# Grade 2: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 53 concepts ready. In the app: https://ai.page/roadmap/oh-ela-grade-2 Part of: [Ohio: English language arts](https://ai.page/roadmap/oh-ela.md) Goal: Ohio academic standards: English language arts, Grade 2 ## 1. Language Standards - [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 - [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 - [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 ## 2. Speaking and Listening Standards - [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 - [Describing Aloud](https://ai.page/c/describing-aloud/index.md): Describe familiar people, places, things, and events with detail; speak audibly and express thoughts, feelings, and ideas clearly; give well-structured descriptions and explanations - [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 - [Asking Questions](https://ai.page/c/asking-questions/index.md): Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood - [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 ## 3. Writing Standards - [Shared Research Projects](https://ai.page/c/shared-research-projects/index.md): Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question - [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](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 - [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 - [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 - [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 ## 4. Reading Standards for Foundational Skills - [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 ## 5. Reading Standards for Informational 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 - [Why the author wrote it](https://ai.page/c/why-the-author-wrote-it/index.md): Distinguish one's own point of view from that of the author of an informational text and identify the author's purpose - [How authors support their points](https://ai.page/c/how-authors-support-their-points/index.md): 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 - [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 - [Non-Fiction Text Features](https://ai.page/c/non-fiction-text-features/index.md): Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information - [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 - [Explaining Events & Ideas](https://ai.page/c/explaining-events-and-ideas/index.md): 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 - [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 ## 6. Reading Standards for Literature - [Listening to Texts Read Aloud](https://ai.page/c/listening-to-texts-read-aloud/index.md): 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 - [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 - [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) - [Characters' Viewpoints and Responses](https://ai.page/c/characters-viewpoints-and-responses/index.md): 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 - [Writing Poetry](https://ai.page/c/writing-poetry/index.md): 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 - [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 ## 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. - [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' ## 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 - [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 - [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 ## 10. Speaking and Listening Standards · Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. - [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 ## 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, - [Reciting Poetry](https://ai.page/c/reciting-poetry/index.md): 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. - [Identifying Reasons Behind a Speaker's Points](https://ai.page/c/identifying-reasons-behind-a-speaker-s-points/index.md): 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). - [Summarising Spoken and Media Presentations](https://ai.page/c/summarising-spoken-and-media-presentations/index.md): 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. - [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 ## 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 - [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 ## 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 - [Reading High-Frequency Words by Sight](https://ai.page/c/reading-high-frequency-words-by-sight/index.md): 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 - [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 - [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/) ## 18. Reading Standards for Informational Text · Compare and contrast the most important points presented by two texts on the same topic. - [Combining information from texts](https://ai.page/c/combining-information-from-texts/index.md): 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 - [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 ## 19. Reading Standards for Informational Text · Identify the main purpose of a text, including what the author wants to answer, explain, or describe. - [Different Types of Texts](https://ai.page/c/different-types-of-texts/index.md): 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 - [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 ## 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 - [Spelling Word Lists (age 7+)](https://ai.page/c/spelling-word-lists-age-7/index.md): Spell words from the statutory word list for Years 3 and 4, including commonly misspelt words that do not follow regular patterns - [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 ## 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. - [Narrator's Point of View](https://ai.page/c/narrator-s-point-of-view/index.md): 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. - [Characters, settings, and events](https://ai.page/c/characters-settings-and-events/index.md): 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. - [Story Lessons and Morals](https://ai.page/c/story-lessons-and-morals/index.md): 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 - [Morals in Fables, Folktales and Myths](https://ai.page/c/morals-in-fables-folktales-and-myths/index.md): 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 ## Health: 0 of 100 Of its 53 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): - Using New Vocabulary has no explanation yet - Shades of Meaning has no explanation yet - Discussing and Questioning New Words has no explanation yet - Starting and Ending Sentences comes before Building sentences, which it needs - Starting and Ending Sentences has no explanation yet - Building sentences has no explanation yet - Describing Aloud has no explanation yet - Reporting & Recounting has no explanation yet - Asking Questions comes before Listening and responding, which it needs - Asking Questions has no explanation yet - Group discussions comes before Listening and responding, which it needs - Group discussions has no explanation yet - Shared Research Projects has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Revising and editing has no explanation yet - Narrative Writing has no explanation yet - Basic Informational Writing comes before Writing to inform, which it needs - Basic Informational Writing has no explanation yet - Structured Opinion Writing has no explanation yet - Blending Sounds to Read Words has no explanation yet - Reading fluently comes before Reading High-Frequency Words by Sight, which it needs - Reading fluently has no explanation yet - Main Topic of Informational Texts comes before Listening to Texts Read Aloud, which it needs - Main Topic of Informational Texts has no explanation yet - Why the author wrote it comes before Book Features and Author's Reasons, which it needs - Why the author wrote it has no explanation yet - How authors support their points has no explanation yet - Pictures and Text Working Together has no explanation yet - Non-Fiction Text Features comes before Book Features and Author's Reasons, which it needs - Non-Fiction Text Features has no explanation yet - Connecting Ideas in Texts comes before Main Topic & Key Details, which it needs - Connecting Ideas in Texts has no explanation yet - Explaining Events & Ideas has no explanation yet - Reading between the lines comes before Characters, settings, and events, which it needs - Reading between the lines has no explanation yet - Listening to Texts Read Aloud has no explanation yet - Comparing Characters Across Stories comes before Characters, settings, and events, which it needs - Comparing Characters Across Stories has no explanation yet - Retelling Stories with Structure comes before Characters, settings, and events, which it needs - Retelling Stories with Structure has no explanation yet - Characters' Viewpoints and Responses has no explanation yet - Writing Poetry has no explanation yet - Formal and Informal English has no explanation yet - Capitals for Names, Days and I has no explanation yet - Basic Nouns & Verbs has no explanation yet - Irregular Plural Nouns has no explanation yet - Listening and responding has no explanation yet - Reciting Poetry has no explanation yet - Identifying Reasons Behind a Speaker's Points has no explanation yet - Summarising Spoken and Media Presentations has no explanation yet Credit: The structure of Ohio academic standards: English language arts (https://www.ocali.org/up_doc/ExtendedStandardsEnglishVersion2.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.