# Grade 2: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 23 concepts ready. In the app: https://ai.page/roadmap/mn-ela-grade-2 Part of: [Minnesota: English language arts](https://ai.page/roadmap/mn-ela.md) Goal: Minnesota academic standards: English language arts, Grade 2 ## 1. Grade 2 · Thoughtfully and safely access, analyze, and create written, oral and digital content applicable to task, purpose, audience and discipline. - [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 ## 2. Grade 2 · Communicate with others, applying knowledge of vocabulary, language, structure and features of spoken language, considering audience and context. - [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 ## 3. Grade 2 · Exchange ideas in discussion and collaboration, as listener, speaker and participant, A) including the voices and perspectives of Dakota and Anishinaabe people as well other perspectives, id - [Engaging Listeners and Valuing Viewpoints](https://ai.page/c/engaging-listeners-and-valuing-viewpoints/index.md): Gain, maintain and monitor the interest of listeners when speaking; consider and evaluate different viewpoints, attending to and building on others' contributions; begin to select appropriate language for different situations ## 4. Grade 2 · Support writing with evidence from sources, correctly citing those sources, and demonstrating an understanding of the rights and obligations of using intellectual property. - [Evidence-Based Writing](https://ai.page/c/evidence-based-writing/index.md): Draw evidence from informational texts to support analysis, reflection, and research in writing, applying grade-level reading standards to non-fiction ## 5. Grade 2 · Engage in inquiry-based learning and research processes to create texts and presentations for a variety of purposes and audiences. - [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 ## 6. Grade 2 · Write narratives, poetry and other creative texts with details and effective technique to express ideas. - [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 ## 7. Grade 2 · Write informative or explanatory texts to examine and convey complex ideas and information clearly and accurately through use of informational and literary text, considering audience. - [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 ## 8. Grade 2 · Write arguments to support claims and to persuade in an analysis of topics or texts, using valid reasoning and evidence while considering audience. - [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 ## 9. Grade 2 · Develop and strengthen writing by using a writing process including planning, drafting, revising, editing and publishing. - [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 ## 10. Grade 2 · Demonstrate knowledge of oral language, orthography, grammar and mechanics to express ideas in writing. - [Grammar words: letter, word, sentence](https://ai.page/c/grammar-words-letter-word-sentence/index.md): Use basic grammatical terminology when discussing reading and writing: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark - [Grammar Terms: Nouns, Verbs and Tense](https://ai.page/c/grammar-terms-nouns-verbs-and-tense/index.md): Use and understand Year 2 grammatical terminology in discussion: noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past/present), apostrophe, comma ## 11. Grade 2 · Access and gather information from a variety of sources, representing diverse perspectives, and assessing relevancy and credibility of information. - [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 ## 12. Grade 2 · Examine the impact of vocabulary, including words and phrases, on content, style and meaning of complex literary and informational texts. - [Knowing What You Don't Know](https://ai.page/c/knowing-what-you-don-t-know/index.md): Monitor your own vocabulary gaps — notice words you half-know, distinguish confident from uncertain knowledge, and develop strategies to resolve the uncertainty - [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 ## 13. Grade 2 · Analyze influences on content, meaning and style of text including fact and fiction, time period, and author perspective and identity, including Dakota and Anishinaabe perspective, in comple - [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 ## 14. Grade 2 · Apply knowledge of text structure to understand and evaluate a wide variety of complex literary and informational texts. - [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 - [Structural terminology](https://ai.page/c/structural-terminology/index.md): Use structural terminology (chapter, scene, stanza) to refer to parts of literary texts and describe how each successive part builds on earlier sections ## 15. Grade 2 · Read critically to comprehend, interpret and analyze themes and central ideas in complex literary and informational texts. - [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 - [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 ## 16. Grade 2 · Read and comprehend independently A) both self- selected and teacher-directed texts, B) complex literary and informational texts, and C) from multiple sources representing perspectives and i - [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 ## 17. Grade 2 · Demonstrate knowledge of oral language, phonological and phonemic awareness, phonics and morphology to read accurately and fluently. - [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 ## Health: 0 of 100 Of its 23 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): - Sharing and Publishing Your Writing has no explanation yet - Describing Aloud has no explanation yet - Engaging Listeners and Valuing Viewpoints has no explanation yet - Evidence-Based Writing has no explanation yet - Shared Research Projects has no explanation yet - Narrative Writing has no explanation yet - Basic Informational Writing has no explanation yet - Structured Opinion Writing has no explanation yet - Writing Process Vocabulary has no explanation yet - Grammar words: letter, word, sentence has no explanation yet - Grammar Terms: Nouns, Verbs and Tense has no explanation yet - Combining information from texts has no explanation yet - Knowing What You Don't Know has no explanation yet - Text Features & Presentation has no explanation yet - Why the author wrote it has no explanation yet - Pictures and Text Working Together has no explanation yet - Non-Fiction Text Features comes before Main Topic of Informational Texts, which it needs - Non-Fiction Text Features has no explanation yet - Structural terminology has no explanation yet - Main Topic of Informational Texts has no explanation yet - Reading between the lines has no explanation yet - Connecting reading to experience has no explanation yet - Blending Sounds to Read Words has no explanation yet - Reading fluently has no explanation yet Credit: The structure of Minnesota academic standards: English language arts (https://education.mn.gov/MDE/dse/stds/ela/education.mn.gov/mdeprod/idcplg?IdcService=GET_FILE&dDocName=PROD081705&RevisionSelectionMethod=latestReleased&Rendition=primary); 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.