Second Grade Language Arts

Reading Accomplishments

2.1.01 Develop oral language.  
a.
 Show evidence of expanding oral language through vocabulary growth.  
b.
 Continue to implement rules for conversation.  
c.
 Understand, follow, and give oral directions.  
d.
 Participate in group discussion.  
e.
 Participate in creative responses to text (e.g., choral reading, discussion, and dramatization).  
f.
 Respond to questions from teachers and other group members.  
g.
 Narrate a personal story.  
h.
 Summarize lesson content.  
2.1.02

Develop listening skills.

  
a.
 Listen attentively to speaker for specific information.  
b.
 Use appropriate listening skills (e.g., does not interrupt, faces speaker, asks questions).  
c.
 Listens and responds to a variety of media (e.g., books, audio tapes, videos).  
d.
 Recognize the difference between formal and informal languages.  
e.
 Follow oral directions.  
2.1.03

Demonstrate knowledge of concepts of print.

  
a.
 Read and explain own writings.  
b.
 Recognize that groups of sentences make a paragraph and paragraphs make a story.  
c.
 Recognize and use parts of a book (e.g., title, author, illustrator, table of contents and glossary).  
d.
 Understand punctuation (e.g., period, question mark, exclamation mark).  
2.1.04

Develop and maintain phonemic awareness.

  
a.
 Develop awareness of sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, books on tape, music lyrics, sound effects, and read-alouds).  
b.
 Add, delete, and change targeted sounds to modify or change words.  
c.
 Identify and produce rhyming words.

William Willya's Rhyming Game

Rhyming Word Match - Concentration game

Reggie the Rhyming Rhino - Match rhyming words from Scholastic.

River Rhyming - from BBC - Help Max cross the river by choosing the rhyming words.

2.1.05 Develop and use decoding strategies.  
a.
 Use knowledge of letter-sound correspondence and structural analysis to decode words. Prefix/Suffix Sort - From Saxon
b.
 Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (e.g., compound words, word families, blends, and digraphs).

Alpine Ski Lodge - Match words with the same vowel sounds.

Blends - Click on the blend that begins or ends the picture.

Phonics Endings Level 2 -

Blend Concentration - From Saxon - Match pictures to beginning blends.

c.
 Use known words to decode unknown words.  
d.
 Apply knowledge of basic syllabication rules. How Many Syllables? - From Saxon
2.1.06 Read to develop fluency, expression, accuracy and confidence  
a.
 Read orally to develop fluency, expression, accuracy, and confidence.  
b.
 Reflect punctuation within written text while reading orally.  
c.
 Participate in guided, oral readings.  
d.
 Demonstrate the automatic recognition of high frequency words. 4 In A Row - Download and print these gameboards for sight word practice. There is a blank gameboard to create your own.
e.
 Read a variety of texts with fluency, expression, accuracy and confidence.  
f.
 Read independently daily.  
2.1.07

Develop and extend reading vocabulary.

 Snakes & Ladders - Blank gameboards to add your own vocab words or other tricky words. Print and use as center activity.
a.
 Build vocabulary by listening to literature, participating in discussions, and reading self-selected and assigned texts.  
b.
 Recognize common abbreviations and contractions.  
c.
 Participate in shared reading.  
d.
 Manipulate word families, word wall and word sorts.  
e.
 Match oral words to print words.  
f.
 Determine the meaning of unfamiliar words (e.g., picture dictionary, picture clues, context clues and structural analysis).  
g.
 Add endings to base words to make new words (e.g., -ed, -ing, and -es).  
h.
 Identify simple multiple-meaning words based on the appropriate meaning for the context.  
i.
 Build vocabulary through frequent read-alouds.  
2.1.08

Develop and use pre-reading strategies.

  
a.
 Identify a purpose for reading.  
b.
 Participate in activities to build background knowledge to make meaning from text.  
c.
 Make predictions about text. Predicting Text Content - Online tutorial & quiz about using the title, table of contents, and index to predict what a book is about.
d.
 Use illustrations to preview text.  
e.
 Create graphic organizers (e.g., KWL, webs, lists, story maps, charts).  
f.
 Connect life experience to information and events in texts.  
2.1.09

Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

  
a.
 Derive meaning while reading
  1. employing self-correction strategies (e.g., rereading, asking for help).
  2. participating in discussion about text and relating selection to personal experience.
  3. predicting and adjusting outcomes during reading.
 
b.
 Check for understanding after reading by
  1. recalling the sequence of events in a story.
  2. drawing conclusions based on evidence gained while reading.
  3. restating story events in order to clarify and organize ideas.
  4. recognizing cause and effect.
  5. recognizing the main idea in picture books and texts.
Great Enormous Turnip - Read and answer questions about the sequence of events.
2.1.10

