# 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/nj-ela-grade-2 Part of: [New Jersey: English language arts](https://ai.page/roadmap/nj-ela.md) Goal: New Jersey academic standards: English language arts, Grade 2 ## 1. Speaking and Listening Domain · Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. - [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 ## 2. Writing Domain · With guidance and support from adults and peers, develop and strengthen writing as needed by planning, revising and editing. - [Revising and editing (age 8+)](https://ai.page/c/revising-and-editing-age-8/index.md): Read back your own writing critically and independently — notice where meaning is unclear, where a word could be stronger, or where the reader might be confused; make revisions without needing teacher prompts, using your own judgment about what is and isn't working ## 3. Writing Domain · Write narratives based on real or imagined experiences or events with basic story elements. - [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 ## 4. Writing Domain · Write informative/explanatory texts to examine a topic and convey ideas and information. - [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 ## 5. Writing Domain · With prompts and support, write opinion pieces to present an idea with reasons or information. - [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. Language Domain · Demonstrate understanding of figurative language, word relationships and nuances in word meanings. - [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 - [Domain Vocabulary Across Subject Areas](https://ai.page/c/domain-vocabulary-across-subject-areas/index.md): Acquire and use accurately academic and domain-specific vocabulary relevant to grade-level topics, including words that signal precise meaning in informational texts across subject areas ## 7. Language Domain · Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. - [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 ## 8. Language Domain · Use knowledge of language and its conventions when writing, speaking, reading, or listening. - [Formal and Informal English](https://ai.page/c/formal-and-informal-english/index.md): Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context - [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 ## 9. Language Domain · Demonstrate command of the conventions of encoding and spelling. - [Prepositions](https://ai.page/c/prepositions/index.md): Understand and use the most frequently occurring prepositions of location and direction (e.g. to, from, in, out, on, off, for, by, with) - [Suffixes](https://ai.page/c/suffixes/index.md): Apply suffix spelling rules that require changes to the root word: dropping final -e before vowel suffixes, changing -y to -i, doubling final consonants in short-vowel words; use suffixes -ment, -ness, -ful, -less, -ly - [Grammar Terms: Clauses and Conjunctions](https://ai.page/c/grammar-terms-clauses-and-conjunctions/index.md): Use and understand Year 3 grammatical terminology accurately when discussing reading and writing: preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant letter, vowel letter, inverted commas/speech marks - [Consonant Digraphs](https://ai.page/c/consonant-digraphs/index.md): Read and spell words containing consonant digraphs and less common consonant spellings (ch, sh, th, ck, tch, ng, ph, wh, k for /k/) ## 10. Language Domain · Demonstrate command of the conventions of writing. - [Vowel Digraphs](https://ai.page/c/vowel-digraphs/index.md): Read and spell words containing common vowel digraphs (ai, ay, ee, ea, oa, oe, oo, oi, oy) including where a digraph can represent more than one sound - [Writing for an audience](https://ai.page/c/writing-for-an-audience/index.md): Produce clear and coherent writing in which the development and organisation are appropriate to the task, purpose, and audience, maintaining a consistent style and structure throughout ## 11. Language Domain · Read with sufficient accuracy and fluency to support comprehension. - [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 - [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 ## 12. Language Domain · Know and apply grade-level phonics and word analysis skills in decoding words. - [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 ## 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): - Listening and responding has no explanation yet - Group discussions has no explanation yet - Revising and editing (age 8+) has no explanation yet - Narrative Writing has no explanation yet - Writing to inform has no explanation yet - Basic Informational Writing has no explanation yet - Writing opinions has no explanation yet - Structured Opinion Writing has no explanation yet - Shades of Meaning has no explanation yet - Domain Vocabulary Across Subject Areas comes before Discussing and Questioning New Words, which it needs - Domain Vocabulary Across Subject Areas has no explanation yet - Discussing and Questioning New Words has no explanation yet - Formal and Informal English has no explanation yet - Using New Vocabulary has no explanation yet - Prepositions has no explanation yet - Suffixes has no explanation yet - Grammar Terms: Clauses and Conjunctions has no explanation yet - Consonant Digraphs has no explanation yet - Vowel Digraphs has no explanation yet - Writing for an audience has no explanation yet - Reading fluently has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Prefixes and suffixes has no explanation yet - Syllables (age 6+) has no explanation yet Credit: The structure of New Jersey academic standards: English language arts (https://docs.google.com/document/d/1Lnt3kbxyJ1XDaYhm8-jzLULMUQxljy4V/edit?usp=sharing&ouid=112511048841336886170&rtpof=true&sd=true); 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.