# Grade 2: English language arts

A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 40 concepts ready. In the app: https://ai.page/roadmap/in-ela-grade-2

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

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

## 1. Communication and Collaboration · Students actively listen and participate in discussions using details and answering questions.

- [Listening and responding](https://ai.page/c/listening-and-responding/index.md): Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking
- [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
- [Discussing Texts as a Group](https://ai.page/c/discussing-texts-as-a-group/index.md): Participate in discussions about what is read, taking turns and listening to others; explain understanding clearly; actively engage in group reading activities

## 2. Writing · Students produce writing for a variety of purposes, applying their knowledge of language and sentence structure.

- [Sharing and Publishing Your Writing](https://ai.page/c/sharing-and-publishing-your-writing/index.md): Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing
- [Narrative Writing](https://ai.page/c/narrative-writing/index.md): Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations
- [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
- [Basic Informational Writing](https://ai.page/c/basic-informational-writing/index.md): Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
- [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

## 3. Reading Comprehension · Students comprehend grade-level text, including fiction and nonfiction, and can demonstrate their comprehension orally and through writing.

- [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
- [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
- [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
- [Main Topic of Informational Texts](https://ai.page/c/main-topic-of-informational-texts/index.md): Identify the main topic and retell key details of informational texts; describe connections between individuals, events, ideas, or pieces of information
- [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
- [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
- [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
- [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
- [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

## 4. Reading Foundations · Students develop word recognition by building on print concepts, phonemic awareness, and phonics to decode.

- [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
- [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
- [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

## 5. Communication and Collaboration · Recognize that media can be sources for information, entertainment, persuasion, interpretation of events, and transmission of culture. (E)

- [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

## 6. Communication and Collaboration · Develop simple presentations that maintain a clear focus, using various media when appropriate to clarify ideas, thoughts, and feelings. (E)

- [Multimedia Presentations](https://ai.page/c/multimedia-presentations/index.md): Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes

## 7. Communication 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

## 8. Writing · Demonstrate command of capitalization, punctuation, and spelling, focusing on: a. Capitalization – Capitalizing greetings, months and days of the week, titles and initials in names, and prop

- [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'

## 9. Writing · Demonstrate command of English grammar and usage, when writing or speaking, focusing on: a. Nouns/Pronouns – Using sentences that include common, proper, possessive, and collective nouns, ir

- [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

## 10. Writing · With support, conduct research on a topic. a. Find information on a topic of interest (e.g., cardinals). b. Identify various visual and text reference sources. c. Organize, summarize, and pr

- [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
- [Short Research Projects](https://ai.page/c/short-research-projects/index.md): Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes

## 11. Writing · Apply the writing process to: a. Plan by generating ideas for writing by drawing and brainstorming; with support, revise writing by adding details (e.g., organization, sentence structure, wo

- [Writing Process Vocabulary](https://ai.page/c/writing-process-vocabulary/index.md): 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
- [Planning Ideas Before Writing](https://ai.page/c/planning-ideas-before-writing/index.md): Plan before writing by saying aloud or noting down what will be written, writing down ideas and key words, and encapsulating ideas sentence by sentence before composing

## 12. Writing · Write narratives that: a. Include a beginning; b. Use temporal words to signal event order (e.g., first of all); c. Provide details to describe actions, thoughts, and feelings; and d. Provid

- [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

## 13. Reading Comprehension · Identify relationships among words, including common synonyms and antonyms, and simple, multiple-meaning words (e.g., change, duck). (E)

- [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

## 14. Reading Comprehension · Compare and contrast the most important points presented by two texts on the same topic.

- [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
- [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

## 15. Reading Comprehension · Describe how an author uses facts to support specific points in a text.

- [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

## 16. Reading Comprehension · Describe how characters in a story respond to major events and how characters affect the plot.

- [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

## 17. Reading Foundations · Orally read decodable/grade-level appropriate or higher texts with fluency (rate, accuracy, and prosody) while reading.

- [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

## Health: 0 of 100

Of its 40 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):

- Listening and responding has no explanation yet
- Group discussions has no explanation yet
- Discussing Texts as a Group has no explanation yet
- Sharing and Publishing Your Writing has no explanation yet
- Narrative Writing comes before Simple Stories with Beginning and Ending, which it needs
- Narrative Writing has no explanation yet
- Writing to inform comes before Writing Process Vocabulary, which it needs
- Writing to inform has no explanation yet
- Basic Informational Writing has no explanation yet
- Structured Opinion Writing has no explanation yet
- Reading between the lines comes before Characters, settings, and events, which it needs
- Reading between the lines has no explanation yet
- Different Types of Texts has no explanation yet
- Listening to Texts Read Aloud has no explanation yet
- Main Topic of Informational Texts has no explanation yet
- Non-Fiction Text Features has no explanation yet
- Main Topic & Key Details has no explanation yet
- Retelling Stories with Structure comes before Characters, settings, and events, which it needs
- Retelling Stories with Structure has no explanation yet
- Characters' Viewpoints and Responses has no explanation yet
- Story Lessons and Morals has no explanation yet
- Morals in Fables, Folktales and Myths has no explanation yet
- Story Sequence and Central Message comes before Characters, settings, and events, which it needs
- Story Sequence and Central Message has no explanation yet
- Blending Sounds to Read Words has no explanation yet
- Reading fluently has no explanation yet
- Prefixes and suffixes has no explanation yet
- Syllables (age 6+) has no explanation yet
- Why the author wrote it has no explanation yet
- Multimedia Presentations has no explanation yet
- Asking Questions has no explanation yet
- Capitals for Names, Days and I has no explanation yet
- Basic Nouns & Verbs has no explanation yet
- Shared Research Projects has no explanation yet
- Short Research Projects has no explanation yet
- Writing Process Vocabulary has no explanation yet
- Planning Ideas Before Writing has no explanation yet
- Simple Stories with Beginning and Ending has no explanation yet
- Pictures and Text Working Together has no explanation yet
- Combining information from texts has no explanation yet
- Comparing Characters Across Stories comes before Characters, settings, and events, which it needs
- Comparing Characters Across Stories has no explanation yet
- How authors support their points has no explanation yet
- Supporting ideas with evidence has no explanation yet
- Characters, settings, and events has no explanation yet
- Reading with Expression and Accuracy has no explanation yet

Credit: The structure of Indiana academic standards: English language arts (https://www.doe.in.gov/sites/default/files/standards/journalism-standards-updated-march-2020.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.