# Grade 2: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 48 concepts ready. In the app: https://ai.page/roadmap/ar-ela-grade-2 Part of: [Arkansas: English language arts](https://ai.page/roadmap/ar-ela.md) Goal: Arkansas academic standards: English language arts, Grade 2 ## 1. Language - [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 - [Commas in lists](https://ai.page/c/commas-in-lists/index.md): Use commas to separate items in a list within a sentence (e.g., 'I bought apples, bananas, and oranges') - [Subordinate clauses](https://ai.page/c/subordinate-clauses/index.md): Use subordination (when, if, that, because) and co-ordination (or, and, but) to join clauses and create compound and complex sentences - [Commas Before Joining Words](https://ai.page/c/commas-before-joining-words/index.md): Use a comma before a coordinating conjunction (and, but, or, so, yet) when joining two independent clauses in a compound sentence - [Capitals for Names, Days and I](https://ai.page/c/capitals-for-names-days-and-i/index.md): Use capital letters for proper nouns (names of people, places) the days of the week, and the personal pronoun 'I' - [Compound Words](https://ai.page/c/compound-words/index.md): Recognise and spell compound words by identifying the two component words that combine to form a single word - [Adjectives vs adverbs](https://ai.page/c/adjectives-vs-adverbs/index.md): Use adjectives and adverbs correctly, choosing between them depending on whether a noun or verb/adjective is being modified (e.g., 'She ran quickly' vs 'She is quick') - [Subject-verb agreement](https://ai.page/c/subject-verb-agreement/index.md): Use singular and plural nouns with matching verbs in sentences, maintaining subject-verb agreement (e.g., 'He hops' vs 'We hop') - [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](https://ai.page/c/pronouns/index.md): Use personal, possessive, and indefinite pronouns correctly (e.g., I/me/my, they/them/their, anyone/everything), replacing nouns to avoid repetition - [Agreement in sentences](https://ai.page/c/agreement-in-sentences/index.md): Ensure subject-verb agreement and pronoun-antecedent agreement within and across sentences - [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 - [Abstract nouns](https://ai.page/c/abstract-nouns/index.md): Understand and use abstract nouns to name ideas, qualities, and states that cannot be perceived by the senses ## 2. Collaborative Communication - [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 - [Pictures and Text Working Together](https://ai.page/c/pictures-and-text-working-together/index.md): Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension - [Reporting & Recounting](https://ai.page/c/reporting-and-recounting/index.md): Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace - [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 - [Group discussions](https://ai.page/c/group-discussions/index.md): Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions ## 3. Writing - [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 - [Revising and editing](https://ai.page/c/revising-and-editing/index.md): Proof-read own writing to check for errors in spelling, grammar, and punctuation; evaluate and revise writing with teacher/peer support, re-reading to ensure meaning is clear and tense is consistent - [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 for an audience](https://ai.page/c/writing-for-an-audience/index.md): Produce clear and coherent writing in which the development and organisation are appropriate to the task, purpose, and audience, maintaining a consistent style and structure throughout - [Simple Stories with Beginning and Ending](https://ai.page/c/simple-stories-with-beginning-and-ending/index.md): Write simple narratives by sequencing sentences to describe events in order; narrate a single event or linked events with a beginning, middle, and ending or reaction - [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 ## 4. Reading Comprehension - [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 - [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 - [Different Types of Texts](https://ai.page/c/different-types-of-texts/index.md): Recognise common types of texts (storybooks, poems, non-fiction); name the author and illustrator and define the role of each in telling or presenting a text - [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 - [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 - [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 - [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 - [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 - [Why the author wrote it](https://ai.page/c/why-the-author-wrote-it/index.md): Distinguish one's own point of view from that of the author of an informational text and identify the author's purpose - [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 - [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 - [Supporting ideas with evidence](https://ai.page/c/supporting-ideas-with-evidence/index.md): Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which specific