1. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
2nd CCGPS 2nd GPS
READING LITERARY (RL) Color key: different grade level/ Color key: different domain or strand
ELACC2RL1: Ask and answer such questions as who, ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
what, where, when, why, and how to demonstrate c. Generates questions before, during, and after reading.
understanding of key details in a text. (E)
ELACC2RL2: Recount stories, including fables and ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
folktales from diverse cultures, and determine their e. Summarizes text content.
central message, lesson, or moral. (E) m. Recognizes the basic elements of a variety of genres (e.g., poetry, fables, folktales).
ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
literary and informational texts.
For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:
h. Identifies themes and lessons in folktales, tall tales, and fables.
ELACC2RL3: Describe how characters in a story ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
respond to major events and challenges. (G) f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text.
ELACC2RL4: Describe how words and phrases (e.g., ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
regular beats, alliteration, rhymes, repeated lines) literary and informational texts.
supply rhythm and meaning in a story, poem, or song. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:
(G) i. Identifies rhyme and rhythm, repetition, similes, and sensory images in poems
ELACC2RL5: Describe the overall structure of a story, ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
including describing how the beginning introduces the d. Recall explicit facts and infers implicit facts.
story and the ending concludes the action. (G) ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The
student produces a response to literature that:
d. Uses organizational structures to ensure coherence (T-charts, compare and contrast, letter to author, rewrite the ending, beginning,
middle, and end with details from the text).
ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student
c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events,
resolution) of a read-aloud or independently read text.
ELACC2RL6: Acknowledge differences in the points of ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
view of characters, including by speaking in a different literary and informational texts.
voice for each character when reading dialogue aloud. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:
th
(E) *This CCGPS aligns with 6 grade GPS. f. Identifies the speaker and recognizes the difference between first-and third-person narration.
ELACC2RL7: Use information gained from the ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
illustrations and words in a print or digital text to g. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.
demonstrate understanding of its characters, setting, l. Recognizes plot, setting, and character within text, and compares and contrasts these elements among texts.
or plot. (E)
ELACC2RL8: (Not applicable to literature)
ELACC2RL9: Compare and contrast two or more ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
versions of the same story (e.g., Cinderella stories) by l. Recognizes plot, setting, and character within text, and compares and contrasts these elements among texts.
different authors or from different cultures. (E) m. Recognizes the basic elements of a variety of genres
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June 2011 Page 1 of 13
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2. RMD
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ELACC2RL10: By the end of the year, read and ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text.
comprehend literature, including stories and poetry, in a. Reads a variety of texts for information and pleasure
the grades 2-3 text complexity band proficiently, with
scaffolding as needed at the high end of the range. (E)
Alignment:
(W) Weak: Only minor aspects of Common Core were noted in GPS.
(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.
(E) Excellent: Both Common Core and GPS match in nearly all aspects.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2011 Page 2 of 13
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3. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
2nd CCGPS 2nd GPS
READING INFORMATIONAL (RI) Color key: different grade level/ Color key: different domain or strand
ELACC2RI1: Ask and answer such questions as who, ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
what, where, when, why, and how to demonstrate c. Generates questions before, during, and after reading.
understanding of key details in a text. (E)
ELACC2RI2: Identify the main topic of a multi- ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
paragraph text as well as the focus of specific i. Identifies and infers main idea and supporting details.
paragraphs within the text. (E)
ELACC2RI3: Describe the connection between a series 2nd grade science GPS: S2CS5. Students will communicate scientific ideas and activities clearly.
of historical events, scientific ideas or concepts, or 2nd grade social studies GPS: Informational processing skills chart:
steps in technical procedures in a text. (G) *There is Identify main idea, detail, sequence of events, and cause and effect in a social studies context.
nd
not a 2 grade GPS in ELA for this standard. ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
literary and informational texts.
e. Distinguishes cause from effect in context.
ELACC2RI4: Determine the meanings of words and ELA2R3 The student acquires and uses grade-level words to communicate effectively. The student
phrases in a text relevant to a grade 2 topic or subject a. Reads a variety of texts and uses new words in oral and written language.
area. (E) b. Recognizes grade appropriate words with multiple meanings.
