# Grade 2: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 30 concepts ready. In the app: https://ai.page/roadmap/ny-ela-grade-2 Part of: [New York: English language arts](https://ai.page/roadmap/ny-ela.md) Goal: New York academic standards: English language arts, Grade 2 ## 1. Conventions of Academic English/Language for Learning · Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing. - [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 - [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 - [Spelling from Dictation](https://ai.page/c/spelling-from-dictation/index.md): Write simple sentences from memory when dictated by the teacher, applying taught GPCs, spelling rules, and common exception words ## 2. Conventions of Academic English/Language for Learning · Demonstrate command of the conventions of academic English grammar and usage when writing or speaking. - [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 - [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) - [Expressing Time, Place and Cause](https://ai.page/c/expressing-time-place-and-cause/index.md): Use conjunctions (when, before, after, while, so, because), adverbs (then, next, soon, therefore) and prepositions (before, after, during, in, because of) to express time, place and cause within and across sentences - [Basic Nouns & Verbs](https://ai.page/c/basic-nouns-and-verbs/index.md): Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing - [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 - [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 - [Question Words](https://ai.page/c/question-words/index.md): Understand and use question words (who, what, where, when, why, how) to form and answer questions - [Regular Plural Nouns](https://ai.page/c/regular-plural-nouns/index.md): Form and use regular plural nouns orally and in writing by adding -s or -es; understand that plural means more than one - [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 ## 3. Language Standards · Demonstrate understanding of 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 ## 4. Language Standards · Determine or clarify the meaning of unknown and multiple-meaning words and phrases, 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 ## 5. Language Standards · Use knowledge of language and its conventions when writing, speaking, reading, or listening. - [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. Speaking and Listening · Participate in collaborative conversations with diverse peers and adults in small and large groups and during play. - [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 ## 7. Reading Standards - [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 - [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 - [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 - [Book Features and Author's Reasons](https://ai.page/c/book-features-and-author-s-reasons/index.md): Identify front cover, back cover, and title page of a book; identify the reasons an author gives to support points in informational text - [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 - [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) - [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 - [Inferring Characters' Feelings and Motives](https://ai.page/c/inferring-characters-feelings-and-motives/index.md): Draw inferences from independently-read texts, such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence from the 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 - [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 - [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 ## Health: 0 of 100 Of its 30 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): - Starting and Ending Sentences comes before Building sentences, which it needs - Starting and Ending Sentences has no explanation yet - Revising and editing has no explanation yet - Spelling from Dictation has no explanation yet - Building sentences has no explanation yet - Prepositions has no explanation yet - Expressing Time, Place and Cause has no explanation yet - Basic Nouns & Verbs has no explanation yet - Formal and Informal English has no explanation yet - Pronouns has no explanation yet - Question Words has no explanation yet - Regular Plural Nouns has no explanation yet - Irregular Plural Nouns 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 - Listening and responding has no explanation yet - Group discussions has no explanation yet - Blending Sounds to Read Words has no explanation yet - Reading fluently has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Connecting reading to experience has no explanation yet - Book Features and Author's Reasons has no explanation yet - Pictures and Text Working Together has no explanation yet - Retelling Stories with Structure has no explanation yet - Reading between the lines has no explanation yet - Inferring Characters' Feelings and Motives has no explanation yet - Main Topic of Informational Texts has no explanation yet - Main Topic & Key Details has no explanation yet - Connecting Ideas in Texts has no explanation yet - Main Ideas & Note-Taking has no explanation yet Credit: The structure of New York academic standards: English language arts (http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.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.