Introduce informational skills to facilitate learning.

  
a.
 Recognize outside resources (e.g., family and community).  
b.
 Recognize a variety of print sources (e.g., books, magazines, maps, charts, and graphs).  
c.
 Understand the purpose of various reference materials (e.g., dictionary, encyclopedia).  
d.
 Use graphic organizers to aid in understanding material from informational texts.  
e.
 Visit libraries and checks out appropriate materials.  
2.1.11

Develop skills to facilitate reading to learn in a variety of content areas.

  
a.
 Develop content specific vocabulary.  
b.
 Use text features to locate information (e.g., charts, maps and illustrations).  
2.1.12

Read independently for a variety of purposes.

  
a.
 Read for literary experience.  
b.
 Read to gain information. Water Trouble - Online story and comprehension questions.
c.
 Read to perform a task.  
d.
 Read for enjoyment.  
e.
 Read to expand vocabulary.  
f.
 Read to build fluency.  
2.1.13

Experience various literary and media genres.

 
a.
 Read and view various literary (e.g., picture books, storybooks, fairy tales, nonfiction texts, poetry, lyrics to songs) and media (e.g., illustrations, the arts, films, videos) genres.

Amazing Adventures - This site has poems and a story for students to read or have read to them. Also includes an "Art Studio" activity.

Anderson Fairy Tales - Students can listen to three narrated and cleverly animated tales, play some interactive games, and learn about Andersen's life.

b.
 Understand the main idea in a visual message (e.g., pictures, cartoons, posters).  
c.
 Explore folktales and fables.  
d.
 Identify characters, plot, and setting in print and non-print text.  
e.
 Recognize how the main character and other characters interact with each other.  
f.
 Identify types of stories (e.g., folktales, fables, fairy tales).  
g.
 Determine whether the events in the reading selection are real or fantasy.  
h.
 Compare and contrast different stories.  
i.
 Determine the problem in a story and discover its solution.  
2.1.14

Develop and maintain a motivation to read.

  
a.
 Visit libraries/media centers and regularly check out materials.  
b.
 Share storybooks, poems, environmental print, and own writing.  
c.
 Explore a wide variety of literature through read alouds, tapes, and independent reading.  
d.
 Identify favorite stories, informational text, authors and illustrators.  
e.
    1. Engage in a variety of literacy activities voluntarily (e.g., self-select books and stories).
 
f.
 Relate literary experiences to others (e.g., book reports, sharing favorite stories).  
g.
 Experience daily opportunities to read.  
h.
 Choose to read as a leisure activity.  

Writing Accomplishments

2.2.01

Use a variety of pre-writing strategies.

  
a.
 Brainstorm ideas with teachers and peers.  
b.
 Write key thoughts and questions, record reactions and observations.  
c.
 Construct graphic organizers to establish understanding.  
d.
 Select a focus for writing.  
e.
 Use a variety of sources to gather information.  
2.2.02

Write for a variety of purposes.

  
a.
 Write to acquire and exhibit knowledge (e.g., sentences, answers to questions).  
b.
 Write to entertain (e.g., stories, poems, riddles).  
c.
 Write to inform (e.g., friendly letters, two or three step directions, journals).  
2.2.03

Show evidence of drafting and revision with written work.

  
a.
 Compose first drafts using appropriate parts of the writing process.  
b.
 Write in complete coherent sentences.  
c.
 Uses temporary spelling to spell independently as necessary.  
d.
 Arrange events in logical and sequential order.  
e.
 Reread draft.  
f.
 Sharpen the selected focus for writing.  
g.
 Revise to clarify and refine writing (e.g., rearrange words, sentences, paragraphs) and provide more descriptive detail.  
h.
 Incorporate suggestions from peers and teachers.  
2.2.04

Include editing before the completion of finished work.

  
a.
 Apply elements of language (e.g., end marks, capitalization, and commas in a series).  
b.
 Edit for complete sentences.  
c.
 Use knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling.  
d.
 Use classroom resources (e.g., word walls, picture dictionaries, teacher, peers, appropriate technology, student generated word books) to aid in proofreading.  
e.
 Identify words or phrases that could be added to clarify meaning of written stories.  
2.2.05

Evaluate own and others' writing.

  
a.
 Use a simple rubric to evaluate own writing and group work.  
b.
 Evaluate own and others' writing through small group discussion and shared work.  
c.
 Review personal collection to determine progress.  
2.2.06 Experience numerous publishing opportunities  
a.
 Prepare a variety of written work (e.g., published books, stories and book reports).  
b.
 Incorporate photographs or illustrations in written works.  
c.
 Use technology to publish writing.  
d.
 Share completed work.  
e.
 Create individual and classroom books.  
2.2.07