ELACC2RI5: Know and use various text features (e.g., ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
captions, bold print, subheadings, glossaries, indexes, n. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text.
electronic menus, icons) to locate key facts or q. Uses dictionary, thesaurus, and glossary skills to determine word meanings.
information in a text efficiently. (E) ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student
k. Begins to use dictionary and glossary skills to determine word meanings.
ELACC2RI6: Identify the main purpose of a text, ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
including what the author wants to answer, explain, or i. Identifies and infers main idea and supporting details.
describe. (E) o. Recognizes the author’s purpose.
ELACC2RI7: Explain how specific images (e.g., a ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
diagram showing how a machine works) contribute to g. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.
and clarify a text. (E)
ELACC2RI8: Describe how reasons support specific ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
points the author makes in a text. (E) i. Identifies and infers main idea and supporting details.
o. Recognizes the author’s purpose
ELACC2RI9: Compares and contrast the most ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
important points presented by two texts on the same h. Makes connections between texts and/or personal experiences.
topic. (E)
ELACC2RI10: By the end of the year, read and ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
comprehend informational texts, including a. Reads a variety of texts for information and pleasure.
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. (E)
Alignment: (W) Weak: Only minor aspects of Common Core were noted in GPS. (G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.
(E) Excellent: Both Common Core and GPS match in nearly all aspects.
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Dr. John D. Barge, State School Superintendent
June 2011 Page 3 of 13
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4. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
nd
2nd CCGPS 2 GPS
READING FOUNDATIONAL (RF) Color key: different grade level/ Color key: different domain or strand
ELACC2RF3. Know and apply grade-level phonics and ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words.
word analysis skills in decoding words.(E) ELA3R1 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student
a. Applies letter-sound knowledge to decode quickly and accurately.
a. Distinguish long and short vowels when reading ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words.
regularly spelled one-syllable words. (E) g. Applies learned phonics skills when reading and writing words, sentences, and stories.
ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken
words. The student
d. Distinguishes between long and short vowel sounds in spoken, one-syllable words (can and cane).
b. Know spelling-sound correspondences for additional ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The
common vowel teams. (E) student
a. Reads words containing blends, digraphs, and diphthongs.
d. Read and spells words containing r-controlled vowels and silent letters.
ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of
spoken words. The student
f. Reads words containing vowel digraphs and r-controlled vowels.
c. Decode regularly spelled two-syllable words with long ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The
vowels. (E) student
f. Reads multisyllabic words.
d. Decode words with common prefixes and suffixes. (E) ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words.
g. Applies learned phonics skills when reading and writing words, sentences, and stories.
ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of
spoken words. The student
d. Reads words with inflectional endings.
g. Uses spelling patterns to recognize words.
e. Identify words with inconsistent but common ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The
spelling-sound correspondences. (E) student
e. Reads and spells words containing irregular vowel patterns.
g. Applies learned phonics skills when reading and writing words, sentences, and stories.
ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of
spoken words. The student
g. Uses spelling patterns to recognize words.
f. Recognize and read grade-appropriate irregularly ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The
spelled words. (E) student
e. Reads and spells words containing irregular vowel patterns.
ELACC2RF4. Read with sufficient accuracy and fluency ELA2R2 The student demonstrates the ability to read orally with speed, accuracy, and expression.
to support comprehension. (E)
a. Read on-level text with purpose and understanding. ELA2R2 The student demonstrates the ability to read orally with speed, accuracy, and expression.
(E) ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. A.
b. Read on-level text orally with accuracy, appropriate ELA2R2 The student demonstrates the ability to read orally with speed, accuracy, and expression.
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June 2011 Page 4 of 13
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5. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
rate, and expression on successive readings. (E) a. Applies letter-sound knowledge to decode quickly and accurately.
b. Automatically recognizes additional high frequency and familiar words within texts.
c. Reads familiar text with expression.
d. Reads second grade texts at a target rate of 90 words correct per minute.
c. Use context to confirm or self-correct word ELA2R2 The student demonstrates the ability to read orally with speed, accuracy, and expression.
recognition and understanding, rereading as necessary. d. Reads second-grade texts at a target rate of 90 words correct per minute.
(E) e. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text.
ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
j. Self-monitors comprehension and attempts to clarify meaning.
ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student
h. Self-monitors comprehension and rereads when necessary.
Alignment:
(W) Weak: Only minor aspects of Common Core were noted in GPS.
(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.
