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GRADE 2 - LANGUAGE ARTS CURRICULUM |
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READING |
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1.0. WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features of a reading. They select and know how to translate letter patterns into spoken language using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. Decoding and Word Recognition: 1.1. recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading 1.2. apply knowledge of basic syllabication rules when reading (e.g.,v/cv = su/per; vc/cv = sup/per) 1.3. decode two-syllable nonsense words and regular multi-syllable words 1.4. recognize common abbreviations (e.g., Jan., Sun., Rt., St.) 1.5. identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/flies, wife/wives) 1.6. read aloud with fluency and accuracy, and with appropriate intonation and expression Vocabulary and Concept Development: 1.7. understand and explain common antonyms and synonyms 1.8. use knowledge of individual words in unknown compound words to predict their meaning 1.9. know the meaning of simple prefixes and suffixes (e.g., over-, un-, - ing, -ly) 1.10. identify simple multiple-meaning words 2.0. READING COMPREHENSION: Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade two, students continue to make progress toward this goal. Structural Features of Informational Materials: 2.1. use titles, table of contents, and chapter headings to locate information in expository text Comprehension and Analysis of Grade-Level-Appropriate Text: 2.2. state purpose engaging in reading (i.e., tell what information the student is seeking) 2.3. use knowledge of author's purpose(s) to comprehend informational text 2.4. ask clarifying questions concerning essential textual elements of exposition (e.g., why, what-if, how) 2.5. restate facts and details in text to clarify and organize ideas 2.6. recognize cause and effect relationships in text 2.7. interpret information from diagrams, charts, and graphs 2.8. follow two-step written instructions 3.0. LITERARY RESPONSE AND ANALYSIS: students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text: 3.1. compare and contrast plots, settings, and characters presented by different authors 3.2. generate alternative endings to plots, and identify reason(s) for, and impact of, the alternatives 3.3. compare and contrast different versions of the same stories that reflect different cultures 3.4. identify rhythm, rhyme, and alliteration in poetry WRITING 1.0. WRITING STRATEGIES: Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing considers audience and purpose. They successfully use the stages of the writing process (i.e., pre-writing, drafting, revising, and editing successive versions). Organization and Focus: 1.1. group together related ideas, and maintain a consistent focus Penmanship: 1.2. create readable documents with legible handwriting Research: 1.3. understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas) Revision and Evaluation: 1.4. revise original drafts to improve sequence and provide more descriptive detail
2.0. WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0. 2.1 Write brief narratives based on their experiences: a. Move through a logical sequence of events. b. Describe the setting, characters, objects, and events in detail. 2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature. 1.0. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions that are appropriate to each grade level. Sentence Structure: 1.1 Distinguish between complete and incomplete sentences. 1.2 Recognize and use the correct word order in written sentences. Grammar 1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking. Punctuation 1.4 Use commas in the greeting and closure of a letter and with dates and items in a series. 1.5 Use quotation marks correctly. Capitalization (Grade Two) 1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people. SPELLING 1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why). 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. LISTENING AND SPEAKING Students listen and respond critically to oral communication. They speak in a manner that guides and informs the listener's understanding of key ideas, using appropriate phrasing, pitch, and modulation. Comprehension: 1.1. determine the purpose(s) for listening (e.g., to obtain information, to solve problems, for enjoyment) 1.2. ask for clarification and explanation of stories and ideas 1.3. paraphrase information this has been shared orally by others 1.4. give and follow three- and four-step oral directions Organization and Delivery of Oral Communication: 1.5. organize presentations to maintain a clear focus 1.6. speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class) 1.7. recount experiences in a logical sequence 1.8. retell stories, including characters, setting, and plot 1.9. report on a topic, including supportive facts and details 2.0. SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grade two outlined in Listening and Speaking Standard 1.0, students: 2.1 Recount experiences or present stories: a. Move through a logical sequence of events. b. Describe story elements (e.g., characters, plot, setting). 2.2 Report on a topic with facts and details, drawing from several sources of information. |
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Spelling Contract - Growing Things Start of School |
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Developmental Writing Checklist
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