<!-- Array
(
    [Reading, Writing and Communicating] => Array
        (
            [Second Grade] => Array
                (
                    [1. Oral Expression and Listening] => Array
                        (
                            [0] => 767
                            [1] => 773
                        )

                    [2. Reading for All Purposes] => Array
                        (
                            [0] => 982
                            [1] => 984
                            [2] => 986
                        )

                    [3. Writing and Composition] => Array
                        (
                            [0] => 522
                            [1] => 524
                            [2] => 525
                            [3] => 526
                        )

                    [4. Research Inquiry and Design] => Array
                        (
                            [0] => 90
                        )

                )

        )

)
Array
(
    [90] => Array
        (
            [1. Participate in shared research and inquiry, gathering information from a  variety of resources to answer questions.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Participate in shared research and writing projects. For example: read a number of books on a single topic to produce a report; record science observations. (CCSS: W.2.7)
                            [1] => Identify a variety of resources and the information they might contain (for example: dictionary, trade book, library databases, internet web page).
                            [2] => Identify a specific question and gather information for purposeful investigation and inquiry.
                            [3] => Use text features to locate and interpret information.  For example: table of contents, illustrations, diagrams, headings and bold type.
                            [4] => Use a variety of multimedia sources to answer questions of interest.
                            [5] => Ask primary questions of depth and breadth.
                            [6] => Recall information from experiences or gather information from provided sources to answer a question. (CCSS: W.2.8)
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Recognize that problems can be identified and possible solutions can be created. (Entrepreneurial Skills, Critical Thinking/Problem Solving)
                            [1] => Identify key attributes of a variety of information products (e.g., books, newspapers, online or print articles, social media). (Professional Skills, Information Literacy)
                            [2] => Find information through the use of technologies.  (Professional Skills, Use Information and Communications Technologies)
                        )

                    [Essential Questions] => Array
                        (
                            [0] => How do we ensure our research is relevant and accurate?
                            [1] => Why is it important for us to include others' points of view in our research?
                        )

                    [Essential Reasoning Skills] => Array
                        (
                            [0] => Researchers use information to support their thinking.
                            [1] => Researchers use a variety of reference materials to support learning new information.
                            [2] => Researchers analyze critical questions to locate resources to answer questions.
                        )

                )

        )

    [522] => Array
        (
            [1. Write pieces on a topic or book that state opinions and give supporting reasons.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Introduce the topic or book they are writing about. (CCSS: W.2.1)
                            [1] => State an opinion. (CCSS: W.2.1)
                            [2] => Supply reasons that support the opinion. (CCSS: W.2.1)
                            [3] => Use linking words (for example:  because, and, also) to connect opinion and reasons. (CCSS: W.2.1)
                            [4] => Provide a concluding statement or section. (CCSS: W.2.1)
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Accurately recognize one's own emotions, thoughts, and values and how they influence behavior.  (Personal Skills, Self-Awareness)
                            [1] => Recognize personal characteristics, preferences, thoughts, and feelings.  (Personal Skills, Initiative/Self-Direction)
                            [2] => Compare attitudes and beliefs as an individual to others.   (Civic/Interpersonal Skills, Global/Cultural Awareness)
                        )

                    [Essential Questions] => Array
                        (
                            [0] => Why is it important for us to know who will be reading our work?
                            [1] => What words do we use to convince others of our opinions?
                            [2] => How do we structure our writing effectively?
                        )

                    [Essential Reasoning Skills] => Array
                        (
                            [0] => Critical writers can convince others of their opinion.
                        )

                )

        )

    [524] => Array
        (
            [2. Write informative/explanatory texts organized around main ideas which are supported by relevant details, facts, and definitions.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Introduce a topic. (CCSS: W.2.2)
                            [1] => Use facts and definitions to develop points, including relevant details when writing to questions about texts. (adapted from CCSS: W.2.2)
                            [2] => Provide a concluding statement or section. (CCSS: W.2.2)
                            [3] => Write letters and "how-to's" (for example: procedures, directions, recipes) that follow a logical order and appropriate format.
                            [4] => Organize informational texts using main ideas and specific supporting details.
                            [5] => Apply appropriate transition words to writing.
                            [6] => Writers use technology to support the writing process.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Recognize that problems can be identified and possible solutions can be created. (Entrepreneurial Skills, Critical Thinking/Problem Solving)
                            [1] => Identify key attributes of a variety of information products (e.g., books, newspapers, online or print articles, social media). (Professional Skills, Information Literacy)
                            [2] => Find information through the use of technologies.  (Professional Skills, Use Information and Communications Technologies)
                        )

                    [Essential Questions] => Array
                        (
                            [0] => What are different forms of informational writing?
                            [1] => Why is it important for us to know who will be reading our work?
                            [2] => How is report writing different from storytelling?
                        )

                    [Essential Reasoning Skills] => Array
                        (
                            [0] => Critical writers can use facts to inform others.
                        )

                )

        )

    [525] => Array
        (
            [3.  Write real or imagined narratives that describe events in sequence and provide a sense of closure.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Include details to describe actions, thoughts, and feelings. (CCSS: W.2.3)
                            [1] => Use temporal words to signal event order. (CCSS: W.2.3)
                            [2] => Provide a sense of closure. (CCSS: W.2.3)
                            [3] => Write simple, descriptive poems.
                            [4] => Write with precise nouns, active verbs, and descriptive adjectives.
                            [5] => Apply knowledge about structure and craft gained from mentor text to narrative writing.
                            [6] => Develop characters both internally (thoughts and feelings) and externally (physical features, expressions, clothing).
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Demonstrate curiosity, imagination, and eagerness to learn more. (Entrepreneurial Skills, Creativity/Innovation)
                            [1] => Demonstrate a willingness to try new things. (Entrepreneurial Skills, Inquiry/Analysis)
                            [2] => Accurately recognize one's own emotions, thoughts, and values and how they influence behavior.  (Personal Skills, Self-Awareness)
                        )

                    [Essential Questions] => Array
                        (
                            [0] => How do literary genres differ in form and substance?
                            [1] => Why is it important for us to know who will be reading our work?
                            [2] => How do we structure our writing effectively?
                        )

                    [Essential Reasoning Skills] => Array
                        (
                            [0] => Critical writers identify the purposes of writing a narrative.
                            [1] => Critical writers use text structures to convey meaning.
                        )

                )

        )

    [526] => Array
        (
            [4.  Use a process to revise and edit so that thoughts and ideas are communicated clearly with appropriate spelling, capitalization, grammar, and punctuation.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.2.1)
<ul class="subEOItem"> <li>   Use collective nouns (for example: <i>group</i>). (CCSS: L.2.1a)</li>
<li>   Use reflexive pronouns (for example: <i>myself</i>, <i>ourselves</i>). (CCSS: L.2.1c)</li>
<li>   Form and use the past tense of frequently occurring irregular verbs (for example: <i>sat</i>, <i>hid</i>, <i>told</i>). (CCSS: L.2.1d)</li>
<li>   Use adjectives and adverbs, and choose between them depending on what is to be modified. (CCSS: L.2.1e)</li>
<li>   Apply accurate subject-verb agreement while writing. </li>
<li>   Produce, expand, and rearrange complete simple and compound sentences (for example: <i>The boy watched the movie</i>; <i>The little boy watched the movie</i>; <i>The action movie was watched by the little boy</i>). (CCSS: L.2.1f)</li>
<li>   Vary sentence beginnings.</li>
<li>   Spell high-frequency words correctly.</li>   </ul>
                            [1] => Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.2.2)
<ul class="subEOItem"> <li>   Capitalize holidays, product names, and geographic names. (CCSS: L.2.2a)
<li> Use commas in greetings and closings of letters. (CCSS: L.2.2b)
<li> Use an apostrophe to form contractions and frequently occurring possessives. (CCSS: L.2.2c)
<li> Generalize learned spelling patterns when writing words (for example: cage → badge; boy → boil). (CCSS: L.2.2d)
<li> Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (CCSS: L.2.2e)
                            [2] => With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (CCSS: W.2.5)
                            [3] => With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (CCSS: W.2.6)
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Resist distractions, maintain attention, and continue the task at hand through frustration or challenges.  (Personal Skills, Perseverance/Resilience)
                            [1] => Articulate task requirements and identify deadlines. (Professional Skills, Task/Time Management)
                            [2] => Find information through the use of technologies.  (Professional Skills, Use Information and Communications Technologies)
                        )

