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How to learn Grade 2: English language arts

Georgia academic standards: English language arts, Grade 2

0 of 27 concepts ready to learn · Markdown, for your AI

1. Texts (T) Students grow in their learning as they purposefully engage with texts. · Curating Sources & Evidence Reference parts of texts to address a specific topic or question and explore various sou

  1. Connecting reading to experience: Link what is read or heard to own experiences; draw on background knowledge and vocabulary to support understanding of texts

2. Texts (T) Students grow in their learning as they purposefully engage with texts. · Research & Inquiry Build knowledge about the world by asking or generating questions about topics of interest, resea

  1. Shared Research Projects: Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question

3. Texts (T) Students grow in their learning as they purposefully engage with texts. · Poetic Techniques Identify and use poetic techniques to shape understanding.

  1. Writing Poetry: Write poetry, exploring patterns of language, rhyme and rhythm, and learning poems by heart for recitation with appropriate intonation

4. Texts (T) Students grow in their learning as they purposefully engage with texts. · Opinion Techniques Identify and use opinion techniques to shape understanding.

  1. Author's word choices: Recognise how an author's deliberate choices — of words, structure, tone, and perspective — create particular effects on you as a reader
  2. Why the author wrote it: Distinguish one's own point of view from that of the author of an informational text and identify the author's purpose

5. Texts (T) Students grow in their learning as they purposefully engage with texts. · Expository Techniques Identify and use expository techniques to shape understanding.

  1. Text Features & Presentation: Identify how language choices, text structure and presentational features (illustrations, diagrams, bold print, layout) contribute to the overall meaning and effect of a text
  2. Pictures and Text Working Together: Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension

6. Texts (T) Students grow in their learning as they purposefully engage with texts. · Narrative Techniques Identify and use narrative techniques to shape understanding.

  1. Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations

7. Texts (T) Students grow in their learning as they purposefully engage with texts. · Craft Identify and use descriptive and engaging language.

  1. Different Types of Texts: 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

8. Texts (T) Students grow in their learning as they purposefully engage with texts. · Authors & Speakers Investigate the relationships between authors and speakers in texts.

  1. Listening to Texts Read Aloud: 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

9. Language (L) Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determi

  1. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing
  2. Formal and Informal English: Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context
  3. Revising and editing (age 7+): Evaluate and edit writing by assessing effectiveness, proposing changes to grammar and vocabulary for consistency, and proof-reading for spelling, grammar and punctuation errors at Y3-4 level
  4. Prefixes and suffixes: 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
  5. Reading between the lines: Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do
  6. Reading Contractions: Read and understand contractions with apostrophes, knowing the apostrophe represents omitted letters
  7. Grammar words: letter, word, sentence: Use basic grammatical terminology when discussing reading and writing: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark
  8. Grammar Terms: Pronouns and Determiners: Know and use Year 4 grammar terminology including determiner, pronoun, possessive pronoun, and adverbial

10. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Presentation Use presentation skil

  1. Reciting Poetry: Learn poems by heart and recite with appropriate intonation, adding visual displays to descriptions when appropriate, and producing complete sentences in spoken presentations

11. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Writing like a Reader Construct te

  1. Sharing and Publishing Your Writing: Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing

12. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Writing Processes Compose a range

  1. Writing Process Vocabulary: 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

13. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Engagement & Intention Engage in w

  1. Discussing Texts as a Group: Participate in discussions about what is read, taking turns and listening to others; explain understanding clearly; actively engage in group reading activities

14. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Transcription & Handwriting Fluency Use working memory to transcribe oral language

  1. Reading fluently: Read aloud books matched to phonic ability accurately and with growing fluency; reread familiar texts to build confidence, speed, and expression

15. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Oral & Silent Reading Fluency Demonstrate oral and silent reading fluency while rea

  1. Reading with Expression and Accuracy: Read aloud with accuracy, appropriate rate, and expression (prosody), re-reading familiar texts to build fluency and confidence, and using context to self-correct

16. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Encoding with Phonics Use grade-level phonics skills to encode words in context and

  1. Blending Sounds to Read Words: Apply phonic knowledge to blend sounds in unfamiliar words containing taught grapheme-phoneme correspondences; respond speedily to graphemes for all 40+ phonemes
  2. Syllables (age 6+): 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

17. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Phoneme-Grapheme Correspondences Identify and produce phoneme-grapheme corresponden

  1. Phonics Vocabulary: 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