' 110.05. English Language Arts and Reading, Grade 2.
Introduction
Students in Grade 2 develop great independence in reading and writing skills and read to acquire new information. Students listen to summarize and discuss increasingly sophisticated children’s literature. They answer direct comprehension questions about text read to them as well as text they read alone. They make oral presentations to classmates. They orally segment 5-sound syllables and read and write words that use 5-sound syllables, common prefixes and suffixes (including inflectional endings), and various syllable types. They print and write legibly. They use proper grammar in speaking and writing. They compose paragraphs of different types (narrative, directions, letters, etc.) and edit for capitalization, grammar, punctuation, and print conventions (margins, heading, etc.) The students read decodable texts to build fluency, and they read independent-level texts to gain information and for pleasure. They are learning strategies to locate and organize information.
Knowledge and Skills.
| (1) Listening Skills.The student listens to various types of children’s literature. |
The student is expected to:
(A) Listen to selections (e.g., nursery rhymes, fables, fairy tales, poems, classical literature, rhyming stories, factual stories about notable people, science, and history) which are rich in vocabulary.
(B) Make predictions; connect selection to previous knowledge; form mental pictures of settings and characters.
(C) Discuss the main theme, mood, setting (time or place), and characters in the selections.
(D) Discuss meaning of words and concepts from selections and discussions.
(E) Retell selections; summarize selections. |
| (2) Speaking Skills. The student participates in various oral presentations and activities. |
The student is expected to:
(A) Work individually and in small groups to make presentations (e.g., demonstrations, reports, skits, plays); take turns in group discussions; work in small groups to summarize main ideas.
(B) Make announcements; report a fire or accident. |
| (3) Syntactic Awareness (Grammar). The student generates correct examples of basic sentence patterns and grammatical constructions. |
The student is expected to:
(A) Use commas in a series.
(B) Capitalize proper nouns.
(C) Punctuate abbreviations with periods.
(D) Recognize and generate sentences with action verbs.
(E) Find the subject of a verb.
(F) Distinguish between imperative and exclamatory sentences; use correct end punctuation. |
| (4) Phonemic Awareness. The student orally demonstrates phonemic awareness (the understanding that the spoken word consists of a sequence of elementary sounds). |
The student is expected to:
(A) Blend and segment orally 3-, 4-, and 5-phoneme words as follows:
(i) 3-phoneme words (cvc-e.g., m-a-t);
(ii) 4-phoneme words (ccvc-e.g., s-t-o-p; cvcc e.g., j-u-m-p);
(iii) 5-phoneme words (cccvc--e.g., s-t-r-i-ng) (cvccc--e.g., h-i-n-t-s);
(iv) multisyllable words (e.g., ad-ven-ture)
(B) Blend (orally) common beginnings or endings and root words to form larger words (e.g., base + ball -> baseball; ac + tion -> action; re + fry -> refry; depart + ment -> department; re + model -> remodel; pitch + er -> pitcher). |
| (5) Penmanship. The student demonstrates the ability to write cursively. (Local school districts may choose to begin cursive writing in second semester of second grade or at the beginning of third grade.) |
The student is expected to:
(A) Distinguish cursive from manuscript writing.
(B) Explain the purpose of cursive writing.
(C) Identify appropriate times to use manuscript (e.g., maps, charts) or cursive.
(D) Demonstrate how to form the connecting line between any two given letters.
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(E) Produce neat, legible cursive writing (e.g., consistent slant, correct letter formation, correct size). |
| (6) Print Concepts. The student demonstrates how to use the basic parts of a book. |
The student is expected to:
(A) Identify basic parts of a book (e.g., cover, title page, table of contents, index).
(B) Use basic parts of a book (mentioned above). |
| 7) Orthographic Knowledge (Spelling). The student demonstrates knowledge of the 44 - 45 phonemes of English (see Figures 1, 2, and 3 for assistance). |
The student is expected to:
(A) Alphabetic knowledge
(i) Arrange words in alphabetic order to the second letter.
(ii) Use alphabetic order to locate information in the dictionary or other reference materials.
(B) Letter-sound (basic phonics) knowledge
(i) Write correct basic phonogram when each of the 44 - 45 English phonemes is dictated (see Figure2 for assistance). The following list is a general delineation of written representations of these 44 - 45 phonemes and should be learned by the student as early as the student is able to assimilate them:
Advanced Basic Phonogram Chart
single letters a through z, including qu (/kw/)
er ay ou
ir ai ow
ur oy ck
or oi ew
ar aw ui
sh au ng
ch oo ph
th ee igh
wh ea ear(/er/)
These additional combinations should be learned in Grade 2 if not previously learned.
ey ti (/sh/) dge
ie ci (/sh/) gh (/f/)
ei si (/sh/ /zh/)
(ii) Say the correct phoneme when shown each basic phonogram
(iii) Practice to automaticity the reading and spelling of single syllable words of up to three sounds (up to cvc) that use the basic phonograms of English.