                    [Essential Questions] => Array
                        (
                            [0] => How can spelling change the meaning of a word?
                            [1] => How can punctuation change the meaning of a sentence?
                            [2] => How do we use technology to support the writing process?
                            [3] => How do authors stay focused on one topic throughout a piece of writing?
                            [4] => How do we structure our writing effectively?
                        )

                    [Essential Reasoning Skills] => Array
                        (
                            [0] => Critical writers utilize the conventions of Standard English to convey their message.
                        )

                )

        )

    [767] => Array
        (
            [1. Engage in dialogue and learn new information through active listening.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Participate in collaborative conversations with diverse partners about <i>grade 2 topics and texts</i> with peers and adults in small and larger groups. (CCSS: SL.2.1)
<ul class="subEOItem"> <li>   Follow agreed-upon rules for discussions (for example: gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS: SL.2.1a)</li>
<li> Build on others’ talk in conversations by linking their comments to the remarks of others. (CCSS: SL.2.1b)</li>
<li> Ask for clarification and further explanation as needed about the topics and texts under discussion. (CCSS: SL.2.1c)</li>   </ul>
                            [1] => Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (CCSS: SL.2.2) *
                            [2] => 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. (CCSS: SL.2.3)
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Handle impulses and behavior with minimal direction.  (Personal Skills, Personal Responsibility)
                            [1] => Recognize emotional response to ideas that differ from own. (Personal Skills, Adaptability/Flexibility)
                            [2] => Ask questions and learn more about careers and other life pursuits.  (Professional Skills, Career Awareness)
                        )

                    [Essential Questions] => Array
                        (
                            [0] => Why is it important to use precise vocabulary in communication?
                            [1] => How do we work with others to present information?
                            [2] => How do we participate in collaborative conversations?
                        )

                    [Essential Reasoning Skills] => Array
                        (
                            [0] => Thoughtful speakers and listeners share and expand on each other's ideas.
                        )

                    [Minimum Skills Competencies] => Array
                        (
                            [0] => Evidence Outcomes marked with an asterisk (*) are the minimum competencies identified in the READ Act.
                        )

                )

        )

    [773] => Array
        (
            [2. Deliver presentations while maintaining focus on topic and be prepared to discuss.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (CCSS: SL.2.4)
                            [1] => Contribute knowledge to a small group or class discussion to develop a topic.
                            [2] => Maintain focus on the topic.
                            [3] => 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. (CCSS: SL.2.5)
                            [4] => Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.  (CCSS: SL.2.6)
                            [5] => Use content-specific vocabulary to ask questions and provide information. *
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Accurately recognize one's own emotions, thoughts, and values and how they influence behavior. (Personal Skills, Self-Awareness)
                            [1] => Recognize personal characteristics, preferences, thoughts, and feelings. (Personal Skills, Initiative/Self-Direction)
                            [2] => Compare attitudes and beliefs as an individual to others.  (Civic/Interpersonal Skills, Global/Cultural Awareness)
                        )

                    [Essential Questions] => Array
                        (
                            [0] => Why is it important to use precise vocabulary in communication?
                            [1] => How can we present information in different ways?
                        )

                    [Essential Reasoning Skills] => Array
                        (
                            [0] => Effective communicators  maintain focus on a topic.
                            [1] => Effective communicators are able to ask and answer clarifying questions.
                        )

                    [Minimum Skills Competencies] => Array
                        (
                            [0] => Evidence Outcomes marked with an asterisk (*) are the minimum competencies identified in the READ Act.
                        )

                )

        )

    [982] => Array
        (
            [1. Apply specific skills to comprehend and fluently read literary texts.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Use Key Ideas and Details to:
<ul class="subEOItem"> <li>   Demonstrate use of self-monitoring comprehension strategies: rereading, checking context clues, predicting, questioning, clarifying, activating schema/background knowledge to construct meaning and draw inferences.</li>
<li> Ask and answer such questions as <i>who</i>, <i>what</i>, <i>where</i>, <i>when</i>, <i>why</i>, and <i>how</i> to demonstrate understanding of key details in a text. (CCSS: RL.2.1) *</li>
<li> Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (CCSS: RL.2.2)</li>
<li> Describe how characters in a story respond to major events and challenges. (CCSS: RL.2.3)*</li>   </ul>
                            [1] => Use Craft and Structure to:
<ul class="subEOItem"> <li>   Describe how words and phrases (for example: regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (CCSS: RL.2.4)</li> 
<li>   Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (CCSS: RL.2.5) *</li> 
<li>   Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (CCSS: RL.2.6)</li> 
<li>   Identify how word choice (for example: sensory details, figurative language) enhances meaning in poetry</li>   </ul>
                            [2] => Use Integration of Knowledge and Ideas to:
<ul class="subEOItem"> <li>   Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (CCSS: RL.2.7)</li>
<li> Compare and contrast two or more versions of the same story (for example: Cinderella stories) by different authors or from different cultures. (CCSS: RL.2.9) *</li>   </ul>
                            [3] => Use Range of Reading and Level of Text Complexity to:
<ul class="subEOItem"> <li>   By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.2.10)</li>   </ul>
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Read a minimum of 89 words per minute in the spring with fluency. *
                            [1] => Demonstrate flexibility, imagination, and inventiveness in taking on tasks and activities. (Entrepreneurial Skills, Informed Risk Taking)
                            [2] => Identify and explain multiple perspectives (cultural, global) when exploring events, ideas, issues.  (Civic/Interpersonal Skills, Global/Cultural Awareness)
                            [3] => Ask questions to develop further personal understanding. (Professional Skills, Self-Advocacy)
                        )

                    [Essential Questions] => Array
                        (
                            [0] => Why is it important to read accurately and fluently?
                            [1] => How does rereading help us understand?
                            [2] => How does structure affect our understanding of a text?
                            [3] => How does comparing two texts help build our understanding?
                        )

                    [Essential Reasoning Skills] => Array
                        (
                            [0] => Critical readers ask questions and draw conclusions from pictures and texts.
                        )

                    [Minimum Skills Competencies] => Array
                        (
                            [0] => Evidence Outcomes marked with an asterisk (*) are the minimum competencies identified in the READ Act.
                        )

                )

        )

    [984] => Array
        (
            [2. Apply specific skills to comprehend and fluently read informational texts.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Use Key Ideas and Details to:
<ul class="subEOItem"> <li>  Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CCSS: RI.2.1)*</li> 
<li>Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. (CCSS: RI.2.2)</li> 
<li> Summarize the main idea using relevant and significant details in a variety of texts. *
<li>Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (CCSS: RI.2.3)</li>   </ul>
                            [1] => Use Craft and Structure to:
<ul class="subEOItem"> <li>   Determine the meaning of words and phrases in a text relevant to <i>a grade 2 topic or subject area</i>. (CCSS: RI.2.4)</li> 
<li>Know and use various text features (for example: captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.  (CCSS: RI.2.5) *</li> 
<li> Identify the main purpose of a text, including what the author wants to answer, explain, or describe.  (CCSS: RI.2.6) *</li>   
<li>Read text to  perform a specific task such as follow a recipe or play a game. * </li></ul>
                            [2] => Use Integration of Knowledge and Ideas to:
<ul class="subEOItem"><li>Explain how specific images (for example: a diagram showing how a machine works) contribute to and clarify a text. (CCSS: RI.2.7) *</li>
<li>Describe how reasons support specific points the author makes in a text. (CCSS: RI.2.8)</li>
<li> Compare and contrast the most important points presented by two texts on the same topic. (CCSS: RI.2.9) *</li></ul>
                            [3] => Use Range of Reading and Level of Text Complexity to:
<ul class="subEOItem"> <li>   Adjust reading rate according to type of text and purpose for reading.
<li>  By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.  (CCSS: RI.2.10) *</li>   </ul>
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Read a minimum of 89 words per minute in the spring with fluency. *
                            [1] => Demonstrate flexibility, imagination, and inventiveness in taking on tasks and activities. (Entrepreneurial Skills, Informed Risk Taking)
                            [2] => Identify and explain multiple perspectives (cultural, global) when exploring events, ideas, issues. (Civic/Interpersonal Skills, Global/Cultural Awareness)
                            [3] => Articulate the most effective options to access information needed for a specific purpose. (Professional Skills, Information Literacy)
                        )