(E) Excellent: Both Common Core and GPS match in nearly all aspects.
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June 2011 Page 5 of 13
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6. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
nd
2nd CCGPS 2 GPS
WRITING (W) Color key: different grade level/ Color key: different domain or strand
ELACC2W1: Write opinion pieces in which they ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.
introduce the topic or book they are writing about, The student produces a persuasive piece of writing that:
state an opinion, supply reasons that support the a. Captures a reader’s interest by stating a clear position/opinion.
opinion, use linking words (e.g., because, and, also) b. Begins to sustain a focus.
to connect opinion and reasons, and provide a c. Includes the appropriate purpose, expectations, and length for audience and the genre.
concluding statement or section. (E) d. Adds supportive details throughout.
e. Uses appropriate formats (letter, list of pros and cons, advertisement).
f. Develops a sense of closure.
The student produces a response to literature that:
a. Captures a reader’s interest by stating an opinion about a text.
e. Develops a sense of closure.
ELA2W1 The student begins to demonstrate competency in the writing process. The student
a. Writes text of a length appropriate to address a topic and tell the story.
c. Use transition words and phrases.
f. Begins to write a response to literature that demonstrates understanding of the text and expresses and supports an opinion.
g. Begins to write a persuasive piece that states and supports an opinion.
ELACC2W2: Write informative/explanatory texts in ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.
which they introduce a topic, use facts and The student produces informational writing that:
definitions to develop points, and provide a a. Captures a reader’s interest.
b. Begins to sustain a focused topic.
concluding statement or section. (E)
c. Includes the appropriate purpose, expectations, and length for the audience and genre.
d. Adds facts and details.
e. Uses organizational structures for conveying information (chronological order, similarities and differences, questions and answers).
f. Uses graphic features (charts, tables, graphs).
g. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.
h. Develops a sense of closure.
ELA2W1 The student begins to demonstrate competency in the writing process. The student
b. Uses traditional organizational patterns for conveying information (e.g., chronological order, similarity and difference, answering
questions).
ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student
e. Distinguishes fact from fiction in a text.
ELACC2W3: Write narratives in which they recount a ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.
well-elaborated event or short sequence of events, The student produces a narrative that:
include details to describe actions, thoughts, and a. Captures a reader’s interest by writing a personal story in first or third person consistently.
b. Begins to write fantasy/imaginary stories.
feelings, use temporal words to signal event order,
c. Begins to sustain a focus.
and provide a sense of closure. (E) d. Includes the appropriate purpose, expectations, and length for the audience and genre.
e. Develops characters and setting using sensory details (descriptive adjectives and strong verbs).
f. Uses organizational structures (beginning, middle, end, and sequence of events) and strategies (transitional words/phrases, time cue
words).
g. Begins to develop characters through action and dialogue.
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7. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
h. Develops a sense of closure.
ELA2W1 The student begins to demonstrate competency in the writing process. The student
a. Writes text of a length appropriate to address a topic and tell the story.
c. Use transition words and phrases.
4. (Begins in grade 3)
ELACC2W5: With guidance and support from adults ELA2W1 The student begins to demonstrate competency in the writing process. The student
and peers focus on a topic and strengthen writing a. Writes text of a length appropriate to address a topic and tell the story.
as needed by revising and editing. (E) h. Pre-writes to generate ideas orally.
i. Uses planning ideas to produce a rough draft.
a. May include prewriting. *Adopted from GPS
j. Rereads writing to self and others, revises to add details, and edits to make corrections.
ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.
The student produces a narrative that:
i. May include pre-writing.
j. May include a revised and edited draft.
The student produces informational writing that:
i. May include pre-writing.
j. May include a draft that is revised and edited.
The student produces a persuasive piece of writing that:
g. May include pre-writing.
h. May include a revised and edited draft.
The student produces a response to literature that:
f. May include pre-writing.
g. May include a draft that is revised and edited.
ELACC2W6: With guidance and support from adults, ELA4W3 The student uses research and technology to support writing. The student
use a variety of digital tools to produce and publish a. Acknowledges information from sources.
writing, including in collaboration with peers. (E) b. Locates information in reference texts by using organizational features (i.e., prefaces, appendices, indices, glossaries, and tables of
contents).
c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines,
newspapers, and key words).
d. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive).