Write narrative accounts.

  
a.
 Write a narrative having a beginning, middle and ending.  
b.
 Write accounts of personal experiences.  
c.
 Write group stories with a beginning, middle, and end.  
d.
 Create readable documents with legible handwriting.  
2.2.08

Write frequently across content areas.

  
a.
 Summarize concepts presented in science (e.g., illustrations, sentences, paragraphs).  
b.
 Write stories about concepts presented in social studies.  
c.
 Write in math journals, create math stories, and write explanations for problem solving.  
d.
 Participate in shared writings about the arts and personal activities.  
2.2.09 Write expressively using original ideas, reflections, and observations  
a.
 Write stories and poems. Acrostic Poems - From ReadWriteThink. After a brief introduction, students are asked to enter a topic of choice, brainstorm words and phrases that remind them of that topic, then construct a poem with the help of "hint words." Completed poems can be printed.
b.
 Write, when given time, place, and materials.  
c.
 Write to express opinions and judgments.  
d.
 Continue to maintain, with teacher assistance, samples of writing and drawings that express opinions and judgements (e.g., portfolio, journals, student-made books).  
e.
 Dictate or write stories (e.g., tape recorder, adult, older student).  
2.2.10

Write in response to literature.

  
a.
 Describe setting, characters, and events in detail.  
b.
 Write a different ending to a story.  
c.
 Write about a favorite character or favorite part of a story.  
d.
 Compose a note or questions for a favorite author.  
e.
 Summarize a story.  
2.2.11

Write in a variety of modes and genres.

  
a.
 Write friendly notes, invitations, and messages.  
b.
 Write stories with a logical sequence.  
c.
 Write poems.  
d.
 Write descriptive sentences.  
e.
 Write a report.  
f.
 Write in journals.  

 

Elements of Language Accomplishments

2.3.01

Demonstrate knowledge of standard English usage.

  
a.
 Use nouns appropriately (e.g., singular and plural, common and proper, possessives).  
b.
 Use verbs appropriately (e.g., past and present tense, agreement, action and linking, irregular).  
c.
 Use pronouns appropriately (e.g., pronoun case, subject and object agreement).  
d.
 Use adjectives appropriately (e.g., descriptive, comparative, superlative).  
2.3.02

Demonstrate knowledge of standard English mechanics.

  
a.
 Capitalize the first word of a sentence, names, pronoun "I," and proper nouns. Edit Dan's Copy - Dan needs your help in editing his news report. You can pick Level 1 for capital letters and final punctuation or pick Level 2 for run-on sentences, quotation marks, and apostrophes.

 
b.
 Use correct punctuation at the end of declarative sentences, exclamatory sentences and questions. Punctuation - Put the correct marks into the sentences.
c.
 Use commas correctly in a series of one- word items (e.g., apples, oranges, and pears).  
d.
 Form contractions using apostrophes.

Contraction Concentration - A printable game that can be used several ways.

Treasure Trove - Choose the key with the correct contraction to unlock the treasure box.

Contractions - A Quia Concentration game.

e.
 Write legibly in manuscript.  
2.2.03

Demonstrate knowledge of standard English spelling.

Wild West Phonics - from BBC - students choose the correct letters to correctly spell the word - 3 levels of play.

Pirate Spelling - from BBC -students choose the correct letters to correctly spell the word - 3 levels of play.

a.
 Spell high-frequency words correctly.  
b.
 Spell words correctly as appropriate to grade level.  
c.
 Spell basic short-vowel, long-vowel words and consonant blend patterns.  
d.
 Spell regular and irregular plurals correctly (e.g., boy/boys, child/children).  
e.
 Use a dictionary to spell words correctly and to verify spelling.  
f.
 Arrange words in alphabetical order to the second letter.

Alphabetical Adventure - from BBC - 3 levels of play

Alphabetical Order - Click and drag to put the words in correct order. Most difficult level alphabetizes to 4 letters.

2.3.04

Demonstrate knowledge of correct sentence structure.

Kung-Fu Sentences - from BBC - Put words in the correct order to make a sentence.

Naming & Telling Part - lesson and practice from Harcourt
a.
 Use appropriate language structure in oral and written communication (e.g., subject-verb agreement, correct pronoun choice, and logical/appropriate correct word order).

Travelling Pronouns - from BBC - Choose the correct pronoun - 3 levels.

 
b.
 Distinguish between complete and incomplete sentences.  
c.
 Identify and use statements, questions, and exclamatory sentences in writing and speaking.  
d.
 Combine simple sentences into compound sentences.