                    [Essential Questions] => Array
                        (
                            [0] => Why is it important to read accurately and fluently?
                            [1] => How does re-reading help us understand?
                            [2] => How does structure affect our understanding of a text?
                            [3] => How does comparing two texts help build our understanding?
                        )

                    [Essential Reasoning Skills] => Array
                        (
                            [0] => Critical readers use text features to interpret informational texts.
                        )

                    [Minimum Skills Competencies] => Array
                        (
                            [0] => Evidence Outcomes marked with an asterisk (*) are the minimum competencies identified in the READ Act.
                        )

                )

        )

    [986] => Array
        (
            [3. Apply knowledge of complex spelling patterns (orthography) and word meanings (morphology) to decode words with accuracy.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.2.3)
<ul class="subEOItem"> <li>   Distinguish long and short vowels when reading regularly spelled one-syllable words. (CCSS: RF.2.3a) *</li>
<li> Know spelling-sound correspondences for additional common vowel teams. (CCSS: RF.2.3b) *</li>
<li>  Read multisyllabic words accurately and fluently. *</li>
<li> Decode regularly spelled two-syllable words with long vowels. (CCSS: RF.2.3c) *</li>
<li> Decode words with common prefixes and suffixes.  (CCSS: RF.2.3d) *</li>
<li> Identify words with inconsistent but common spelling-sound correspondences. (CCSS: RF.2.3e) *</li>
<li> Read grade-appropriate irregularly spelled words.  (adapted from CCSS: RF.2.3f) *</li>   </ul>
                            [1] => Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.2.4)
<ul class="subEOItem"> <li>   Read grade-level text with purpose and understanding. (CCSS: RF.2.4a) </li>
<li> Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.2.4b)</li>
<li> Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.2.4c) *</li>  
<li> Read grade-level text accurately and fluently, attending to phrasing, intonation, and punctuation. * </li> </ul>
                            [2] => Compare formal and informal uses of English. (CCSS: L.2.3a)
                            [3] => 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. (CCSS: L.2.4)
<ul class="subEOItem"> <li>   Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.2.4a)</li>
<li> Determine the meaning of the new word formed when a known prefix is added to a known word (for example: <i>happy/unhappy</i>, <i>tell/retell</i>). (CCSS: L.2.4b) *</li>
<li> Use a known root word as a clue to the meaning of an unknown word with the same root (for example: <i>addition</i>, <i>additional</i>). (CCSS: L.2.4c) *</li>
<li>  Use knowledge of the meaning of individual words to predict the meaning of compound words (for example: <i>birdhouse</i>, <i>lighthouse</i>, <i>housefly</i>; <i>bookshelf</i>, <i>notebook</i>, <i>bookmark</i>).  (CCSS: L.2.4d) *</li>
<li> Create new words by combining base words with affixes to connect known words to new words. * </li> 
<li>  Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.  (CCSS: L.2.4e)</li>   </ul>
                            [4] => Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.2.5)
<ul class="subEOItem"> <li>   Identify real-life connections between words and their use (for example: <i>describe foods that are spicy or juicy</i>). (CCSS: L.2.5a)</li>  
<li>Distinguish shades of meaning among closely related verbs (for example: <i>toss</i>, <i>throw</i>, <i>hurl</i>) and closely related adjectives (for example: <i>thin</i>, <i>slender</i>, <i>skinny</i>, <i>scrawny</i>). (CCSS: L.2.5b)</li>   </ul>
                            [5] => Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (for example: <i>When other kids are happy that makes me happy</i>). (CCSS: L.2.6)
                            [6] => Determine which strategies should be used to decode multisyllabic words.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Read a minimum of 89 words per minute in the spring with fluency. *
                            [1] => Demonstrate a willingness to try new things. (Entrepreneurial Skills, Informed Risk Taking)
                            [2] => Handle impulses and behavior with minimal direction.  (Personal Skills, Personal Responsibility)
                            [3] => Resist distractions, maintain attention, and continue the task at hand through frustration or challenges.  (Personal Skills, Perseverance/Resilience)
                            [4] => The student must demonstrate all of the phonemic awareness skill competencies outlined in Kindergarten and First grade. *
                        )

                    [Essential Questions] => Array
                        (
                            [0] => How do prefixes and suffixes change the meaning of a word?
                            [1] => How does understanding the parts of words help us decide what they mean?
                            [2] => How do we understand what words mean?
                        )

                    [Essential Reasoning Skills] => Array
                        (
                            [0] => Critical readers use appropriate strategies to determine and understand texts.
                        )

                    [Minimum Skills Competencies] => Array
                        (
                            [0] => Evidence Outcomes marked with an asterisk (*) are the minimum competencies identified in the READ Act.
                        )

                )

        )

)
Array
(
    [90] => Array
        (
            [0] => 10. Gather information from a variety of sources; analyze and evaluate its quality and relevance; and use it ethically to answer complex questions.
        )

    [522] => Array
        (
            [0] => 6. Craft arguments using techniques specific to the genre.
        )

    [524] => Array
        (
            [0] => 7. Craft informational/explanatory texts using techniques specific to the genre.
        )

    [525] => Array
        (
            [0] => 8. Craft narratives using techniques specific to the genre.
        )

    [526] => Array
        (
            [0] => 9. Demonstrate mastery of their own writing process with clear, coherent, and error-free polished products.
        )

    [767] => Array
        (
            [0] => 1. Collaborate effectively as group members or leaders who listen actively and respectfully; pose thoughtful questions, acknowledge the ideas of others; and contribute ideas to further the group’s attainment of an objective.
        )

    [773] => Array
        (
            [0] => 2. Deliver effective oral presentations for varied audiences and varied purposes.
        )

    [982] => Array
        (
            [0] => 3. Read a wide range of literary texts to build knowledge and to better understand the human experience.
        )

    [984] => Array
        (
            [0] => 4. Read a wide range of informational texts to build knowledge and to better understand the human experience.
        )

    [986] => Array
        (
            [0] => 5. Understand how language functions in different contexts, command a variety of word-learning strategies to assist comprehension, and make effective choices for meaning or style when writing and speaking.
        )

)
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      <div id="maincontent">
        
<h1>2020 Colorado Academic Standards Online</h1>

	<p>Use the options below to create customized views of the 2020 Colorado Academic Standards. For all standards resources, see the <a href="/standardsandinstruction">Office of Standards and Instructional Support</a>.</p>