ELA3W1 The student demonstrates competency in the writing process. The student
n. Publishes by presenting an edited piece of writing to others.
ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.
The student produces a narrative that:
k. May be published.
The student produces informational writing that:
k. May be published.
The student produces a persuasive piece of writing that:
i. May be published.
The student produces a response to literature that:
h. May be published.
ELACC2W7: Participate in shared research and ELA2W1 The student begins to demonstrate competency in the writing process. The student
writing projects (e.g., read a number of books on a t. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.
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8. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
single topic to produce a report; record science
observations). (G)
ELACC2W8: Recall information from experiences or ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.
gather information from provided sources to The student produces a response to literature that:
answer a question. (E) b. Demonstrates understanding of the text and expresses and supports an opinion.
c. Makes connections: text-to-self, text-to-text, text-to-world using details from the reading selection.
ELA2W1 The student begins to demonstrate competency in the writing process. The student
t. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.
9. (Begins in grade 4)
10. (Begins in grade 3)
Alignment:
(W) Weak: Only minor aspects of Common Core were noted in GPS.
(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.
(E) Excellent: Both Common Core and GPS match in nearly all aspects.
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Dr. John D. Barge, State School Superintendent
June 2011 Page 8 of 13
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9. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
nd nd
2 CCGPS 2 GPS
SPEAKING AND LISTENING (SL) Color key: different grade level/ Color key: different domain or strand
ELACC2SL1: Participate in collaborative conversations ELA2LSV1 The student uses oral and visual strategies to communicate.
with diverse partners about grade 2 topics and texts
with peers and adults in small and larger groups. (G)
a. Follow agreed-upon rules for discussions (e.g., gaining ELA3LSV1 The student uses oral and visual strategies to communicate. The student
the floor in respectful ways, listening to others with care, a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
speaking one at a time about the topics and texts under
discussion). (G)
b. Build on others’ talk in conversations by linking their ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
comments to the remarks of others. (E) l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.
c. Ask for clarification and further explanation as needed ELA2LSV1 The student uses oral and visual strategies to communicate. The student
about the topics and texts under discussion. (E) a. Interprets information presented and seeks clarification when needed.
ELACC2SL2: Recount or describe key ideas or details ELA2LSV1 The student uses oral and visual strategies to communicate. The student
from written texts read aloud or information presented a. Interprets information presented and seeks clarification when needed.
orally or through other media. (G) ELA1LSV1 The student uses oral and visual strategies to communicate. The student
b. Recalls information presented orally.
ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.
ELACC2SL3: Ask and answer questions about what a ELA2LSV1 The student uses oral and visual strategies to communicate. The student
speaker says in order to clarify comprehension, gather a. Interprets information presented and seeks clarification when needed.
additional information, or deepen understanding of a ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
topic or issue. (E) b. Asks relevant questions.
c. Responds to questions with appropriate information.
d. Uses language cues to indicate different levels of certainty or hypothesizing (e.g., “What if. . .”; “Very likely. . .”; “I’m unsure whether.
. .”).
e. Confirms understanding by paraphrasing the adult’s directions or suggestions.
i. Responds appropriately to comments and questions.
ELACC2SL4: Tell a story or recount an experience with ELA2LSV1 The student uses oral and visual strategies to communicate. The student
appropriate facts and relevant, descriptive details, b. Begins to use oral language for different purposes: to inform, to persuade, and to entertain.
speaking audibly in coherent sentences. (G) ELA2LSV1 The student uses oral and visual strategies to communicate. The student
e. Increases vocabulary to reflect a growing range of interests and knowledge.
ELACC2SL5: Create audio recordings of stories or ELA2LSV1 The student uses oral and visual strategies to communicate. The student
poems; add drawings or other visual displays to stories d. Listens to and views a variety of media to acquire information.
or recounts of experiences when appropriate to clarify ELA2W1 The student begins to demonstrate competency in the writing process. The student
d. Begins to create graphic features (charts, tables, graphs).
ideas, thoughts, and feelings.
ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. The
(G) student produces informational writing that:
e. Begins to use graphic features (charts, pictures, headings).
ELA4LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade
others, and express and understand ideas.
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10. RMD
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Georgia Department of Education
When delivering or responding to presentations, the student:
a. Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members.
b. Uses notes, multimedia, or other memory aids to structure the presentation.