points - [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) - [Characters' Viewpoints and Responses](https://ai.page/c/characters-viewpoints-and-responses/index.md): Identify and compare characters' points of view, recognise who is narrating a story, describe how characters respond to events and challenges, and compare characters' experiences across different stories or versions of the same story - [Character Traits and Motivation](https://ai.page/c/character-traits-and-motivation/index.md): Analyse character traits, motivations, and feelings using text evidence, and distinguish one's own point of view from that of the narrator or characters - [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 ## 5. Foundational Reading - [Reading fluently](https://ai.page/c/reading-fluently/index.md): Read aloud books matched to phonic ability accurately and with growing fluency; reread familiar texts to build confidence, speed, and expression - [Reading with Expression and Accuracy](https://ai.page/c/reading-with-expression-and-accuracy/index.md): Read aloud with accuracy, appropriate rate, and expression (prosody), re-reading familiar texts to build fluency and confidence, and using context to self-correct - [Forming Capital Letters](https://ai.page/c/forming-capital-letters/index.md): Form capital letters correctly; print many upper- and lowercase letters legibly - [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 - [Diphthongs and complex vowels](https://ai.page/c/diphthongs-and-complex-vowels/index.md): Read and spell words containing diphthongs and complex vowel patterns (ow, ou, ew, ue, ie, aw, au) and words ending in -y as a vowel sound - [Reading Inflectional Endings](https://ai.page/c/reading-inflectional-endings/index.md): Read words containing taught GPCs with common inflectional endings (-s, -es, -ing, -ed, -er, -est) and the prefix un-; read multi-syllable words with taught patterns - [Consonant Digraphs](https://ai.page/c/consonant-digraphs/index.md): Read and spell words containing consonant digraphs and less common consonant spellings (ch, sh, th, ck, tch, ng, ph, wh, k for /k/) - [Silent Letters in Words](https://ai.page/c/silent-letters-in-words/index.md): Spell words containing silent letters that are remnants of earlier pronunciation or etymology, recognising common silent-letter patterns and using word origins to remember them ## Health: 0 of 100 Of its 48 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): - Starting and Ending Sentences has no explanation yet - Commas in lists has no explanation yet - Subordinate clauses has no explanation yet - Commas Before Joining Words has no explanation yet - Capitals for Names, Days and I has no explanation yet - Compound Words has no explanation yet - Adjectives vs adverbs has no explanation yet - Subject-verb agreement has no explanation yet - Irregular past tense verbs has no explanation yet - Pronouns has no explanation yet - Agreement in sentences has no explanation yet - Irregular Plural Nouns has no explanation yet - Abstract nouns has no explanation yet - Describing Aloud has no explanation yet - Pictures and Text Working Together has no explanation yet - Reporting & Recounting has no explanation yet - Asking Questions has no explanation yet - Group discussions has no explanation yet - Shared Research Projects has no explanation yet - Revising and editing has no explanation yet - Structured Opinion Writing has no explanation yet - Writing for an audience has no explanation yet - Simple Stories with Beginning and Ending has no explanation yet - Writing to inform has no explanation yet - Word Parts as Clues has no explanation yet - Prefixes and suffixes comes before Reading Inflectional Endings, which it needs - Prefixes and suffixes has no explanation yet - Different Types of Texts has no explanation yet - Shades of Meaning has no explanation yet - Sorting & Categorising Words has no explanation yet - Listening to Texts Read Aloud has no explanation yet - Characters, settings, and events has no explanation yet - Reading between the lines has no explanation yet - Why the author wrote it has no explanation yet - Text Features & Presentation has no explanation yet - Comparing Characters Across Stories has no explanation yet - Supporting ideas with evidence has no explanation yet - Retelling Stories with Structure has no explanation yet - Characters' Viewpoints and Responses has no explanation yet - Character Traits and Motivation has no explanation yet - Connecting reading to experience has no explanation yet - Reading fluently has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Forming Capital Letters has no explanation yet - Syllables (age 6+) has no explanation yet - Diphthongs and complex vowels has no explanation yet - Reading Inflectional Endings has no explanation yet - Consonant Digraphs has no explanation yet - Silent Letters in Words has no explanation yet Credit: The structure of Arkansas academic standards: English language arts (https://dese.ade.arkansas.gov/admin/Files/AR_2023_K-12_ELA_Standards_LS.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.