<div class="card" style="background-color: #ececec; margin-bottom: 40px;">
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				<select name="srchFltrCa" id="srchFltrCa" class="form-control-sm" onchange="$('#srchFltrGl, #srchFltrSt').val('0');resetGradeSelect();resetCategorySelect();updateSearch();">
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										<option value="3" data-caclass="caCH">Comprehensive Health</option>
										<option value="12" data-caclass="caCS">Computer Science</option>
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										<option value="2" data-caclass="caDTA">Drama and Theatre Arts</option>
										<option value="4" data-caclass="caMAT">Mathematics</option>
										<option value="5" data-caclass="caMUS">Music</option>
										<option value="11" data-caclass="caPE">Physical Education</option>
										<option value="6" data-caclass="caRWC">Reading, Writing and Communicating</option>
										<option value="7" data-caclass="caSCI">Science</option>
										<option value="8" data-caclass="caSS">Social Studies</option>
										<option value="9" data-caclass="caVA">Visual Arts</option>
										<option value="10" data-caclass="caWL">World Languages</option>
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										<option value="1" class="caCH caDAN caDTA caMAT caMUS caPE caRWC caSCI caSS caVA caWL notactive">Preschool</option>
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										<option value="7" class="caCH caDAN caDTA caMAT caMUS caPE caRWC caSCI caSS caVA notactive">Fifth Grade</option>
										<option value="38" class="caSCI notactive">Middle School</option>
										<option value="8" class="caCH caDAN caDTA caMAT caPE caRWC caSS caVA notactive">Sixth Grade</option>
										<option value="9" class="caCH caDAN caDTA caMAT caPE caRWC caSS caVA notactive">Seventh Grade</option>
										<option value="10" class="caCH caDAN caDTA caMAT caPE caRWC caSS caVA notactive">Eighth Grade</option>
										<option value="30" class="caRWC notactive">Ninth / Tenth Grade Band</option>
										<option value="29" class="caRWC notactive">Eleventh / Twelfth Grade Band</option>
										<option value="15" class="caCH caCS caMAT caPE caSCI caSS caVA notactive">High School</option>
										<option value="17" class="caDAN caDTA notactive">High School - Fundamental Pathway</option>
										<option value="27" class="caDTA notactive">High School - Advanced Pathway</option>
										<option value="16" class="caDAN notactive">High School - Extended Pathway</option>
										<option value="21" class="caWL notactive">Novice-Low</option>
										<option value="22" class="caWL notactive">Novice-Mid</option>
										<option value="20" class="caWL notactive">Novice-High</option>
										<option value="23" class="caWL notactive">Intermediate-Low</option>
										<option value="24" class="caWL notactive">Intermediate-Mid</option>
										<option value="31" class="caMUS notactive">Sixth Grade/Novice</option>
										<option value="32" class="caMUS notactive">Seventh Grade/Intermediate</option>
										<option value="33" class="caMUS notactive">Eighth Grade/Proficient</option>
										<option value="34" class="caMUS notactive">High School/Accomplished</option>
										<option value="35" class="caMUS notactive">High School/Advanced</option>
										<option value="36" class="caWL notactive">Intermediate-High</option>
										<option value="37" class="caWL notactive">Advanced-Low</option>
										<option value="39" class="caDTA notactive">High School - Professional Pathway</option>
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				<select name="srchFltrSt" id="srchFltrSt" class="form-control-sm" onchange="updateSearch();" disabled="disabled">
					<option value="0" class="filterDefault">All Standards Categories</option>
										<option value="0" class="ca notactive">All Standards Categories</option>
										<option value="26" class="caDAN notactive">1. Movement, Technique, and Performance</option>
										<option value="27" class="caDAN notactive">2. Create, Compose, and Choreograph</option>
										<option value="28" class="caDAN notactive">3. Historical and Cultural Context</option>
										<option value="29" class="caDAN notactive">4. Reflect, Connect, and Respond</option>
										<option value="30" class="caDTA notactive">1. Create</option>
										<option value="31" class="caDTA notactive">2. Perform</option>
										<option value="32" class="caDTA notactive">3. Critically Respond</option>
										<option value="1" class="caCH notactive">2. Physical and Personal Wellness</option>
										<option value="2" class="caCH notactive">3. Social and Emotional Wellness</option>
										<option value="3" class="caCH notactive">4. Prevention and Risk Management</option>
										<option value="8" class="caMAT notactive">1. Number and Quantity</option>
										<option value="9" class="caMAT notactive">2. Algebra and Functions</option>
										<option value="10" class="caMAT notactive">3. Data, Statistics and Probability</option>
										<option value="11" class="caMAT notactive">4. Geometry</option>
										<option value="4" class="caMUS notactive">1. Expression of Music</option>
										<option value="5" class="caMUS notactive">2. Creation of Music</option>
										<option value="6" class="caMUS notactive">3. Theory of Music</option>
										<option value="7" class="caMUS notactive">4. Aesthetic Valuation of Music</option>
										<option value="18" class="caRWC notactive">1. Oral Expression and Listening</option>
										<option value="19" class="caRWC notactive">2. Reading for All Purposes</option>
										<option value="20" class="caRWC notactive">3. Writing and Composition</option>
										<option value="21" class="caRWC notactive">4. Research Inquiry and Design</option>
										<option value="15" class="caSCI notactive">1. Physical Science</option>
										<option value="16" class="caSCI notactive">2. Life Science</option>
										<option value="17" class="caSCI notactive">3. Earth and Space Science</option>
										<option value="37" class="caSS notactive">1. History</option>
										<option value="38" class="caSS notactive">2. Geography</option>
										<option value="39" class="caSS notactive">3. Economics</option>
										<option value="40" class="caSS notactive">4. Civics</option>
										<option value="33" class="caVA notactive">1. Observe and Learn to Comprehend</option>
										<option value="34" class="caVA notactive">2. Envision and Critique to Reflect</option>
										<option value="35" class="caVA notactive">3. Invent and Discover to Create</option>
										<option value="36" class="caVA notactive">4. Relate and Connect to Transfer</option>
										<option value="22" class="caWL notactive">1. Communication</option>
										<option value="23" class="caWL notactive">2. Cultures/Intercultural Communication</option>
										<option value="24" class="caWL notactive">3. Connections</option>
										<option value="25" class="caWL notactive">4. Comparisons</option>
										<option value="41" class="caPE notactive">1. Movement Competence and Understanding</option>
										<option value="42" class="caPE notactive">2. Physical and Personal Wellness</option>
										<option value="43" class="caPE notactive">3. Social Emotional Wellness</option>
										<option value="44" class="caPE notactive">4. Prevention and Risk Management</option>
										<option value="12" class="caCS notactive">1. Computational Thinking</option>
										<option value="13" class="caCS notactive">2. Computing Systems and Networks</option>
										<option value="14" class="caCS notactive">3. Computer Programming</option>
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				<div id="filterBlock">
			<p><strong>Current selections are shown below <em>(maximum of five)</em></strong></p>
										<p>
				<span><a href="#" onclick="removeFilter(0);return false;"><i class="material-icons" style="color:red;vertical-align:middle;">clear</i></a></span>
				<span><em>Content Area:</em> Reading, Writing and Communicating
					// <em>Grade Level:</em> Second Grade
					// <em>Standard Category:</em> All Standards Categories</span>
				</p>
									</div>
			</div>
</div>

<div class="row">
	<div class="col">
								<div class="caBlock ReadingWritingandCommunicating">
			<div class="row ">
				<div class="col">
					<div class="standardhead">
						<div class="row">
							<div class="col-3"><p><strong>Reading, Writing and Communicating</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Second Grade, Standard 1. Oral Expression and Listening</strong></p></div>
						</div>
					</div>
				</div>
			</div>
			<div class="row">
				<div class="col">
					<p style="text-align: right;">


	<a href="/coreadingwriting" target="_blank">Learn More About Reading, Writing and Communicating in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
						| <a href="#" onclick="$(this).closest('.caBlock').find('.gleDetail').removeClass( 'notvisible' );$(this).closest('.caBlock').find('.expanderDown').addClass('notvisible');return false;">Expand Set of GLEs Below</a>
					</p>
				</div>
			</div>
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>1. Collaborate effectively as group members or leaders who listen actively and respectfully; pose thoughtful questions, acknowledge the ideas of others; and contribute ideas to further the group’s attainment of an objective.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Engage in dialogue and learn new information through active listening.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Participate in collaborative conversations with diverse partners about <i>grade 2 topics and texts</i> with peers and adults in small and larger groups. (CCSS: SL.2.1)
<ul class="subEOItem"> <li>   Follow agreed-upon rules for discussions (for example: gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS: SL.2.1a)</li>
<li> Build on others’ talk in conversations by linking their comments to the remarks of others. (CCSS: SL.2.1b)</li>
<li> Ask for clarification and further explanation as needed about the topics and texts under discussion. (CCSS: SL.2.1c)</li>   </ul></li>
																			<li>Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (CCSS: SL.2.2) *</li>
																			<li>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. (CCSS: SL.2.3)</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Handle impulses and behavior with minimal direction.  (Personal Skills, Personal Responsibility)</li>
																			<li>Recognize emotional response to ideas that differ from own. (Personal Skills, Adaptability/Flexibility)</li>
																			<li>Ask questions and learn more about careers and other life pursuits.  (Professional Skills, Career Awareness)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEssentialQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Essential Questions:

