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How to learn Grade 2: English language arts

Idaho academic standards: English language arts, Grade 2

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1. Grammar and Conventions · Use knowledge of spelling in writing.

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

2. Grammar and Conventions · Demonstrate command of the conventions of English punctuation and capitalization when writing and reading aloud to create meaning.

  1. Starting and Ending Sentences: 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

3. Grammar and Conventions · Demonstrate command of the conventions of English grammar and usage when writing or speaking.

  1. Building sentences: Understand that words combine to make sentences — a sentence expresses a complete thought; produce and expand complete sentences in speech and writing
  2. Pronouns for clarity: Choose pronouns for clarity and cohesion, avoiding ambiguity and repetition; use reflexive pronouns correctly (e.g., myself, ourselves, himself)
  3. Basic Nouns & Verbs: Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing
  4. Irregular Plural Nouns: 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
  5. Adjectives vs adverbs: 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')
  6. Irregular past tense verbs: 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

4. Vocabulary Development · Determine how words and phrases provide meaning and nuance to texts.

  1. Shades of Meaning: Distinguish shades of meaning among verbs describing similar actions and among adjectives differing in intensity; make real-life connections between words and their use
  2. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing

5. Vocabulary Development · Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from an array of strategies.

  1. Discussing and Questioning New Words: Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known

6. Reading Comprehension · Use evidence from nonfiction works to demonstrate understanding of grade-level texts.

  1. Non-Fiction Text Features: Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information
  2. How authors support their points: Explain how an author of an informational text uses reasons and evidence to support particular points, evaluating whether the reasoning is sound and the evidence is relevant and sufficient
  3. Supporting ideas with evidence: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which specific points
  4. Story Sequence and Central Message: 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
  5. 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

7. Reading Comprehension · Use evidence from literature to demonstrate understanding grade-level texts.

  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. Combining information from texts: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably, combining and comparing what each source contributes
  3. 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
  4. Inferring Characters' Feelings and Motives: Draw inferences from independently-read texts, such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence from the text
  5. Retelling Stories with Structure: 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)
  6. Characters' Viewpoints and Responses: 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
  7. Character Traits and Motivation: Analyse character traits, motivations, and feelings using text evidence, and distinguish one's own point of view from that of the narrator or characters
  8. Story Lessons and Morals: Determine the central message, lesson, or moral of a story, fable, or folktale, explaining what the story teaches the reader and supporting the interpretation with key details from the text
  9. Morals in Fables, Folktales and Myths: 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

8. Foundational Reading · Use knowledge of grade-level phonics and word analysis skills in decoding words.

  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. 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
  3. 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

9. Foundational Reading · Demonstrate understanding of spoken words, syllables, and sounds.

  1. Onsets & Rimes: 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