# Grade 2: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 14 concepts ready. In the app: https://ai.page/roadmap/nd-ela-grade-2 Part of: [North Dakota: English language arts](https://ai.page/roadmap/nd-ela.md) Goal: North Dakota academic standards: English language arts, Grade 2 ## 1. Second Grade · Recognize and use parts of speech in sentences: - [Pronouns](https://ai.page/c/pronouns/index.md): Use personal, possessive, and indefinite pronouns correctly (e.g., I/me/my, they/them/their, anyone/everything), replacing nouns to avoid repetition - [Determiners and articles](https://ai.page/c/determiners-and-articles/index.md): Use determiners (articles a/an/the and demonstratives this/that/these/those) correctly before nouns - [Past, Present and Progressive Tense](https://ai.page/c/past-present-and-progressive-tense/index.md): Use verbs to convey past and present tense correctly and consistently, including the progressive form (e.g., she is drumming, he was shouting), understanding how tense indicates time - [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 ## 2. Second Grade · Compose simple and compound sentences. - [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 - [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' ## 3. Second Grade · Develop and strengthen writing utilizing the five steps appropriate to the task. - [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 (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 - [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 - [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 ## 4. Second Grade · Use a variety of fiction and poetry texts. - [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 - [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 ## 5. Second Grade · Use new academic, content-specific, grade-level vocabulary, connecting previously learned words and relating new words to background knowledge. - [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 ## 6. Second Grade · Encode words with phoneme-grapheme correspondences: - [Alternative Spellings for Known Sounds](https://ai.page/c/alternative-spellings-for-known-sounds/index.md): Recognise alternative grapheme-phoneme correspondences for known phonemes (e.g., /dʒ/ as ge/dge/g, /s/ as c, /n/ as kn/gn, /r/ as wr, /ʒ/ as s), reading words with less common spellings for familiar sounds ## Health: 0 of 100 Of its 14 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): - Pronouns has no explanation yet - Determiners and articles has no explanation yet - Past, Present and Progressive Tense has no explanation yet - Irregular Plural Nouns has no explanation yet - Starting and Ending Sentences has no explanation yet - Capitals for Names, Days and I has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Revising and editing (age 7+) has no explanation yet - Responding to Writing Feedback has no explanation yet - Planning Ideas Before Writing has no explanation yet - Comparing Characters Across Stories has no explanation yet - Character Traits and Motivation has no explanation yet - Using New Vocabulary has no explanation yet - Alternative Spellings for Known Sounds has no explanation yet Credit: The structure of North Dakota academic standards: English language arts (https://www.nd.gov/dpi/sites/www/files/documents/Academic%20Support/2023%20ELA%20Content%20Standards%20FINAL.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.