, or illustrations) EXAMPLE: On what page would you find information about snakes? |
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| R-2-7.2 Using explicitly stated information to answer questions EXAMPLE: According to this report, what do dolphins eat? |
Passage-Related Reading Items for Informational Text:"Escape North!" Items #6 and #7 | ||
| R-2-7.3 Not assessed through large-scale assessment | |||
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R-2-8: Analyze and interpret informational text, citing evidence as appropriate by … | ||
| R-2-8.1 Connecting information within a text EXAMPLE: Combining or comparing facts and details presented - What food is eaten by both kinds of fish? |
Passage-Related Reading Items for Informational Text:"Escape North!" Items #8 and #9 | ||
| R-2-8.2 Recognizing generalizations about text (e.g., identifying appropriate titles or main/central ideas) | |||
| R-2-8.3 Making basic inferences or drawing basic conclusions EXAMPLE: Based on this report, do turtles make good pets? |
Passage-Related Reading Items for Informational Text:"Escape North!" Items #10 and #11 | ||
| R-2-8.4 Not assessed through large-scale assessment | |||
| R-2-8.5 Making inferences about causes or effects, when signal words are present EXAMPLE: "The sun came out. Then the puddle dried up." What made the puddle dry up? |
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