# Grade 2: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 21 concepts ready. In the app: https://ai.page/roadmap/ne-ela-grade-2 Part of: [Nebraska: English language arts](https://ai.page/roadmap/ne-ela.md) Goal: Nebraska academic standards: English language arts, Grade 2 ## 1. Speaking and Listening · Tell a story or recount an experience with appropriate facts and pertinent descriptive 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 ## 2. Speaking and Listening · Participate with peers and adults in structured discussions and routines about 2nd grade topics and texts. - [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 - [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 ## 3. Writing · Locate information from provided sources to answer questions about a topic. - [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 - [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 ## 4. Writing · Write informative/explanatory pieces about a topic or text with supporting facts and details. - [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 ## 5. Writing · Express an opinion and provide supporting reasons. - [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 - [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 ## 6. Writing · Write personal or fictional narratives that retell two or more appropriately sequenced events. - [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 - [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. Writing · Use a recursive writing process to develop, strengthen, and produce writing appropriate to the audience, purpose, and discipline. - [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 - [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 - [Building Writing Stamina](https://ai.page/c/building-writing-stamina/index.md): Write about real events and for different purposes, developing stamina for sustained writing across genres beyond narrative (e.g., recounts, letters, instructions) ## 8. Writing · Write and expand grammatically correct sentences (e.g. declarative, imperative, interrogative, exclamatory). - [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 ## 9. Writing · Demonstrate sound-letter concepts when writing. - [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 ## 10. Vocabulary · Interpret an author's use of figurative, connotative, and technical language in grade-level literary and informational text. - [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 ## 11. Vocabulary · Recognize and use conversational and grade-level academic vocabulary. - [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 - [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 ## 12. Foundations of Reading · Develop accuracy, phrasing, and expression/prosody while reading a variety of grade-level texts to support comprehension. - [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 ## 13. Foundations of Reading · Demonstrate knowledge of the organization and basic concepts of print. - [Understanding print](https://ai.page/c/understanding-print/index.md): Demonstrate understanding that print carries meaning, follows left-to-right top-to-bottom directionality, and is organised page by page in books ## Health: 0 of 100 Of its 21 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): - Reporting & Recounting has no explanation yet - Listening and responding has no explanation yet - Engaging Listeners and Valuing Viewpoints has no explanation yet - Sharing and Publishing Your 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 - Writing opinions comes before Writing Process Vocabulary, which it needs - Writing opinions has no explanation yet - Structured Opinion Writing has no explanation yet - Simple Stories with Beginning and Ending comes before Writing Process Vocabulary, which it needs - Simple Stories with Beginning and Ending has no explanation yet - Narrative Writing has no explanation yet - Writing Process Vocabulary has no explanation yet - Responding to Writing Feedback has no explanation yet - Building Writing Stamina has no explanation yet - Starting and Ending Sentences has no explanation yet - Blending Sounds to Read Words has no explanation yet - Shades of Meaning has no explanation yet - Discussing and Questioning New Words has no explanation yet - Using New Vocabulary has no explanation yet - Word Parts as Clues has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Understanding print has no explanation yet Credit: The structure of Nebraska academic standards: English language arts (https://cdn.education.ne.gov/wp-content/uploads/2021/10/ELA-Standards-Final-Draft-edited-10.6.21.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.