ELACC2SL6: Produce complete sentences when ELA2LSV1 The student uses oral and visual strategies to communicate. The student
appropriate to task and situation in order to provide c. Uses increasingly complex language patterns and sentence structure when communicating.
requested detail or clarification. (See grade 2 Language ELA2W1 The student begins to demonstrate competency in the writing process. The student
standards 1 and 3 on pages 26 and 27 for specific l. Consistently writes in complete sentences with correct subject/verb agreement.
expectations.) (E)
Alignment:
(W) Weak: Only minor aspects of Common Core were noted in GPS.
(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.
(E) Excellent: Both Common Core and GPS match in nearly all aspects.
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June 2011 Page 10 of 13
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11. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
nd nd
2 CCGPS 2 GPS
LANGUAGE (L) Color key: different grade level/ Color key: different domain or strand
ELACC2L1: Demonstrate command of the conventions ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
of standard English grammar and usage when writing appropriate application of conventions and grammar in both written and spoken formats.
or speaking. (E)
a. Use collective nouns (e.g., group). (E) ELA2W1 The student begins to demonstrate competency in the writing process. The student
m. Uses nouns (singular, plural, and possessive) correctly.
ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
appropriate application of conventions and grammar in both written and spoken formats. The student
a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence.
i. Identifies and uses nouns – abstract, common, collective, plural, and possessive.
b. Form and use frequently occurring irregular plural ELA2W1 The student begins to demonstrate competency in the writing process. The student
nouns (e.g., feet, children, teeth, mice, fish). (E) m. Uses nouns (singular, plural, and possessive) correctly.
ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The
student
b. Recognizes, reads, and writes words containing regular plurals, irregular plurals, and possessives.
c. Use reflexive pronouns (e.g., myself, ourselves). (G) ELA2W1 The student begins to demonstrate competency in the writing process. The student
m. Uses nouns (singular, plural, and possessive) correctly.
ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
appropriate application of conventions and grammar in both written and spoken formats. The student
a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence.
ii. Identifies and uses pronouns – personal, possessive, interrogative, demonstrative, reflexive, and indefinite.
d. Form and use the past tense of frequently occurring ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
irregular verbs (e.g., sat, hid, told). (W) appropriate application of conventions and grammar in both written and spoken formats. The student
c. Uses and identifies verb phrases and verb tenses.
e. Use adjectives and adverbs, and choose between ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
them depending on what is to be modified. appropriate application of conventions and grammar in both written and spoken formats. The student
(G) b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb).
ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
appropriate application of conventions and grammar in both written and spoken formats. The student
a. Uses and identifies the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).
d. Recognizes that a word performs different functions according to its position in the sentence.
f. Produce, expand, and rearrange complete simple and ELA2W1 The student begins to demonstrate competency in the writing process. The student
compound sentences (e.g., The boy watched the movie; p. Uses increasingly complex sentence structure.
The little boy watched the movie; The action movie was ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
watched by the little boy). (G) appropriate application of conventions and grammar in both written and spoken formats. The student
b. Expands or reduces sentences (e.g., adding or deleting modifiers, combining or revising sentences).
g. Creates documents with legible handwriting. This ELA2W1 The student begins to demonstrate competency in the writing process. The student
element was added to CCGPS following the precision g. Creates documents with legible handwriting.
review process.
ELACC2L2: Demonstrate command of the conventions ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
of standard English capitalization, punctuation, and appropriate application of conventions and grammar in both written and spoken formats.
spelling when writing. (E)
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2011 Page 11 of 13
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a. Capitalize holidays, product names, and geographic ELA2W1 The student begins to demonstrate competency in the writing process. The student
names. (E) r. Uses appropriate capitalization and punctuation (periods, question and exclamation marks) at the end of sentences (declarative,
interrogative, and exclamatory; simple and compound).
ELA1W1 The student begins to understand the principles of writing. The student
l. Uses appropriate end punctuation (period and question mark) and correct capitalization of initial words and common proper nouns
(e.g., personal names, months).
b. Use commas in greetings and closings of letters. (E) ELA2W1 The student begins to demonstrate competency in the writing process. The student
e. Begins to use appropriate formatting conventions for letter writing (e.g., date, salutation, body, closing).
s. Begins to use commas (e.g., in a series, in dates, after a friendly letter greeting, in a friendly letter closure, and between cities and
states), and periods after grade-appropriate abbreviations.
c. Use an apostrophe to form contractions and ELA2W1 The student begins to demonstrate competency in the writing process. The student
frequently occurring possessives. (E) m. Uses nouns (singular, plural, and possessive) correctly.
ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
appropriate application of conventions and grammar in both written and spoken formats. The student
c. Identifies and uses contractions correctly.
d. Generalize learned spelling patterns when writing ELA2W1 The student begins to demonstrate competency in the writing process. The student
words (e.g., cage → badge; boy → boil). (E) q. Uses common rules of spelling.
ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of
spoken words. The student
g. Uses spelling patterns to recognize words.
e. Consult reference materials, including beginning ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
dictionaries, as needed to check and correct spellings. q. Uses dictionary, thesaurus, and glossary skills to determine word meanings.
(E) ELA2W1 The student begins to demonstrate competency in the writing process. The student
v. Uses the dictionary and thesaurus to support word choices.
ELACC2L3: Use knowledge of language and its ELA2LSV1 The student uses oral and visual strategies to communicate.
conventions when writing, speaking, reading, or ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
listening. (E) appropriate application of conventions and grammar in both written and spoken formats.
a. Compare formal and informal uses of English. (E) ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
appropriate application of conventions and grammar in both written and spoken formats. The student
h. Demonstrates knowledge of when to use formal or informal language exchanges (e.g., slang, colloquialisms, idioms).
ELACC2L4: Determine or clarify the meaning of ELA2R3 The student acquires and uses grade-level words to communicate effectively. The student
unknown and multiple-meaning words and phrases b. Recognizes grade appropriate words with multiple meanings.
based on grade 2 reading and content, choosing ELA2LSV1 The student uses oral and visual strategies to communicate. The student
flexibly from an array of strategies. (E) e. Increases vocabulary to reflect a growing range of interests and knowledge.
a. Use sentence-level context as a clue to the meaning ELA2R3 The student acquires and uses grade-level words to communicate effectively.
of a word or phrase. (G) d. Determines the meaning of unknown words on the basis of context.
b. Determine the meaning of the new word formed ELA2R3 The student acquires and uses grade-level words to communicate effectively.
when a known prefix is added to a known word (e.g., ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
happy/unhappy, tell/retell). (G) p. Uses word parts to determine meanings.
c. Use a known root word as a clue to the meaning of an ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
unknown word with the same root (e.g., addition, p. Uses word parts to determine meanings.
additional). (E) ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2011 Page 12 of 13
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13. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-), and common suffixes (e.g., -tion, -
ous, -ly).
d. Use knowledge of the meaning of individual words to ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
predict the meaning of compound words (e.g., p. Uses word parts to determine meanings.
birdhouse, lighthouse, housefly; bookshelf, notebook, ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The
bookmark). (E) student
c. Reads compound words and contractions in grade appropriate texts.
e. Use glossaries and beginning dictionaries, both print ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
and digital, to determine or clarify the meaning of q. Uses dictionary, thesaurus, and glossary skills to determine word meanings.
words and phrases. (E) ELA2W1 The student begins to demonstrate competency in the writing process. The student
v. Uses the dictionary and thesaurus to support word choices.
ELACC2L5: Demonstrate understanding of word ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text.
relationships and nuances in word meanings. (W)
a. Identify real-life connections between words and ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text.
their use (e.g., describe foods that are spicy or juicy). (E) h. Makes connections between texts and/or personal experiences.
b. Distinguish shades of meaning among closely related ELA2R3 The student acquires and uses grade-level words to communicate effectively. The student
verbs (e.g., toss, throw, hurl) and closely related c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms.
adjectives (e.g., thin, slender, skinny, scrawny). (E)
ELACC2L6: Use words and phrases acquired through ELA2LSV1 The student uses oral and visual strategies to communicate. The student
conversations, reading and being read to, and c. Uses increasingly complex language patterns and sentence structure when communicating.
responding to texts, including using adjectives and
adverbs to describe (e.g., When other kids are happy
that makes me happy). (E)
Alignment:
(W) Weak: Only minor aspects of Common Core were noted in GPS.
(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.
(E) Excellent: Both Common Core and GPS match in nearly all aspects.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2011 Page 13 of 13
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