							
									</em></p>

										<ol type="1">

																			<li>Why is it important to use precise vocabulary in communication?</li>
																			<li>How do we work with others to present information?</li>
																			<li>How do we participate in collaborative conversations?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEssentialReasoningSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Essential Reasoning Skills:

							
									</em></p>

										<ol type="1">

																			<li>Thoughtful speakers and listeners share and expand on each other's ideas.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsMinimumSkillsCompetencies"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Minimum Skills Competencies:

							
									</em></p>

										<ol type="1">

																			<li>Evidence Outcomes marked with an asterisk (*) are the minimum competencies identified in the READ Act.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>2. Deliver effective oral presentations for varied audiences and varied purposes.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">2. Deliver presentations while maintaining focus on topic and be prepared to discuss.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (CCSS: SL.2.4)</li>
																			<li>Contribute knowledge to a small group or class discussion to develop a topic.</li>
																			<li>Maintain focus on the topic.</li>
																			<li>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. (CCSS: SL.2.5)</li>
																			<li>Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.  (CCSS: SL.2.6)</li>
																			<li>Use content-specific vocabulary to ask questions and provide information. *</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Accurately recognize one's own emotions, thoughts, and values and how they influence behavior. (Personal Skills, Self-Awareness)</li>
																			<li>Recognize personal characteristics, preferences, thoughts, and feelings. (Personal Skills, Initiative/Self-Direction)</li>
																			<li>Compare attitudes and beliefs as an individual to others.  (Civic/Interpersonal Skills, Global/Cultural Awareness)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEssentialQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Essential Questions:

							
									</em></p>

										<ol type="1">

																			<li>Why is it important to use precise vocabulary in communication?</li>
																			<li>How can we present information in different ways?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEssentialReasoningSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Essential Reasoning Skills:

							
									</em></p>

										<ol type="1">

																			<li>Effective communicators  maintain focus on a topic.</li>
																			<li>Effective communicators are able to ask and answer clarifying questions.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsMinimumSkillsCompetencies"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Minimum Skills Competencies:

							
									</em></p>

										<ol type="1">

																			<li>Evidence Outcomes marked with an asterisk (*) are the minimum competencies identified in the READ Act.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
		</div>

					<div class="caBlock ReadingWritingandCommunicating">
			<div class="row ">
				<div class="col">
					<div class="standardhead">
						<div class="row">
							<div class="col-3"><p><strong>Reading, Writing and Communicating</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Second Grade, Standard 2. Reading for All Purposes</strong></p></div>
						</div>
					</div>
				</div>
			</div>
			<div class="row">
				<div class="col">
					<p style="text-align: right;">


	<a href="/coreadingwriting" target="_blank">Learn More About Reading, Writing and Communicating in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
						| <a href="#" onclick="$(this).closest('.caBlock').find('.gleDetail').removeClass( 'notvisible' );$(this).closest('.caBlock').find('.expanderDown').addClass('notvisible');return false;">Expand Set of GLEs Below</a>
					</p>
				</div>
			</div>
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>3. Read a wide range of literary texts to build knowledge and to better understand the human experience.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Apply specific skills to comprehend and fluently read literary texts.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Use Key Ideas and Details to:
<ul class="subEOItem"> <li>   Demonstrate use of self-monitoring comprehension strategies: rereading, checking context clues, predicting, questioning, clarifying, activating schema/background knowledge to construct meaning and draw inferences.</li>
<li> Ask and answer such questions as <i>who</i>, <i>what</i>, <i>where</i>, <i>when</i>, <i>why</i>, and <i>how</i> to demonstrate understanding of key details in a text. (CCSS: RL.2.1) *</li>
<li> Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (CCSS: RL.2.2)</li>
<li> Describe how characters in a story respond to major events and challenges. (CCSS: RL.2.3)*</li>   </ul></li>
																			<li>Use Craft and Structure to:
<ul class="subEOItem"> <li>   Describe how words and phrases (for example: regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (CCSS: RL.2.4)</li> 
<li>   Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (CCSS: RL.2.5) *</li> 
<li>   Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (CCSS: RL.2.6)</li> 
<li>   Identify how word choice (for example: sensory details, figurative language) enhances meaning in poetry</li>   </ul></li>
																			<li>Use Integration of Knowledge and Ideas to:
<ul class="subEOItem"> <li>   Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (CCSS: RL.2.7)</li>
<li> Compare and contrast two or more versions of the same story (for example: Cinderella stories) by different authors or from different cultures. (CCSS: RL.2.9) *</li>   </ul></li>
																			<li>Use Range of Reading and Level of Text Complexity to:
<ul class="subEOItem"> <li>   By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.2.10)</li>   </ul></li>
								
										</ol>
									</div>
																																																																	
								</div>
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									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Read a minimum of 89 words per minute in the spring with fluency. *</li>
																			<li>Demonstrate flexibility, imagination, and inventiveness in taking on tasks and activities. (Entrepreneurial Skills, Informed Risk Taking)</li>
																			<li>Identify and explain multiple perspectives (cultural, global) when exploring events, ideas, issues.  (Civic/Interpersonal Skills, Global/Cultural Awareness)</li>
																			<li>Ask questions to develop further personal understanding. (Professional Skills, Self-Advocacy)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEssentialQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Essential Questions:

							
									</em></p>

										<ol type="1">

																			<li>Why is it important to read accurately and fluently?</li>
																			<li>How does rereading help us understand?</li>
																			<li>How does structure affect our understanding of a text?</li>
																			<li>How does comparing two texts help build our understanding?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEssentialReasoningSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Essential Reasoning Skills:

							
									</em></p>

										<ol type="1">

																			<li>Critical readers ask questions and draw conclusions from pictures and texts.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsMinimumSkillsCompetencies"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Minimum Skills Competencies:

							
									</em></p>

										<ol type="1">

																			<li>Evidence Outcomes marked with an asterisk (*) are the minimum competencies identified in the READ Act.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>4. Read a wide range of informational texts to build knowledge and to better understand the human experience.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">2. Apply specific skills to comprehend and fluently read informational texts.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Use Key Ideas and Details to:
<ul class="subEOItem"> <li>  Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CCSS: RI.2.1)*</li> 
<li>Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. (CCSS: RI.2.2)</li> 
<li> Summarize the main idea using relevant and significant details in a variety of texts. *
<li>Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (CCSS: RI.2.3)</li>   </ul></li>
																			<li>Use Craft and Structure to:
<ul class="subEOItem"> <li>   Determine the meaning of words and phrases in a text relevant to <i>a grade 2 topic or subject area</i>. (CCSS: RI.2.4)</li> 
<li>Know and use various text features (for example: captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.  (CCSS: RI.2.5) *</li> 
<li> Identify the main purpose of a text, including what the author wants to answer, explain, or describe.  (CCSS: RI.2.6) *</li>   
<li>Read text to  perform a specific task such as follow a recipe or play a game. * </li></ul></li>
																			<li>Use Integration of Knowledge and Ideas to:
<ul class="subEOItem"><li>Explain how specific images (for example: a diagram showing how a machine works) contribute to and clarify a text. (CCSS: RI.2.7) *</li>
<li>Describe how reasons support specific points the author makes in a text. (CCSS: RI.2.8)</li>
<li> Compare and contrast the most important points presented by two texts on the same topic. (CCSS: RI.2.9) *</li></ul></li>
																			<li>Use Range of Reading and Level of Text Complexity to:
<ul class="subEOItem"> <li>   Adjust reading rate according to type of text and purpose for reading.
<li>  By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.  (CCSS: RI.2.10) *</li>   </ul></li>
								
