TEACHER ELEMENTS

STUDENT ELEMENTS

GRADE 2

GRADE 2

THE TEACHER SHALL:

THE STUDENT SHOULD:

REVIEW, RETEACH, AND REASSESS PAST CONCEPTS.

NEW CONCEPTS

NEW CONCEPTS

LISTENING SKILLS

LISTENING SKILLS

Provide multiple opportunities for students to listen to various types of children's literature (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.

Listen to selections, make predictions, connect selection to previous knowledge; form mental pictures of settings, characters.

Discuss the main theme, mood, setting (time or place), and characters in the selections.

Discuss meaning of words and concepts from selections and discussions.

Teach students to form mental pictures of vocabulary, settings, characters.

Retell selections; summarize selections.

SPEAKING SKILLS

SPEAKING SKILLS

Assist students in presenting to the class demonstrations, reports, skits, and plays; foster group discussions.

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.

Teach students to make announcements, report a fire or an accident.

Make announcements; report a fire or accident.

SYNTACTIC AWARENESS (GRAMMAR)

SYNTACTIC AWARENESS (GRAMMAR)

Explain the use of commas in a series.

Use commas in a series.

Teach capitalization of proper nouns.

Capitalize proper nouns.

Teach students to write abbreviations with periods.

Punctuate abbreviations with periods.

Teach strategies to identify action verbs.

Recognize and generate sentences with action verbs.

Teach how to locate the subject of a verb.

Find the subject of a verb.

Provide examples of imperative and exclamatory sentences and explain the proper end punctuation of each.

Distinguish between imperative and exclamatory sentences, and use correct end punctuation.

PHONEMIC AWARENESS (This section deals with spoken sounds; therefore, all activities are to be done orally.)

PHONEMIC AWARENESS

Review blending/segmenting 3-, 4-, and 5-phoneme words as follows:

Blend and segment orally 3-, 4-, and 5-phoneme words as follows:

3-phoneme words (cvc-e.g., m-a-t);

3-phoneme words (cvc-e.g., m-a-t);

4-phoneme words (ccvc-e.g., s-t-o-p; cvcc - e.g., j-u-m-p);

4-phoneme words (ccvc-e.g., s-t-o-p; cvcc - e.g., j-u-m-p);

5-phoneme words (cccvc--e.g., s-t-r-i-ng) (cvccc--e.g., h-i-n-t-s);

5-phoneme words (cccvc--e.g., s-t-r-i-ng) (cvccc--e.g., h-i-n-t-s);

multisyllable words (e.g., ad-ven-ture)

multisyllable words (e.g., ad-ven-ture)

Demonstrate forming new words from joining old words and adding common beginnings and endings (e.g., base + ball -> baseball; ac + tion -> action; re + fry -> refry; depart + ment -> department; re + model -> remodel; pitch + er -> pitcher).

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).

PENMANSHIP

PENMANSHIP

Teach cursive writing. (Local school districts may choose to begin cursive writing in second semester of second grade or at the beginning of third grade.)

Distinguish cursive from manuscript writing.

Explain the purpose of cursive writing.

Identify appropriate times to use manuscript (e.g., maps, charts) or cursive.

Demonstrate how to form the connecting line between any two given letters.

Produce neat, legible cursive writing (e.g., consistent slant, correct letter formation, correct size).

PRINT CONCEPTS

PRINT CONCEPTS

Demonstrate how to use the basic parts of a book.

Identify/use basic parts of a book (e.g., cover, title page, table of contents, index).

ORTHOGRAPHIC KNOWLEDGE (SPELLING)

ORTHOGRAPHIC KNOWLEDGE (SPELLING)

1. Alphabetic knowledge

1. Alphabetic knowledge

Provide opportunities for students to practice using alphabetic order.

Arrange words in alphabetic order to the second letter.

Demonstrate use of alphabetic order in the dictionary or other reference materials.

Use alphabetic order to locate information in the dictionary or other reference materials.

2. Letter-sound (basic phonics) knowledge

2. Letter-sound (basic phonics) knowledge

Demonstrate basic ways to write the 44 - 45 phonemes of English (see Figure 2 for assistance). The following list is a general delineation of written representations of these phonemes and should be taught as early as the students are able to assimilate them:

Write correct basic phonogram when each English phoneme is dictated.

Advanced Basic Phonogram Chart

single letters a through z, including qu (/kw/)

er ay ou

ir ai ow

3. Word attack (advanced letter-sound)

3. Word attack (advanced letter-sound)

Review and practice first-grade objectives to automaticity:

Demonstrate accuracy and automaticity in first-grade word attack skills.

