# Grade 2: English language arts

A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 30 concepts ready. In the app: https://ai.page/roadmap/id-ela-grade-2

Part of: [Idaho: English language arts](https://ai.page/roadmap/id-ela.md)

Goal: Idaho academic standards: English language arts, Grade 2

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

- [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
- [Writing Poetry](https://ai.page/c/writing-poetry/index.md): 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.

- [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

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

- [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
- [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
- [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
- [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')
- [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

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

- [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
- [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

## 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.

- [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

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

- [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
- [How authors support their points](https://ai.page/c/how-authors-support-their-points/index.md): 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
- [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
- [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
- [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

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

- [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
- [Combining information from texts](https://ai.page/c/combining-information-from-texts/index.md): 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
- [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
- [Inferring Characters' Feelings and Motives](https://ai.page/c/inferring-characters-feelings-and-motives/index.md): 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
- [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
- [Story Lessons and Morals](https://ai.page/c/story-lessons-and-morals/index.md): 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
- [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

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

- [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
- [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

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

- [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

## Health: 0 of 100

Of its 30 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):

- Using a Dictionary to Check Spellings has no explanation yet
- Writing Poetry has no explanation yet
- Starting and Ending Sentences comes before Building sentences, which it needs
- Starting and Ending Sentences has no explanation yet
- Building sentences has no explanation yet
- Pronouns for clarity has no explanation yet
- Basic Nouns & Verbs has no explanation yet
- Irregular Plural Nouns has no explanation yet
- Adjectives vs adverbs has no explanation yet
- Irregular past tense verbs has no explanation yet
- Shades of Meaning has no explanation yet
- Using New Vocabulary has no explanation yet
- Discussing and Questioning New Words has no explanation yet
- Non-Fiction Text Features has no explanation yet
- How authors support their points has no explanation yet
- Supporting ideas with evidence has no explanation yet
- Story Sequence and Central Message comes before Reading between the lines, which it needs
- Story Sequence and Central Message has no explanation yet
- Listening to Texts Read Aloud has no explanation yet
- Connecting reading to experience has no explanation yet
- Combining information from texts has no explanation yet
- Reading between the lines has no explanation yet
- Inferring Characters' Feelings and Motives 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
- Story Lessons and Morals has no explanation yet
- Morals in Fables, Folktales and Myths 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
- Prefixes and suffixes has no explanation yet
- Syllables (age 6+) has no explanation yet
- Onsets & Rimes has no explanation yet

Credit: The structure of Idaho academic standards: English language arts (https://www.sde.idaho.gov/topics/admin-rules/files/negotiated-rulemaking/Idaho-K-12-State-Standards-for-ELA-Literacy.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.