										</ol>
									</div>
																																																																	
								</div>
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									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Read a minimum of 89 words per minute in the spring with fluency. *</li>
																			<li>Demonstrate flexibility, imagination, and inventiveness in taking on tasks and activities. (Entrepreneurial Skills, Informed Risk Taking)</li>
																			<li>Identify and explain multiple perspectives (cultural, global) when exploring events, ideas, issues. (Civic/Interpersonal Skills, Global/Cultural Awareness)</li>
																			<li>Articulate the most effective options to access information needed for a specific purpose. (Professional Skills, Information Literacy)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEssentialQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Essential Questions:

							
									</em></p>

										<ol type="1">

																			<li>Why is it important to read accurately and fluently?</li>
																			<li>How does re-reading help us understand?</li>
																			<li>How does structure affect our understanding of a text?</li>
																			<li>How does comparing two texts help build our understanding?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEssentialReasoningSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Essential Reasoning Skills:

							
									</em></p>

										<ol type="1">

																			<li>Critical readers use text features to interpret informational texts.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsMinimumSkillsCompetencies"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Minimum Skills Competencies:

							
									</em></p>

										<ol type="1">

																			<li>Evidence Outcomes marked with an asterisk (*) are the minimum competencies identified in the READ Act.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>5. Understand how language functions in different contexts, command a variety of word-learning strategies to assist comprehension, and make effective choices for meaning or style when writing and speaking.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">3. Apply knowledge of complex spelling patterns (orthography) and word meanings (morphology) to decode words with accuracy.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.2.3)
<ul class="subEOItem"> <li>   Distinguish long and short vowels when reading regularly spelled one-syllable words. (CCSS: RF.2.3a) *</li>
<li> Know spelling-sound correspondences for additional common vowel teams. (CCSS: RF.2.3b) *</li>
<li>  Read multisyllabic words accurately and fluently. *</li>
<li> Decode regularly spelled two-syllable words with long vowels. (CCSS: RF.2.3c) *</li>
<li> Decode words with common prefixes and suffixes.  (CCSS: RF.2.3d) *</li>
<li> Identify words with inconsistent but common spelling-sound correspondences. (CCSS: RF.2.3e) *</li>
<li> Read grade-appropriate irregularly spelled words.  (adapted from CCSS: RF.2.3f) *</li>   </ul></li>
																			<li>Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.2.4)
<ul class="subEOItem"> <li>   Read grade-level text with purpose and understanding. (CCSS: RF.2.4a) </li>
<li> Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.2.4b)</li>
<li> Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.2.4c) *</li>  
<li> Read grade-level text accurately and fluently, attending to phrasing, intonation, and punctuation. * </li> </ul></li>
																			<li>Compare formal and informal uses of English. (CCSS: L.2.3a)</li>
																			<li>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. (CCSS: L.2.4)
<ul class="subEOItem"> <li>   Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.2.4a)</li>
<li> Determine the meaning of the new word formed when a known prefix is added to a known word (for example: <i>happy/unhappy</i>, <i>tell/retell</i>). (CCSS: L.2.4b) *</li>
<li> Use a known root word as a clue to the meaning of an unknown word with the same root (for example: <i>addition</i>, <i>additional</i>). (CCSS: L.2.4c) *</li>
<li>  Use knowledge of the meaning of individual words to predict the meaning of compound words (for example: <i>birdhouse</i>, <i>lighthouse</i>, <i>housefly</i>; <i>bookshelf</i>, <i>notebook</i>, <i>bookmark</i>).  (CCSS: L.2.4d) *</li>
<li> Create new words by combining base words with affixes to connect known words to new words. * </li> 
<li>  Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.  (CCSS: L.2.4e)</li>   </ul></li>
																			<li>Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.2.5)
<ul class="subEOItem"> <li>   Identify real-life connections between words and their use (for example: <i>describe foods that are spicy or juicy</i>). (CCSS: L.2.5a)</li>  
<li>Distinguish shades of meaning among closely related verbs (for example: <i>toss</i>, <i>throw</i>, <i>hurl</i>) and closely related adjectives (for example: <i>thin</i>, <i>slender</i>, <i>skinny</i>, <i>scrawny</i>). (CCSS: L.2.5b)</li>   </ul></li>
																			<li>Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (for example: <i>When other kids are happy that makes me happy</i>). (CCSS: L.2.6)</li>
																			<li>Determine which strategies should be used to decode multisyllabic words.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Read a minimum of 89 words per minute in the spring with fluency. *</li>
																			<li>Demonstrate a willingness to try new things. (Entrepreneurial Skills, Informed Risk Taking)</li>
																			<li>Handle impulses and behavior with minimal direction.  (Personal Skills, Personal Responsibility)</li>
																			<li>Resist distractions, maintain attention, and continue the task at hand through frustration or challenges.  (Personal Skills, Perseverance/Resilience)</li>
																			<li>The student must demonstrate all of the phonemic awareness skill competencies outlined in Kindergarten and First grade. *</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEssentialQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Essential Questions:

							
									</em></p>

										<ol type="1">

																			<li>How do prefixes and suffixes change the meaning of a word?</li>
																			<li>How does understanding the parts of words help us decide what they mean?</li>
																			<li>How do we understand what words mean?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEssentialReasoningSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Essential Reasoning Skills:

							
									</em></p>

										<ol type="1">

																			<li>Critical readers use appropriate strategies to determine and understand texts.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsMinimumSkillsCompetencies"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Minimum Skills Competencies:

							
									</em></p>

										<ol type="1">

																			<li>Evidence Outcomes marked with an asterisk (*) are the minimum competencies identified in the READ Act.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
		</div>

					<div class="caBlock ReadingWritingandCommunicating">
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				<div class="col">
					<div class="standardhead">
						<div class="row">
							<div class="col-3"><p><strong>Reading, Writing and Communicating</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Second Grade, Standard 3. Writing and Composition</strong></p></div>
						</div>
					</div>
				</div>
			</div>
			<div class="row">
				<div class="col">
					<p style="text-align: right;">


	<a href="/coreadingwriting" target="_blank">Learn More About Reading, Writing and Communicating in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
						| <a href="#" onclick="$(this).closest('.caBlock').find('.gleDetail').removeClass( 'notvisible' );$(this).closest('.caBlock').find('.expanderDown').addClass('notvisible');return false;">Expand Set of GLEs Below</a>
					</p>
				</div>
			</div>
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
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							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>6. Craft arguments using techniques specific to the genre.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Write pieces on a topic or book that state opinions and give supporting reasons.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Introduce the topic or book they are writing about. (CCSS: W.2.1)</li>
																			<li>State an opinion. (CCSS: W.2.1)</li>
																			<li>Supply reasons that support the opinion. (CCSS: W.2.1)</li>
																			<li>Use linking words (for example:  because, and, also) to connect opinion and reasons. (CCSS: W.2.1)</li>
																			<li>Provide a concluding statement or section. (CCSS: W.2.1)</li>
								
										</ol>
									</div>
																																																				
								</div>
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Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Accurately recognize one's own emotions, thoughts, and values and how they influence behavior.  (Personal Skills, Self-Awareness)</li>
																			<li>Recognize personal characteristics, preferences, thoughts, and feelings.  (Personal Skills, Initiative/Self-Direction)</li>
																			<li>Compare attitudes and beliefs as an individual to others.   (Civic/Interpersonal Skills, Global/Cultural Awareness)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEssentialQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Essential Questions:

							
									</em></p>

										<ol type="1">

																			<li>Why is it important for us to know who will be reading our work?</li>
																			<li>What words do we use to convince others of our opinions?</li>
																			<li>How do we structure our writing effectively?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEssentialReasoningSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Essential Reasoning Skills:

							
									</em></p>

										<ol type="1">

																			<li>Critical writers can convince others of their opinion.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
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							</a>
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							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>7. Craft informational/explanatory texts using techniques specific to the genre.</li>
													</ul>
						</div>

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Grade Level Expectation:


</p>
						<p style="padding-left:40px;">2. Write informative/explanatory texts organized around main ideas which are supported by relevant details, facts, and definitions.</p>
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Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Introduce a topic. (CCSS: W.2.2)</li>
																			<li>Use facts and definitions to develop points, including relevant details when writing to questions about texts. (adapted from CCSS: W.2.2)</li>
																			<li>Provide a concluding statement or section. (CCSS: W.2.2)</li>
																			<li>Write letters and "how-to's" (for example: procedures, directions, recipes) that follow a logical order and appropriate format.</li>
																			<li>Organize informational texts using main ideas and specific supporting details.</li>
																			<li>Apply appropriate transition words to writing.</li>
																			<li>Writers use technology to support the writing process.</li>
								
										</ol>
									</div>
																																																				
								</div>
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Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Recognize that problems can be identified and possible solutions can be created. (Entrepreneurial Skills, Critical Thinking/Problem Solving)</li>
																			<li>Identify key attributes of a variety of information products (e.g., books, newspapers, online or print articles, social media). (Professional Skills, Information Literacy)</li>
																			<li>Find information through the use of technologies.  (Professional Skills, Use Information and Communications Technologies)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEssentialQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Essential Questions:

							
									</em></p>

										<ol type="1">

																			<li>What are different forms of informational writing?</li>
																			<li>Why is it important for us to know who will be reading our work?</li>
																			<li>How is report writing different from storytelling?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEssentialReasoningSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Essential Reasoning Skills:

							
									</em></p>

										<ol type="1">

																			<li>Critical writers can use facts to inform others.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
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							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>8. Craft narratives using techniques specific to the genre.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">3.  Write real or imagined narratives that describe events in sequence and provide a sense of closure.</p>
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Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Include details to describe actions, thoughts, and feelings. (CCSS: W.2.3)</li>
																			<li>Use temporal words to signal event order. (CCSS: W.2.3)</li>
																			<li>Provide a sense of closure. (CCSS: W.2.3)</li>
																			<li>Write simple, descriptive poems.</li>
																			<li>Write with precise nouns, active verbs, and descriptive adjectives.</li>
																			<li>Apply knowledge about structure and craft gained from mentor text to narrative writing.</li>
																			<li>Develop characters both internally (thoughts and feelings) and externally (physical features, expressions, clothing).</li>
								
										</ol>
									</div>
																																																				
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Demonstrate curiosity, imagination, and eagerness to learn more. (Entrepreneurial Skills, Creativity/Innovation)</li>
																			<li>Demonstrate a willingness to try new things. (Entrepreneurial Skills, Inquiry/Analysis)</li>
																			<li>Accurately recognize one's own emotions, thoughts, and values and how they influence behavior.  (Personal Skills, Self-Awareness)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEssentialQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Essential Questions:

							
									</em></p>

										<ol type="1">

																			<li>How do literary genres differ in form and substance?</li>
																			<li>Why is it important for us to know who will be reading our work?</li>
																			<li>How do we structure our writing effectively?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEssentialReasoningSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Essential Reasoning Skills:

							
									</em></p>

										<ol type="1">

																			<li>Critical writers identify the purposes of writing a narrative.</li>
																			<li>Critical writers use text structures to convey meaning.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
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							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>9. Demonstrate mastery of their own writing process with clear, coherent, and error-free polished products.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">4.  Use a process to revise and edit so that thoughts and ideas are communicated clearly with appropriate spelling, capitalization, grammar, and punctuation.</p>
						<div class="gleDetail notvisible">
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Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.2.1)
<ul class="subEOItem"> <li>   Use collective nouns (for example: <i>group</i>). (CCSS: L.2.1a)</li>
<li>   Use reflexive pronouns (for example: <i>myself</i>, <i>ourselves</i>). (CCSS: L.2.1c)</li>
<li>   Form and use the past tense of frequently occurring irregular verbs (for example: <i>sat</i>, <i>hid</i>, <i>told</i>). (CCSS: L.2.1d)</li>
<li>   Use adjectives and adverbs, and choose between them depending on what is to be modified. (CCSS: L.2.1e)</li>
<li>   Apply accurate subject-verb agreement while writing. </li>
<li>   Produce, expand, and rearrange complete simple and compound sentences (for example: <i>The boy watched the movie</i>; <i>The little boy watched the movie</i>; <i>The action movie was watched by the little boy</i>). (CCSS: L.2.1f)</li>
<li>   Vary sentence beginnings.</li>
<li>   Spell high-frequency words correctly.</li>   </ul></li>
																			<li>Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.2.2)
<ul class="subEOItem"> <li>   Capitalize holidays, product names, and geographic names. (CCSS: L.2.2a)
<li> Use commas in greetings and closings of letters. (CCSS: L.2.2b)
<li> Use an apostrophe to form contractions and frequently occurring possessives. (CCSS: L.2.2c)
<li> Generalize learned spelling patterns when writing words (for example: cage → badge; boy → boil). (CCSS: L.2.2d)
<li> Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (CCSS: L.2.2e)</li>
																			<li>With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (CCSS: W.2.5)</li>
																			<li>With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (CCSS: W.2.6)</li>
								
										</ol>
									</div>
																																																				
								</div>
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Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Resist distractions, maintain attention, and continue the task at hand through frustration or challenges.  (Personal Skills, Perseverance/Resilience)</li>
																			<li>Articulate task requirements and identify deadlines. (Professional Skills, Task/Time Management)</li>
																			<li>Find information through the use of technologies.  (Professional Skills, Use Information and Communications Technologies)</li>
								
										</ol>
									</div>
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										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEssentialQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Essential Questions:

							
									</em></p>

										<ol type="1">

																			<li>How can spelling change the meaning of a word?</li>
																			<li>How can punctuation change the meaning of a sentence?</li>
																			<li>How do we use technology to support the writing process?</li>
																			<li>How do authors stay focused on one topic throughout a piece of writing?</li>
																			<li>How do we structure our writing effectively?</li>
								
										</ol>
									</div>
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Essential Reasoning Skills:

							
									</em></p>

										<ol type="1">

																			<li>Critical writers utilize the conventions of Standard English to convey their message.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

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							<div class="col-3"><p><strong>Reading, Writing and Communicating</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Second Grade, Standard 4. Research Inquiry and Design</strong></p></div>
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					<p style="text-align: right;">


	<a href="/coreadingwriting" target="_blank">Learn More About Reading, Writing and Communicating in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
						| <a href="#" onclick="$(this).closest('.caBlock').find('.gleDetail').removeClass( 'notvisible' );$(this).closest('.caBlock').find('.expanderDown').addClass('notvisible');return false;">Expand Set of GLEs Below</a>
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							<ul style="list-style-type:none;">
														<li>10. Gather information from a variety of sources; analyze and evaluate its quality and relevance; and use it ethically to answer complex questions.</li>
													</ul>
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Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Participate in shared research and inquiry, gathering information from a  variety of resources to answer questions.</p>
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							<div class="row eorow">
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Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Participate in shared research and writing projects. For example: read a number of books on a single topic to produce a report; record science observations. (CCSS: W.2.7)</li>
																			<li>Identify a variety of resources and the information they might contain (for example: dictionary, trade book, library databases, internet web page).</li>
																			<li>Identify a specific question and gather information for purposeful investigation and inquiry.</li>
																			<li>Use text features to locate and interpret information.  For example: table of contents, illustrations, diagrams, headings and bold type.</li>
																			<li>Use a variety of multimedia sources to answer questions of interest.</li>
																			<li>Ask primary questions of depth and breadth.</li>
																			<li>Recall information from experiences or gather information from provided sources to answer a question. (CCSS: W.2.8)</li>
								
