# Grade 2: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 51 concepts ready. In the app: https://ai.page/roadmap/al-ela-grade-2 Part of: [Alabama: English language arts](https://ai.page/roadmap/al-ela.md) Goal: Alabama academic standards: English language arts, Grade 2 ## 1. Literacy Foundations K-3 · Gather and use research to answer questions to complete a research product. - [Shared Research Projects](https://ai.page/c/shared-research-projects/index.md): Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question - [Short Research Projects](https://ai.page/c/short-research-projects/index.md): Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes ## 2. Literacy Foundations K-3 · Demonstrate understanding of standard English language conventions when writing. - [Irregular Plural Nouns](https://ai.page/c/irregular-plural-nouns/index.md): Form and use irregular plural nouns (e.g., children, teeth, mice, geese) in addition to regular plurals, recognising that some nouns have irregular plural forms that do not follow the -s/-es pattern - [Apostrophes for possession (age 7+)](https://ai.page/c/apostrophes-for-possession-age-7/index.md): Use the possessive apostrophe accurately with both regular and irregular plural nouns (e.g., the girls' bags, the children's toys), distinguishing singular from plural possession - [Simple Past, Present and Future](https://ai.page/c/simple-past-present-and-future/index.md): Form and use the simple past, present, and future verb tenses consistently in writing - [Standard English Verbs](https://ai.page/c/standard-english-verbs/index.md): Use Standard English verb inflections in place of non-standard local forms - [Writing Process Vocabulary](https://ai.page/c/writing-process-vocabulary/index.md): Know and use the vocabulary of the writing process — compose, plan, draft, revise, edit, proofread, genre, audience, purpose, narrative, recount, instruction, paragraph, sequence, and detail — and understand that these words describe distinct steps and decisions that all writers make, not just tasks to tick off ## 3. Literacy Foundations K-3 · Write complete sentences demonstrating knowledge of punctuation conventions. - [Building sentences](https://ai.page/c/building-sentences/index.md): Understand that words combine to make sentences — a sentence expresses a complete thought; produce and expand complete sentences in speech and writing - [Starting and Ending Sentences](https://ai.page/c/starting-and-ending-sentences/index.md): Begin sentences with a capital letter and end them with the appropriate mark (full stop, question mark, or exclamation mark); recognise and name end punctuation ## 4. Literacy Foundations K-3 · Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) - [Blending Sounds to Read Words](https://ai.page/c/blending-sounds-to-read-words/index.md): Apply phonic knowledge to blend sounds in unfamiliar words containing taught grapheme-phoneme correspondences; respond speedily to graphemes for all 40+ phonemes - [Reading Contractions](https://ai.page/c/reading-contractions/index.md): Read and understand contractions with apostrophes, knowing the apostrophe represents omitted letters - [Prefixes and suffixes](https://ai.page/c/prefixes-and-suffixes/index.md): Read words containing common prefixes and suffixes from the Y3-4 programme, applying knowledge of root words, prefixes and suffixes (morphology and etymology) to read aloud and understand new words - [Syllables (age 6+)](https://ai.page/c/syllables-age-6/index.md): Decode words of two or more syllables by breaking them into syllable chunks, applying knowledge that every syllable must contain a vowel sound, and blending the parts together ## 5. Literacy Foundations K-3 · Write legibly. - [Forming Capital Letters](https://ai.page/c/forming-capital-letters/index.md): Form capital letters correctly; print many upper- and lowercase letters legibly - [Sharing and Publishing Your Writing](https://ai.page/c/sharing-and-publishing-your-writing/index.md): Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing ## 6. Literacy Foundations K-3 · Differentiate between fact and opinion in a text. - [Fact vs opinion](https://ai.page/c/fact-vs-opinion/index.md): Distinguish between statements of fact and statements of opinion in texts, recognising how authors blend factual information with subjective viewpoints ## 7. Literacy Foundations K-3 · Read and comprehend literary and informational texts. - [Reading between the lines](https://ai.page/c/reading-between-the-lines/index.md): Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do - [Connecting reading to experience](https://ai.page/c/connecting-reading-to-experience/index.md): Link what is read or heard to own experiences; draw on background knowledge and vocabulary to support understanding of texts ## 8. Literacy Foundations K-3 · Compare and contrast important details presented by two texts on the same topic or theme. - [Comparing Characters Across Stories](https://ai.page/c/comparing-characters-across-stories/index.md): Compare and contrast the adventures and experiences of characters in familiar stories; identify similarities and differences between two texts on the same topic ## 9. Literacy Foundations K-3 · Identify and use various text features to locate ideas, facts, or supporting details in both written and digital formats. - [Text Features & Presentation](https://ai.page/c/text-features-and-presentation/index.md): Identify how language choices, text structure and presentational features (illustrations, diagrams, bold print, layout) contribute to the overall meaning and effect of a text - [Non-Fiction Text Features](https://ai.page/c/non-fiction-text-features/index.md): Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information ## 10. Literacy Foundations K-3 · Identify the main idea and supporting details of literary and informational texts. - [Main Ideas & Note-Taking](https://ai.page/c/main-ideas-and-note-taking/index.md): Identify main ideas drawn from more than one paragraph and summarise them; retrieve and record information from non-fiction texts using notes, tables or other methods - [Main Topic & Key Details](https://ai.page/c/main-topic-and-key-details/index.md): Identify the main topic of a multi-paragraph informational text, determine the focus of specific paragraphs, and explain how key details support the main idea ## 11. Literacy Foundations K-3 · Identify the main story elements in a literary text. - [Morals in Fables, Folktales and Myths](https://ai.page/c/morals-in-fables-folktales-and-myths/index.md): Explain how the central message, lesson, or moral of a story is conveyed through key details across diverse text types including fables, folktales, and myths - [Characters, settings, and events](https://ai.page/c/characters-settings-and-events/index.md): Identify characters, settings, and major events in stories; become familiar with key stories, fairy tales, and traditional tales and retell them with key details in sequence - [Retelling Stories with Structure](https://ai.page/c/retelling-stories-with-structure/index.md): Retell stories including key details in sequence, describe characters, settings, and major events using evidence from the text, and describe the overall structure of a story (beginning, middle, ending) ## 12. Literacy Foundations K-3 · Analyze meaningful parts of words and phrases in discussions and/or text. - [Word Parts as Clues](https://ai.page/c/word-parts-as-clues/index.md): Use knowledge of common inflections and affixes (-ed, -s, un-, -er) as clues to the meaning of unknown words; understand how the prefix un- changes meaning ## 13. Literacy Foundations K-3 · Describe word relationships and nuances in word meanings, including relating them to their opposites and distinguishing shades of meaning in similar or related words. - [Shades of Meaning](https://ai.page/c/shades-of-meaning/index.md): Distinguish shades of meaning among verbs describing similar actions and among adjectives differing in intensity; make real-life connections between words and their use ## 14. Literacy Foundations K-3 · Utilize new academic, content-specific, grade-level vocabulary, making connections to previously learned words and relating new words to background knowledge. - [Using New Vocabulary](https://ai.page/c/using-new-vocabulary/index.md): Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing ## 15. Literacy Foundations K-3 · Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction, and syllable division principles to decode and encode (spell) words accurately in isola - [Decoding unfamiliar words](https://ai.page/c/decoding-unfamiliar-words/index.md): Read Y3-4 exception words with unusual spelling-sound correspondences, applying growing knowledge of morphology and etymology to decode unfamiliar exception words ## 16. Literacy Foundations K-3 · Demonstrate advanced phonemic awareness skills in spoken words. - [Onsets & Rimes](https://ai.page/c/onsets-and-rimes/index.md): Blend and segment onsets and rimes in single-syllable words; isolate and pronounce individual phonemes (initial, medial, final) in CVC words; add or substitute phonemes to make new words ## 17. Literacy Foundations K-3 · Demonstrate standard English usage when speaking. - [Irregular past tense verbs](https://ai.page/c/irregular-past-tense-verbs/index.md): Form and use the past tense of frequently occurring irregular verbs correctly (e.g., sat, hid, told, went, came, ran), recognising that these do not follow the regular -ed pattern - [Pronouns for clarity](https://ai.page/c/pronouns-for-clarity/index.md): Choose pronouns for clarity and cohesion, avoiding ambiguity and repetition; use reflexive pronouns correctly (e.g., myself, ourselves, himself) - [Basic Nouns & Verbs](https://ai.page/c/basic-nouns-and-verbs/index.md): Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing ## 18. Literacy Foundations K-3 · Present information orally using complete sentences, appropriate volume, and clear pronunciation. - [Asking Questions](https://ai.page/c/asking-questions/index.md): Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood - [Describing Aloud](https://ai.page/c/describing-aloud/index.md): Describe familiar people, places, things, and events with detail; speak audibly and express thoughts, feelings, and ideas clearly; give well-structured descriptions and explanations ## 19. Writing - [Structured Opinion Writing](https://ai.page/c/structured-opinion-writing/index.md): Compose opinion pieces that introduce a topic, state a clear point of view, provide organised reasons linked with connecting words, and include a concluding statement or section - [Writing to inform](https://ai.page/c/writing-to-inform/index.md): Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it - [Basic Informational Writing](https://ai.page/c/basic-informational-writing/index.md): Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section - [Narrative Writing](https://ai.page/c/narrative-writing/index.md): Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations ## 20. Comprehension - [Listening to Texts Read Aloud](https://ai.page/c/listening-to-texts-read-aloud/index.md): Listen to and discuss poems, stories, and non-fiction at a level beyond independent reading; confirm understanding of texts read aloud by asking and answering questions about key details - [Predicting what happens