# Grade 2: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 62 concepts ready. In the app: https://ai.page/roadmap/la-ela-grade-2 Part of: [Louisiana: English language arts](https://ai.page/roadmap/la-ela.md) Goal: Louisiana academic standards: English language arts, Grade 2 ## 1. Language Standards - [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 - [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 - [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 - [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 - [Standard English Verbs](https://ai.page/c/standard-english-verbs/index.md): Use Standard English verb inflections in place of non-standard local forms ## 2. Speaking and Listening Standards - [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 - [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 - [Reporting & Recounting](https://ai.page/c/reporting-and-recounting/index.md): Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace - [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 - [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 ## 3. Writing Standards - [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 - [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 - [Revising and editing](https://ai.page/c/revising-and-editing/index.md): Proof-read own writing to check for errors in spelling, grammar, and punctuation; evaluate and revise writing with teacher/peer support, re-reading to ensure meaning is clear and tense is consistent - [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 - [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 ## 4. Reading Standards for Foundational Skills - [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 ## 5. Reading Standards for Informational Text - [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 - [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 - [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 - [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 - [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 - [Connecting Ideas in Texts](https://ai.page/c/connecting-ideas-in-texts/index.md): Describe connections between events, ideas, or concepts in informational text using time, sequence, cause-and-effect, and comparison language, and identify logical connections between sentences and paragraphs - [Explaining Events & Ideas](https://ai.page/c/explaining-events-and-ideas/index.md): Explain events, procedures, ideas, or concepts in an informational text, including what happened and why, by citing specific textual evidence about causes, effects, and steps in a process - [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 ## 6. Reading Standards for Literature - [Revising and editing (age 7+)](https://ai.page/c/revising-and-editing-age-7/index.md): 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 - [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 - [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 - [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 - [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 ## 7. Language - [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') - [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 - [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 - [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 - [Word Families and Root Words](https://ai.page/c/word-families-and-root-words/index.md): Explore word families based on common root words, understanding how words are related in form and meaning through shared roots, prefixes and suffixes (e.g., solve → solution, solver, dissolve, insoluble) - [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' - [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) - [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 - [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 ## 8. Speaking & Listening - [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 - [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 - [Building on Others in Discussions](https://ai.page/c/building-on-others-in-discussions/index.md): Pose and respond to specific questions in discussions, making comments that contribute to the discussion and elaborate on the remarks of others ## 9. Writing - [Research & Note-Taking](https://ai.page/c/research-and-note-taking/index.md): Gather relevant information from print and digital sources, summarise or paraphrase information in notes and finished work, and provide a basic bibliography or list of sources - [Main Ideas & Note-Taking](https://ai.page/c/main-ideas-and-note-taking/index.md): Identify main ideas drawn from more than one paragraph and summarise them; retrieve and record information from non-fiction texts using notes, tables or other methods - [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 - [Responding to Writing Feedback](https://ai.page/c/responding-to-writing-feedback/index.md): With teacher guidance, re-read own writing aloud to check it sounds right; listen and respond to questions and suggestions from teacher or peers to add detail, clarify meaning, and strengthen writing — this is the scaffolded beginning of writing self-evaluation, not an independent skill - [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 - [Writing opinions](https://ai.page/c/writing-opinions/index.md): Compose opinion pieces using drawing, dictating, or writing that name a topic or book and state a preference or opinion about it ## 10. Reading: Foundational Skills - [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 - [Self-Correcting While Reading](https://ai.page/c/self-correcting-while-reading/index.md): Check that text makes sense while reading and self-correct inaccurate reading by re-reading or using context - [Reading Inflectional Endings](https://ai.page/c/reading-inflectional-endings/index.md): Read words containing taught GPCs with common inflectional endings (-s, -es, -ing, -ed, -er, -est) and the prefix un-; read multi-syllable words with taught patterns - [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](https://ai.page/c/syllables/index.md): Count, blend, and segment syllables in spoken words; divide written words into syllables as an aid to reading and spelling - [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 - [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 ## 11. Reading: Informational Text - [Text Features & Presentation](https://ai.page/c/text-features-and-presentation/index.md): Identify how language choices, text structure and presentational features (illustrations, diagrams, bold print, layout) contribute to the overall meaning and effect of a text ## 12. Reading: Literature - [Recommending Books](https://ai.page/c/recommending-books/index.md): Recommend books to peers, giving reasons for choices based on knowledge of a wide range of genres, authors, and themes, and making comparisons within and across books - [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 ## Health: 0 of 100 Of its 62 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 New Vocabulary has no explanation yet - Shades of Meaning has no explanation yet - Discussing and Questioning New Words has no explanation yet - Starting and Ending Sentences comes before Building sentences, which it needs - Starting and Ending Sentences has no explanation yet - Standard English Verbs has no explanation yet - Listening and responding has no explanation yet - Listening to Texts Read Aloud has no explanation yet - Reporting & Recounting comes before Describing Aloud, which it needs - Reporting & Recounting has no explanation yet - Asking Questions has no explanation yet - Group discussions has no explanation yet - Shared Research Projects has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Revising and editing comes before Responding to Writing Feedback, which it needs - Revising and editing has no explanation yet - Narrative Writing comes before Simple Stories with Beginning and Ending, which it needs - Narrative Writing has no explanation yet - Basic Informational Writing comes before Writing to inform, which it needs - Basic Informational Writing has no explanation yet - Structured Opinion Writing comes before Writing opinions, which it needs - Structured Opinion Writing 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 - Reading fluently has no explanation yet - Main Topic of Informational Texts has no explanation yet - Why the author wrote it has no explanation yet - How authors support their points has no explanation yet - Pictures and Text Working Together has no explanation yet - Non-Fiction Text Features has no explanation yet - Main Topic & Key Details has no explanation yet - Connecting Ideas in Texts has no explanation yet - Explaining Events & Ideas 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 - Revising and editing (age 7+) 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 - 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 - Writing Poetry has no explanation yet - Morals in Fables, Folktales and Myths has no explanation yet - Adjectives vs adverbs has no explanation yet - Using a Dictionary to Check Spellings has no explanation yet - Compound Words has no explanation yet - Word Parts as Clues has no explanation yet - Word Families and Root Words has no explanation yet - Capitals for Names, Days and I has no explanation yet - Building sentences has no explanation yet Credit: The structure of Louisiana academic standards: English language arts (https://doe.louisiana.gov/docs/default-source/students-with-disabilities/k-12-louisiana-connectors-for-students-with-significant-disabilities.pdf?sfvrsn=c678971f_0); 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.