(C) Word attack (advanced letter-sound)
Practice to automaticity the first-grade objectives:
(I) final e signal for long vowel
the most consistent vowel teams ee, ea, ai, and oa
(III) c before i, e, or y
(IV) g before i, e, or y
open, closed, consonant-le, r-controlled syllables
(VI) common prefixes and suffixes
inflectional endings -s,-es,-'s,-ed,-ing without change in base word
(VIII) double final f, l, s
(IX) final ck
(X) qu as borrowing kw sound
(XI) i, u, v not at end of words
(XII) sounds of y
(ii) Spell words correctly that drop the final e when the endings (e.g., -ing, -ed, -able) begin with a vowel.
(iii) Correctly spell words that have endings which begin with a vowel (e.g., -ing, -ed,-able) by keeping the final e if needed to keep soft sound of g or c (e.g., noticeable, changeable) or if needed to preserve the word (e.g., dyeing, acreage, mileage).
(iv) Correctly spell words that have a silent t in an -le syllable with st (e.g., castle, thistle, whistle).
(v) Divide compound words into individual words (e.g., out + law, air + line, in + to, with + out).
(vi) Define and spell correctly examples of homophones (i.e., sound the same, spelled differently ) (e.g., its/it's).
(vii) Read and spell contractions correctly (e.g., I'm, he's, she's, it's, I'll, he'll) and -n't (hasn't, haven't).
(D) Word identification
(i) Read rapidly and spell high-frequency, regular and irregular words (according to professional lists).
(ii) Read and spell words with inflectional endings (e.g., -s, -ed, -ing, -'s) and common prefixes (e.g., pre, re, un, dis) and suffixes (e.g., ment, ly, able, ful, ness, ous, y).
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| (8) Composition. The student demonstrates ability to compose and edit writing in various types of modes. |
The student is expected to:
.(A) Compose original sentences which contain descriptive words and phrases.
(B) Write a friendly letter and address envelope.
(C) Follow series of questions to develop a sequence in a paragraph.
(D) Write examples of various modes (e.g., narrative, descriptive, directions, persuasive pieces) using complete sentences and paragraph structure.
(E) Edit for grammar, capitalization, and punctuation.
(F) Use correct margins, heading, title, and indentation. |
| (9) Reading Comprehension and Fluency. The student recognizes characteristics of various types of texts. |
The student is expected to:
(A) Identify text as written for entertainment (narrative), for information (expository), for information in an entertaining way (informative narrative).
(B) Demonstrate understanding of character(s), setting, and plot in narrative selections.
(C) Identify the beginning, middle, and end of a selection.
(D) Answer inferential questions over a book or a selection.
(E) Tell the main idea and relevant details of selections.
(F) Connect text, using grade-level selections, to what he/she knows, predict outcomes, draw conclusions, make generalizations, and summarize.
(G) Tell the difference between fact and fantasy.
(H) Read fluently with expression that reflects meaning |
| (10) Independent Reading / Assigned Reading / Guided Reading. The student reads and studies notable literary selections which are rich in vocabulary. |
The student is expected to:
(A) Present brief, comprehensive narrative summaries of notable literary selections which are rich in vocabulary (e.g., "Harriet Tubman," "Hurt No Living Thing," "Seashell," "Smart," "Caterpillars," "A Christmas Carol," "The Emperor's New Clothes," "How the Camel Got His Hump," "Beauty and the Beast," "The Blind Men and the Elephant" "The Spider and the Fly," "Who Has Seen the Wind?" Charlotte's Web, "El P奫aro Cu," The Courage of Sarah Noble, The Fourth of July Story, The Little House in the Big Woods).
(B) Decode text with fluency.
(C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader).
(D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader; a "typical" second grader reads approximately 70 wpm). |
| (11) Literary Emphasis. The student reads and comprehends selections taken from American myths and tall tales. |
The student is expected to:
(A) Identify the important literary content in selections taken from American myths and tall tales.
(B) Explain the storyline of selections taken from American myths and tall tales. |
| (12) Literary Terms. The student defines and identifies examples of various literary terms. |
The student is expected to:
The student is expected to:
(A) Define the following terms: biography, autobiography, fiction, and nonfiction.
(B) Identify examples of literary terms (mentioned above) in literary selections |
| (13) Inquiry, Research, Study Strategies. The student uses various areas of the library/media center. |
The student is expected to:
(A) Locate the various areas of the library/media center (e.g., fiction, nonfiction, newspapers, computers).
(B) Use the various areas of the library/media center (mentioned above). |
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