										</ol>
									</div>
																																																				
								</div>
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									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Recognize that problems can be identified and possible solutions can be created. (Entrepreneurial Skills, Critical Thinking/Problem Solving)</li>
																			<li>Identify key attributes of a variety of information products (e.g., books, newspapers, online or print articles, social media). (Professional Skills, Information Literacy)</li>
																			<li>Find information through the use of technologies.  (Professional Skills, Use Information and Communications Technologies)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEssentialQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Essential Questions:

							
									</em></p>

										<ol type="1">

																			<li>How do we ensure our research is relevant and accurate?</li>
																			<li>Why is it important for us to include others' points of view in our research?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEssentialReasoningSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Essential Reasoning Skills:

							
									</em></p>

										<ol type="1">

																			<li>Researchers use information to support their thinking.</li>
																			<li>Researchers use a variety of reference materials to support learning new information.</li>
																			<li>Researchers analyze critical questions to locate resources to answer questions.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

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	      			<p><strong>Prepared Graduates:</strong></p>
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	      			<p><strong>Grade Level Expectation:</strong></p>
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	      					<p><em>What do students need to know?</em></p>
	      					<p><strong>Grade Level Expectation: High Schools</strong>:<br>
	      					The articulation of the concepts and skills of a standard that indicates a student is making progress toward being a prepared graduate.</p>
	      					<p><strong>Grade Level Expectations</strong>:<br>
	      					The articulation, at each grade level, the concepts and skills of a standard that indicates a student is making progress toward being ready for high school.</p>

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	      			<p><strong>Evidence Outcomes:</strong></p>
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	      					<p><em>How do we know that a student can do it?</em></p>
	      					<p>The indication that a student is meeting an expectation at the mastery level.</p>
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					<p>Academic context and connections are the subject-specific elements needed to create context for learning. This right side section highlights essential skills, practices and other important connections necessary for students to understand, apply and transfer the knowledge and skills within the Grade Level Expectation.</p>
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	      			<p><strong>Inquiry Questions:</strong></p>
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	      					<p>Sample questions intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectation.</p>
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	      			<p><strong>Relevance and Application:</strong></p>
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	      					<p>Examples of how the grade level expectation is applied at home, on the job or in a real-world, relevant context.</p>
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				<p><strong>Nature of the Discipline:</strong></p>
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					<p>The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.</p>
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				<p><strong>Supportive Teaching Practices/Adults May</strong></p>
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					<p>Embed standards throughout daily routines, within and across the environment and activities to ensure developmentally appropriate learning opportunities.</p>
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				<p><strong>Colorado Essential Skills</strong></p>
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					<p>The critical skills needed to prepare students to successfully enter the workforce or educational opportunities beyond high school embedded within statute (C.R.S. 22-7-1005) and identified by the Colorado Workforce Development Committee.</p>
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				<p><strong>Colorado Essential Skills and Mathematical Practices</strong></p>
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					<p>This section describes ways students engage with the mathematical content using mathematical practices and essential skills needed to prepare students to successfully enter the workforce or educational opportunities beyond high school pursuant to Colorado Revised Statute 22-7-1005 and identified by the Colorado Workforce Development Committee.</p>
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				<p><strong>Inquiry Questions</strong></p>
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					<p>The sample questions that are intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectation.</p>
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				<p><strong>Coherence Connections</strong></p>
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					<p>This section describes how the content described by the Grade Level Expectation and Evidence Outcomes builds from content learned in prior grades, connects to content in the same grade, and supports student learning in later grades.</p>
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				<p><strong>Elaboration on the GLE</strong></p>
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					<p>This section provides greater context for the Grade Level Expectation (GLE) through a description of the understanding about the core ideas that should be developed by students.</p>
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				<p><strong>Colorado Essential Skills and Science and Engineering Practices</strong></p>
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					<p>Skills and major practices that scientists employ as they investigate and build models and theories about the world.  These terms are used to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. </p>
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				<p><strong>Cross Cutting Concepts</strong></p>
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					<p>The crosscutting concepts have application across all domains of science. As such, they provide one way of linking across the domains through core ideas.</p>
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				<p><strong>Computer Science Practices</strong></p>
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					<p>This section highlights computer science practices connected to the GLE which describe the behaviors and ways of thinking that computationally literate students use to fully engage in today’s data-rich and interconnected world.  The practices naturally integrate with one another and contain language that intentionally overlaps to illuminate the connections among them.</p>
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				<p><strong>Essential Questions</strong></p>
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					<p>These "big picture" questions ask students to more deeply explore the concepts and skills expressed in the GLE.</p>
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					<p>These skills develop critical thinking, building awareness to multiple perspectives, and engage students in "thinking about their thinking" and to consider their own attitudes, beliefs, and biases on issues.</p>
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				<p><strong>Colorado Essential Skills and Real-World Application</strong></p>
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					<p>The critical skills needed to prepare students to successfully enter the workforce or educational opportunities beyond high school embedded within statute (C.R.S. 22-7-1005) and identified by the Colorado Workforce Development Committee. Connections to how these skills relate to lifelong learning have been provided.</p>
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				<p><strong>Expand and Connect</strong></p>
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					<p>Ideas that can be used to expand student thinking around the concepts, connect to other musical concepts, or connect to other content areas outside of music. </p>
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				<p><strong>Colorado Essential Skills and Meaning Making</strong></p>
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					<p>Ways in which students demonstrate the ability to form, grapple with, and convey concepts and ideas through visual art and design with real-world application.</p>
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					<p>Ideas that can be used to expand student thinking, encourage conceptual curiosity, and connect multiple disciplines and literacies.</p>
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				<p><strong>Nature and Skills of History</strong></p>
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					<p>The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.</p>
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				<p><strong>Nature and Skills of Geography</strong></p>
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					<p>The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.</p>
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				<p><strong>Nature and Skills of Economics</strong></p>
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					<p>The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.</p>
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				<p><strong>Nature and Skills of Civics</strong></p>
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	      					<p>The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.</p>
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				<p><strong>Disciplinary, Information, & Media Literacy</strong></p>
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					<p>The disciplinary, information, and media literacy skills necessary to demonstrate mastery of the Evidence Outcomes. </p>
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				<p><strong>Nature of Dance</strong></p>
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					<p>The characteristics and viewpoint one keeps as a  result of mastering the grade level expectation</p>
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				<p><strong>Health Skills</strong></p>
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					<p>This section connects and focuses on the key health specific skills connected to this grade level expectation.</p>
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			<div class="modal-body">
				<p><strong>Components of a Physically Literate Individual</strong></p>
				<div class="indentedblock">
					<p>Connects the GLE to physical literacy and how it supports students ability to move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person. </p>
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        <p style="text-align:center;font-size:.90em;margin-top:50px;"><strong>Need Help?</strong> Submit questions or requests for assistance to <a href="mailto:bruno_j@cde.state.co.us">bruno_j@cde.state.co.us</a></p>
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	var gradeSelect = $("#srchFltrGl").html();
	var categorySelect = $("#srchFltrSt").html();


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			$(".srchFltr01").addClass( "hidden" );
			$(".srchFltr02").addClass( "hidden" );
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	function updateSearch02() {
		if ($("#srchFltrGl").val() != "0") {
			// $(".srchFltr01").toggleClass( "hidden" );
			// $( "#srchFltrGl" ).each(function( index ) {
			//   console.log( index + ": " + $( this ).text() );
			// });
			$("#srchFltrSt option").removeClass( "hidden" );
			$("#srchFltrSt option").addClass( "hidden" );
			$("#srchFltrSt ." + selectedClass + ", #srchFltrSt .default").removeClass( "hidden" );
			$(".srchFltr02").removeClass( "hidden" );
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		var searchVar2 = "0" // searchItem02a + ',' + searchItem02b + ',' + searchItem02c;
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