Introduction to Debate Grade 2 (#5010102) 


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Course Standards


Name Description
ELA.2.C.1.2: Write personal or fictional narratives using a logical sequence of events, transitions, and an ending.
Clarifications:
Clarification 1: See Writing Types.
ELA.2.C.1.3: Write opinions about a topic or text with reasons supported by details from a source, use transitions, and provide a conclusion.
Clarifications:
Clarification 1: See Writing Types.
ELA.2.C.1.4: Write expository texts about a topic, using a source, providing an introduction, facts, transitions, and a conclusion.
Clarifications:
Clarification 1: See Writing Types.
ELA.2.C.1.5: Improve writing as needed by planning, revising, and editing with guidance and support from adults and feedback from peers.
Clarifications:
Clarification 1: “As needed” refers to the fact that sometimes instruction will focus on a specific skill or part of the process. In those instances, only the applicable activity will be engaged in.
ELA.2.C.2.1: Present information orally using complete sentences, appropriate volume, and clear pronunciation.
Clarifications:
Clarification 1: Clear pronunciation shows an understanding and application of phonics rules and sight words as well as care taken in delivery. A student’s speech impediment should not be considered as impeding clear pronunciation.

Clarification 2: For further guidance, see the Elementary Oral Communication Rubric.

ELA.2.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows:
  • Form plurals -y to -ies.
  • Use apostrophes to form contractions.
  • Appropriately use pronouns.
  • Use commas in a series.
  • Use plural possessives.
  • Use interjections. 
Skills to be implemented but not yet mastered are as follows:
  • Conjugate regular and irregular verb tenses.
  • Form and use regular and frequently occurring irregular plural nouns.
  • Form and use the past tense of frequently occurring irregular verbs.
  • Maintain consistent verb tense across paragraphs.
  • Form and use irregular plural nouns.
  • Form and use the progressive and perfect verb tenses.
  • Use simple modifiers.
  • Use prepositions and prepositional phrases.
  • Form and use compound sentences.
  • Use quotation marks with dialogue and direct quotations.
  • Use commas to indicate direct address.
  • Use subject-verb agreement with intervening clauses and phrases.
  • Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. 
Clarification 2: See Convention Progression by Grade Level for more information.
ELA.2.C.4.1: Participate in research to gather information to answer a question about a single topic using multiple sources.
ELA.2.C.5.1: Use one or more multimedia element(s) to enhance oral or written tasks.
Clarifications:
Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, the element(s) should relate directly to the task. There is no expectation that the element(s) be integrated into the task. The student can but is not required to use more than one multimedia element.
ELA.2.C.5.2: Use digital tools to produce and publish writing individually or with peers and with support from adults.
ELA.2.R.1.1: Identify plot structure and describe main story elements in a literary text.
Clarifications:
Clarification 1: Main story elements for the purpose of this benchmark are the setting, characters, and sequence of events of a story. 
Clarification 2: For setting, students will describe where and when the events of the story are happening. The time element of setting will be addressed even when not explicitly indicated in the text. 
Clarification 3: For character, student’s will describe characters’ traits, feelings, and behaviors.
ELA.2.R.1.2: Identify and explain a theme of a literary text.
ELA.2.R.1.3: Identify different characters’ perspectives in a literary text.
Clarifications:
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.” The term point of view is used when referring to the person of the narrator. This is to prevent confusion and conflation.
ELA.2.R.1.4: Identify rhyme schemes in poems.
Clarifications:
Clarification 1: Students will mark rhyme scheme and recognize rhyme scheme notation. Rhyme scheme notation uses capital letters, starting with A to mark the end of each line, repeating the letter for each line in the poem that rhymes with that line and progressing through the alphabet for each new end rhyme. Lines designated with the same letter all rhyme with each other.

Examples:

I never saw a Purple Cow,  A
I never hope to see one;    B
But I can tell you, anyhow, A
I'd rather see than be one!  B

                                             –Gelett Burgess


Little Miss Muffet                         A
Sat on a tuffet,                           A
Eating her curds and whey;          B
Along came a spider                    C
Who sat down beside her             C
And frightened Miss Muffet away.  B

                                             –Traditional Nursery Rhyme

ELA.2.R.2.1: Explain how text features - including titles, headings, captions, graphs, maps, glossaries, and/or illustrations - contribute to the meaning of texts.
ELA.2.R.2.2: Identify the central idea and relevant details in a text.
ELA.2.R.2.3: Explain an author’s purpose in an informational text.
ELA.2.R.2.4: Explain an author’s opinion(s) and supporting evidence.
ELA.2.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
Clarifications:
Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

VERSION DESCRIPTION

Introduction to Debate Second Grade is to be a course to develop students' beginning awareness, understanding, and application of language arts as it applies to oral communication concepts and strategies in a variety of given settings. A majority of Second Grade English Language Arts standards have been included.


GENERAL NOTES

The content should include, but not be limited to, the following:

• learning and practicing a variety of speech formats

• learning and demonstrating appropriate formal and informal public speaking techniques for audience, purpose, and occasion

o eye contact and body movements

o voice register and choices of language

o use of standard English

• using research and writing skills to support selected topics and points of view

o across a range of disciplines

o using a range of sources, including digital

• collaboration amongst peers, especially during the drafting and practicing stages


General Information

Course Number: 5010102 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: English/Language Arts > SubSubject: General >
Abbreviated Title: INTRO TO DEBATE GR 2
Course Type: Elective Course Course Level: 2
Course Status: Course Approved
Grade Level(s): 2



Educator Certifications

Primary Education (K-3)
Elementary Education (Elementary Grades 1-6)
Elementary Education (Grades K-6)
Prekindergarten/Primary Education (Age 3 through Grade 3)
English (Elementary Grades 1-6)


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