next](https://ai.page/c/predicting-what-happens-next/index.md): Predict what might happen next in a story based on what has been read so far; discuss the significance of titles and events - [Main Topic of Informational Texts](https://ai.page/c/main-topic-of-informational-texts/index.md): Identify the main topic and retell key details of informational texts; describe connections between individuals, events, ideas, or pieces of information - [Book Features and Author's Reasons](https://ai.page/c/book-features-and-author-s-reasons/index.md): Identify front cover, back cover, and title page of a book; identify the reasons an author gives to support points in informational text ## 21. Vocabulary - [Sorting & Categorising Words](https://ai.page/c/sorting-and-categorising-words/index.md): Sort common objects and words into categories to understand how concepts relate; demonstrate understanding of opposites (antonyms) for common verbs and adjectives - [Domain Vocabulary Across Subject Areas](https://ai.page/c/domain-vocabulary-across-subject-areas/index.md): Acquire and use accurately academic and domain-specific vocabulary relevant to grade-level topics, including words that signal precise meaning in informational texts across subject areas ## 22. Fluency - [Reading High-Frequency Words by Sight](https://ai.page/c/reading-high-frequency-words-by-sight/index.md): Read common high-frequency and exception words automatically by sight, including words with irregular spelling patterns ## 23. Phonics - [Phonics Vocabulary](https://ai.page/c/phonics-vocabulary/index.md): Know and use the vocabulary of phonics and word structure — phoneme, grapheme, GPC (grapheme-phoneme correspondence), blend, segment, digraph, CVC, vowel, consonant, syllable, root word, suffix, prefix, and homophone — and understand that these words describe the building blocks that phonics instruction is built on - [Segmenting words into sounds](https://ai.page/c/segmenting-words-into-sounds/index.md): Segment spoken words into phonemes and spell CVC and simple phonetically regular words by writing a letter or letters for each sound ## 24. Oral Language - [Rehearsing and Varying Sentences](https://ai.page/c/rehearsing-and-varying-sentences/index.md): Compose and rehearse sentences orally before writing, progressively building varied and rich vocabulary and an increasing range of sentence structures including dialogue - [Listening and responding](https://ai.page/c/listening-and-responding/index.md): Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking ## Health: 0 of 100 Of its 51 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Shared Research Projects has no explanation yet - Short Research Projects has no explanation yet - Irregular Plural Nouns has no explanation yet - Apostrophes for possession (age 7+) has no explanation yet - Simple Past, Present and Future has no explanation yet - Standard English Verbs has no explanation yet - Writing Process Vocabulary has no explanation yet - Building sentences has no explanation yet - Starting and Ending Sentences has no explanation yet - Blending Sounds to Read Words comes before Onsets & Rimes, which it needs - Blending Sounds to Read Words has no explanation yet - Reading Contractions has no explanation yet - Prefixes and suffixes has no explanation yet - Syllables (age 6+) has no explanation yet - Forming Capital Letters has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Fact vs opinion has no explanation yet - Reading between the lines comes before Characters, settings, and events, which it needs - Reading between the lines has no explanation yet - Connecting reading to experience has no explanation yet - Comparing Characters Across Stories comes before Characters, settings, and events, which it needs - Comparing Characters Across Stories has no explanation yet - Text Features & Presentation has no explanation yet - Non-Fiction Text Features comes before Main Topic of Informational Texts, which it needs - Non-Fiction Text Features comes before Book Features and Author's Reasons, which it needs - Non-Fiction Text Features has no explanation yet - Main Ideas & Note-Taking comes before Main Topic of Informational Texts, which it needs - Main Ideas & Note-Taking has no explanation yet - Main Topic & Key Details comes before Main Topic of Informational Texts, which it needs - Main Topic & Key Details has no explanation yet - Morals in Fables, Folktales and Myths has no explanation yet - Characters, settings, and events comes before Listening to Texts Read Aloud, which it needs - Characters, settings, and events has no explanation yet - Retelling Stories with Structure has no explanation yet - Word Parts as Clues has no explanation yet - Shades of Meaning has no explanation yet - Using New Vocabulary has no explanation yet - Decoding unfamiliar words comes before Reading High-Frequency Words by Sight, which it needs - Decoding unfamiliar words has no explanation yet - Onsets & Rimes has no explanation yet - Irregular past tense verbs has no explanation yet - Pronouns for clarity has no explanation yet - Basic Nouns & Verbs has no explanation yet - Asking Questions comes before Listening and responding, which it needs - Asking Questions has no explanation yet - Describing Aloud has no explanation yet - Structured Opinion Writing has no explanation yet - Writing to inform has no explanation yet - Basic Informational Writing has no explanation yet - Narrative Writing has no explanation yet Credit: The structure of Alabama academic standards: English language arts (https://www.alsde.edu/sec/sct/COS/2021%20Alabama%20English%20Language%20Arts%20Course%20of%20Study.pdf); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.