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How to learn Grade 2: English language arts

Ohio academic standards: English language arts, Grade 2

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1. Language Standards

  1. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing
  2. Shades of Meaning: Distinguish shades of meaning among verbs describing similar actions and among adjectives differing in intensity; make real-life connections between words and their use
  3. Discussing and Questioning New Words: Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known
  4. Starting and Ending Sentences: 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

2. Speaking and Listening Standards

  1. Building sentences: Understand that words combine to make sentences — a sentence expresses a complete thought; produce and expand complete sentences in speech and writing
  2. Describing Aloud: 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. Reporting & Recounting: Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace
  4. Asking Questions: Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood
  5. Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions

3. Writing Standards

  1. Shared Research Projects: Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question
  2. Sharing and Publishing Your Writing: Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing
  3. Revising and editing: 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
  4. Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations
  5. Basic Informational Writing: Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
  6. Structured Opinion Writing: 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

4. Reading Standards for Foundational Skills

  1. Blending Sounds to Read Words: Apply phonic knowledge to blend sounds in unfamiliar words containing taught grapheme-phoneme correspondences; respond speedily to graphemes for all 40+ phonemes
  2. Reading fluently: Read aloud books matched to phonic ability accurately and with growing fluency; reread familiar texts to build confidence, speed, and expression

5. Reading Standards for Informational Text

  1. Main Topic of Informational Texts: Identify the main topic and retell key details of informational texts; describe connections between individuals, events, ideas, or pieces of information
  2. Why the author wrote it: Distinguish one's own point of view from that of the author of an informational text and identify the author's purpose
  3. How authors support their points: Explain how an author of an informational text uses reasons and evidence to support particular points, evaluating whether the reasoning is sound and the evidence is relevant and sufficient
  4. Pictures and Text Working Together: Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension
  5. Non-Fiction Text Features: Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information
  6. Connecting Ideas in Texts: 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
  7. Explaining Events & Ideas: Explain events, procedures, ideas, or concepts in an informational text, including what happened and why, by citing specific textual evidence about causes, effects, and steps in a process
  8. Reading between the lines: Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do

6. Reading Standards for Literature

  1. Listening to Texts Read Aloud: Listen to and discuss poems, stories, and non-fiction at a level beyond independent reading; confirm understanding of texts read aloud by asking and answering questions about key details
  2. Comparing Characters Across Stories: Compare and contrast the adventures and experiences of characters in familiar stories; identify similarities and differences between two texts on the same topic
  3. Retelling Stories with Structure: 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)
  4. Characters' Viewpoints and Responses: Identify and compare characters' points of view, recognise who is narrating a story, describe how characters respond to events and challenges, and compare characters' experiences across different stories or versions of the same story
  5. Writing Poetry: Write poetry, exploring patterns of language, rhyme and rhythm, and learning poems by heart for recitation with appropriate intonation

7. Language Standards · Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Recognize formal and informal uses of English. b. Compare formal and informal uses

  1. Formal and Informal English: Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context

8. Language Standards · Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. b.

  1. Capitals for Names, Days and I: Use capital letters for proper nouns (names of people, places) the days of the week, and the personal pronoun 'I'

9. Language Standards · Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use collective nouns (e.g., group). b. Form and use frequently occurring

  1. Basic Nouns & Verbs: Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing
  2. Irregular Plural Nouns: 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

10. Speaking and Listening Standards · Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

  1. Listening and responding: Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking

11. Speaking and Listening Standards · Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts,

  1. Reciting Poetry: Learn poems by heart and recite with appropriate intonation, adding visual displays to descriptions when appropriate, and producing complete sentences in spoken presentations

12. Speaking and Listening Standards · Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

  1. Identifying Reasons Behind a Speaker's Points: Identify the reasons and evidence a speaker provides to support particular points, evaluating whether the reasoning is logical and the evidence is relevant

13. Speaking and Listening Standards · Retell or describe key ideas or details from a text read aloud or information presented in various media and other formats (e.g., orally).

  1. Summarising Spoken and Media Presentations: Summarise a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally

14. Writing Standards · Recall information from experiences or gather information from provided sources to answer a question.

  1. Writing to inform: Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it

15. Reading Standards: Foundational Skills · Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally wi

  1. Reading with Expression and Accuracy: Read aloud with accuracy, appropriate rate, and expression (prosody), re-reading familiar texts to build fluency and confidence, and using context to self-correct

16. Reading Standards: Foundational Skills · Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one-syllable

  1. Reading High-Frequency Words by Sight: Read common high-frequency and exception words automatically by sight, including words with irregular spelling patterns

17. Reading Standards for Informational Text · By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexit

  1. Syllables (age 6+): 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
  2. Consonant Digraphs: Read and spell words containing consonant digraphs and less common consonant spellings (ch, sh, th, ck, tch, ng, ph, wh, k for /k/)

18. Reading Standards for Informational Text · Compare and contrast the most important points presented by two texts on the same topic.

  1. Combining information from texts: 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
  2. Main Topic & Key Details: 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

19. Reading Standards for Informational Text · Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

  1. Different Types of Texts: Recognise common types of texts (storybooks, poems, non-fiction); name the author and illustrator and define the role of each in telling or presenting a text

20. Reading Standards for Informational Text · Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information

  1. Book Features and Author's Reasons: Identify front cover, back cover, and title page of a book; identify the reasons an author gives to support points in informational text

21. Reading Standards and Literature · By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed

  1. Spelling Word Lists (age 7+): Spell words from the statutory word list for Years 3 and 4, including commonly misspelt words that do not follow regular patterns
  2. Revising and editing (age 7+): 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

22. Reading Standards and Literature · Distinguish between points of view when referring to narrators and characters, recognizing when the narrator is a character in the story.

  1. Narrator's Point of View: Compare and contrast the point of view from which different stories are narrated, including distinguishing between first-person and third-person narration and explaining how the narrator's perspective shapes the reader's understanding

23. Reading Standards and Literature · Describe how characters in a story respond to major events and challenges.

  1. Characters, settings, and events: Identify characters, settings, and major events in stories; become familiar with key stories, fairy tales, and traditional tales and retell them with key details in sequence

24. Reading Standards and Literature · Analyze literary text development. a. Determine the lesson or moral. b. Retell stories, including fables and folktales from diverse cultures.

  1. Story Lessons and Morals: Determine the central message, lesson, or moral of a story, fable, or folktale, explaining what the story teaches the reader and supporting the interpretation with key details from the text
  2. Morals in Fables, Folktales and Myths: Explain how the central message, lesson, or moral of a story is conveyed through key details across diverse text types including fables, folktales, and myths