--final e signal for long vowel

--the most consistent vowel teams (ee, ea, ai, oa)

--c before i, e, or y

--g before i, e, or y

--open, closed, consonant-le, r-controlled syllables

--common prefixes and suffixes

--inflectional endings -s,-es,-'s,-ed,-ing without change in base word

--double final f, l, s

--final ck

--qu as borrowing kw sound

--i, u, v not at end of words

--sounds of y

Teach that when adding endings that begin with a vowel (e.g., -ing, -ed, -able), drop the final e.

Spell words correctly that drop the final e when the endings (e.g., -ing, -ed, -able) begin with a vowel.

Teach that when adding endings that begin with a vowel (e.g., -ing, -ed,-able), keep the final e if needed to keep soft sound of g or c (e.g., noticeable, changeable), or if needed to preserve word (e.g., dyeing, acreage, mileage).

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 word (e.g., dyeing, acreage, mileage).

Teach that the t is silent in an -le syllable with st (e.g., castle, thistle, whistle).

Correctly spell words that have a silent t in an -le syllable with st (e.g., castle, thistle, whistle).

Teach separation of compound words into individual words (e.g., outlaw, airline, into, without).

Divide compound words into individual words (e.g., out + law, air + line, in + to, with + out).

Teach concept of homophone (i.e., sound the same, spelled differently) (e.g., its/it's).

Define and spell correctly examples of homophones (i.e., sound the same, spelled differently) (e.g., its/it's).

Teach common contractions (e.g., I'm, he's, she's, it's, I'll, he'll) and -n't (hasn't, haven't).

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).

4. Word identification

4. Word identification

Teach high-frequency, regular and irregular words (according to professional lists).

Read rapidly and spell correctly high-frequency, regular and irregular words (according to professional lists).

Provide practice to develop immediate recognition of 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).

Read and spell words with inflectional endings (e.g., -s, -ed, -ing, -'s) and common prefixes and suffixes (e.g., ment, ly, able, ful, ness, ous, y).

COMPOSITION

COMPOSITION

Teach and model how to write complete sentences including descriptive words and phrases.

Compose original sentences which contain descriptive words and phrases.

Write a friendly letter and address envelope.

Conference with student to elaborate and extend his/her writing.

Follow series of questions to develop a sequence in a paragraph.

Lead students in group discussion and modeling of various modes of writing (e.g., narrative, descriptive, directions, persuasive).

Write examples of various modes (e.g., narrative, descriptive, directions, persuasive pieces) using complete sentences and paragraph structure.

Demonstrate editing skills.

Edit for grammar, capitalization, punctuation.

Use correct margins, heading, title, indentation.

READING COMPREHENSION AND FLUENCY

READING COMPREHENSION AND FLUENCY

Explain that authors write for different purposes. .

Identify text as written for entertainment (narrative), for information (expository), or for information in an entertaining way (informative narrative).

Teach students to identify character(s), setting (time or place), and plot (problem and solution) in narrative selections.

Demonstrate understanding of character(s), setting, and plot in narrative selections.

Explain the sequencing of events in a reading selection.

Identify the beginning, middle, and end of a selection.

Teach students to answer inferential questions over a book or a selection.

Answer inferential questions over a book or a selection.

Tell the main idea and relevant details of selections.

Teach the following strategic reading skills using grade-level selections: connecting text to what is known by the student, predicting outcomes, drawing conclusions, making generalizations, and summarizing.

Connect text, using grade-level selections, to what he/she knows, predict outcomes, draw conclusions, make generalizations, and summarize.

Explain the difference between fact and fantasy.

Tell the difference between fact and fantasy.

Read fluently with expression that reflects meaning.

INDEPENDENT READING/ ASSIGNED READING/GUIDED READING Provide multiple opportunities for students to read and study 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 Pajaro Cu," The Courage of Sarah Noble, The Fourth of July Story, The Little House in the Big Woods ).

INDEPENDENT READING/ ASSIGNED READING/ GUIDED READING Present brief, comprehensive narrative summary 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 Pajaro Cu," The Courage of Sarah Noble , The Fourth of July Story, The Little House in the Big Woods ).

Decode texts with fluency.

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).

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).

LITERARY EMPHASIS

LITERARY EMPHASIS

Emphasize the important literary content in selections taken from American myths and tall tales.

Identify the important literary content in the selections taken from American myths and tall tales.

Explain the storyline of selections taken from American myths and tall tales.

LITERARY TERMS

LITERARY TERMS

Teach the following terms: biography, autobiography, fiction, and nonfiction.

Define and identify examples of the following terms: biography, autobiography, fiction, and nonfiction.

INQUIRY, RESEARCH, STUDY

INQUIRY, RESEARCH, STUDY

STRATEGIES

STRATEGIES

Show students various areas of the library/media center (e.g., fiction, nonfiction, newspapers, computers).

Locate and use the various areas of the library/media center (e.g., fiction, nonfiction, newspapers, computers).