# Grade 2: English Language Arts

A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 29 concepts ready. In the app: https://ai.page/roadmap/ccss-ela-grade-2-english-language-arts

Part of: [Common Core: English](https://ai.page/roadmap/ccss-ela.md)

Goal: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, Grade 2

## 1. Language · Conventions of Standard English

- [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
- [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
- [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
- [Alternative Spellings for Sounds](https://ai.page/c/alternative-spellings-for-sounds/index.md): Spell words using alternative grapheme choices for known phonemes, learning new spellings for sounds already encountered (e.g., /ɔ:/ as 'a' before ll, /ʌ/ as 'o', words ending -tion), including distinguishing common homophones
- [Using a Dictionary to Check Spellings](https://ai.page/c/using-a-dictionary-to-check-spellings/index.md): Use the first two or three letters of a word to check its spelling in a dictionary; consult reference materials including beginning dictionaries to verify and correct spellings

## 2. Language · Knowledge of Language

- [Formal and Informal English](https://ai.page/c/formal-and-informal-english/index.md): Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context

## 3. Language · Vocabulary Acquisition and Use

- [Discussing and Questioning New Words](https://ai.page/c/discussing-and-questioning-new-words/index.md): Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known
- [Prefixes (age 7+)](https://ai.page/c/prefixes-age-7/index.md): Spell words with a range of prefixes (dis-, mis-, un-, re-, pre-, anti-, auto-, super-) understanding how each prefix modifies the root word's meaning without changing its spelling
- [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
- [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
- [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
- [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

## 4. Reading · Phonics and Word Recognition

- [Alternative Spellings for Known Sounds](https://ai.page/c/alternative-spellings-for-known-sounds/index.md): Recognise alternative grapheme-phoneme correspondences for known phonemes (e.g., /dʒ/ as ge/dge/g, /s/ as c, /n/ as kn/gn, /r/ as wr, /ʒ/ as s), reading words with less common spellings for familiar sounds
- [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
- [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
- [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

## 5. Reading · Fluency

- [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

## 6. Reading · Range of Reading and Level of Text Complexity

- [Story Sequence and Central Message](https://ai.page/c/story-sequence-and-central-message/index.md): Discuss the sequence of events in narrative texts and how items of information are related in non-fiction, retelling stories including key details and demonstrating understanding of central message or lesson

## 7. Reading · Craft and Structure

- [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
- [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
- [Expressive and Sensory Language](https://ai.page/c/expressive-and-sensory-language/index.md): Recognise recurring literary language in stories and poetry, identify words and phrases that suggest feelings or appeal to the senses, and discuss favourite words and phrases
- [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)

## 8. Reading · Integration of Knowledge and Ideas

- [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
- [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
- [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. Speaking & Listening · Comprehension and Collaboration

- [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

## 10. Speaking & Listening · Presentation of Knowledge and Ideas

- [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
- [Reciting Poetry](https://ai.page/c/reciting-poetry/index.md): Learn poems by heart and recite with appropriate intonation, adding visual displays to descriptions when appropriate, and producing complete sentences in spoken presentations

## Health: 0 of 100

Of its 29 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):

- Irregular Plural Nouns has no explanation yet
- Subordinate clauses has no explanation yet
- Starting and Ending Sentences has no explanation yet
- Alternative Spellings for Sounds has no explanation yet
- Using a Dictionary to Check Spellings has no explanation yet
- Formal and Informal English has no explanation yet
- Discussing and Questioning New Words has no explanation yet
- Prefixes (age 7+) has no explanation yet
- Word Parts as Clues has no explanation yet
- Compound Words has no explanation yet
- Shades of Meaning has no explanation yet
- Sorting & Categorising Words has no explanation yet
- Using New Vocabulary has no explanation yet
- Alternative Spellings for Known Sounds has no explanation yet
- Syllables (age 6+) has no explanation yet
- Prefixes and suffixes has no explanation yet
- Decoding unfamiliar words has no explanation yet
- Reading with Expression and Accuracy has no explanation yet
- Story Sequence and Central Message has no explanation yet
- Book Features and Author's Reasons has no explanation yet
- Non-Fiction Text Features has no explanation yet
- Expressive and Sensory Language has no explanation yet
- Retelling Stories with Structure has no explanation yet
- Pictures and Text Working Together has no explanation yet
- Main Topic & Key Details has no explanation yet
- Comparing Characters Across Stories has no explanation yet
- Asking Questions has no explanation yet
- Describing Aloud has no explanation yet
- Reciting Poetry has no explanation yet

Credit: The structure of Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects; 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.