How to learn Grade 2: English language arts

Wisconsin academic standards: English language arts, Grade 2

0 of 27 concepts ready to learn · Markdown, for your AI

1. Language · Demonstrate contextually appropriate use of the conventions of standardized English capitalization, punctuation, and spelling when writing. Discern when and where it is appropriate to use s

1. 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. 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'

2. Language · Demonstrate contextually appropriate use of the conventions of standardized English grammar and usage when writing or speaking. Discern when and where it is appropriate to use standardized

1. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing
2. Basic Nouns & Verbs: Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing

3. Language · Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

1. 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
2. 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. Language · Demonstrate an understanding of how language functions in different cultures and contexts; apply this knowledge to comprehend more fully when reading and listening, and make effective choic

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

5. Speaking and Listening · Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and larger groups.

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
2. Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions

6. Writing · Create writing that utilizes:

1. Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations
2. Organising Writing into Paragraphs: Organise writing into paragraphs, grouping related material around a theme, and use simple organisational devices such as headings and sub-headings in non-narrative writing

7. Writing · Write text in a variety of modes:

1. Writing to inform: Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it
2. 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
3. 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

8. Reading Foundational Skills · Read with sufficient accuracy and fluency to support comprehension.

1. Reading fluently: Read aloud books matched to phonic ability accurately and with growing fluency; reread familiar texts to build confidence, speed, and expression

9. Reading Foundational Skills · Know and apply grade-level phonics and word analysis skills in decoding words.

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. 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
3. Prefixes and suffixes: 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

10. Language · Demonstrate emerging understanding of conventions of standardized English.

1. Rhyming words: Recognise and produce rhyming words; join in with predictable phrases and rhymes in stories and poems; learn to appreciate and recite poems by heart

11. Language · Demonstrate understanding of letter and word use.

1. Compound Words: Recognise and spell compound words by identifying the two component words that combine to form a single word
2. Expressive and Sensory Language: Recognise recurring literary language in stories and poetry, identify words and phrases that suggest feelings or appeal to the senses, and discuss favourite words and phrases
3. Pronouns: Use personal, possessive, and indefinite pronouns correctly (e.g., I/me/my, they/them/their, anyone/everything), replacing nouns to avoid repetition
4. Forming Capital Letters: Form capital letters correctly; print many upper- and lowercase letters legibly

12. Speaking and Listening · With guidance and support, participate in conversations with adults and peers.

1. Engaging Listeners and Valuing Viewpoints: 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

13. Writing · With guidance and support, use writing, dictation and/or drawing to compose:

1. Writing opinions: Compose opinion pieces using drawing, dictating, or writing that name a topic or book and state a preference or opinion about it

14. Reading Foundational Skills · Attend to words in print.

1. Understanding print: Demonstrate understanding that print carries meaning, follows left-to-right top-to-bottom directionality, and is organised page by page in books

15. Reading Foundational Skills · Demonstrate emerging use of letter-sound knowledge to read words.

1. Knowing all letters: Recognise and name all uppercase and lowercase letters of the alphabet; name the letters in order and use letter names to distinguish between alternative spellings