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 STANDARD COURSE OF STUDY
LANGUAGE ARTS :: 2004 :: SECOND GRADE
Second grade students use the listening, speaking, and reading foundational skills they have developed to extend their understanding of written language and their skills in using written language. They need to read a wider variety of texts that require strategies and skills with more complex vocabulary and ideas. These students need to be able to write sentences to express multiple ideas about a topic. Second grade students will:
- Use acquired concepts and metacognitive skills to read and write more independently.
- Comprehend and respond to texts using multiple skills and strategies.
- Extend vocabulary skills to use oral and written communication effectively.
- Use reading and listening, speaking and writing, and media and technology resources to accomplish a purpose
Strands: Oral Language, Written Language, and Other Media/Technology
Competency
Goal 1 |
The learner will develop and apply enabling strategies and skills to read and write. |
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1.01 Use phonics knowledge and structural analysis (e.g., knowledge of syllables, suffixes, prefixes, root words) to decode regular multi-syllable words when reading text.
1.02 Read most high frequency and many irregularly spelled words accurately in text.
1.03 Self-monitor decoding by using letter-sound knowledge of all consonants and vowels.
1.04 Apply knowledge of all sources of information (meaning, language, graphophonics) to read a new text silently and independently.
1.05 Use a variety of strategies and skills to read self-selected texts independently for 20 minutes daily. Self-selected texts should be consistent with the student's independent reading level. |
Competency
Goal 2 |
The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. |
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2.01 Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two by:
- determining purpose (reader's and author's).
- making predictions.
- asking questions.
- locating information for specific reasons/purposes.
- recognizing and applying text structure.
- comprehending and examining author's decisions and word choice.
- determining fact and opinion.
- recognizing and comprehending figurative language.
- making inferences and draw conclusions.
2.02 Use text for a variety of functions, including literary, informational, and practical.
2.03 Read expository materials for answers to specific questions.
2.04 Pose possible how, why, and what if questions to understand and/or interpret text.
2.05 Self-monitor own difficulties in comprehending independently using several strategies.
2.06 Recall main idea, facts and details from a text.
2.07 Discuss similarities and differences in events, characters and concepts within and across texts.
2.08 Interpret information from diagrams, charts, and maps. |
Competency
Goal 3 |
The learner will make connections through the use of oral language, written language, and media and technology. |
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3.01 Use personal experiences and knowledge to interpret written and oral messages.
3.02 Connect and compare information within and across selections (fiction, nonfiction, poetry, and drama) to experience and knowledge.
3.03 Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author's message, connections, topic, key vocabulary, key concepts, text features).
3.04 Increase oral and written vocabulary by listening, discussing, and composing texts when responding to literature that is read and heard. (e.g., read aloud by teacher, literature circles, interest groups, book clubs).
3.05 Locate and discuss examples of an author's use of:
- kinds of sentences (declarative, interrogative, exclamatory).
- capitalization (titles, dates and days, names of countries).
- punctuation (exclamation marks, commas in dates, and to introduce dialogue and quotations).
- use of paragraphs in texts and their effects on the reader.
- genre(s) and specific word choice(s).
3.06 Discuss the effect of an author's choices for nouns, verbs, modifiers and specific vocabulary which help the reader comprehend a narrative or expository text. |
Competency
Goal 4 |
The learner will apply strategies and skills to create oral, written, and visual texts. |
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4.01 Begin to use formal language and/or literary language in place of oral language patterns, as appropriate.
4.02 Use expanded vocabulary to generate synonyms for commonly over used words to increase clarity of written and oral communication.
4.03 Read aloud with fluency and expression any text appropriate for early independent readers.
4.04 Use oral communication to identify, organize, and analyze information.
4.05 Respond appropriately when participating in group discourse by adapting language and communication behaviors to the situation to accomplish a specific purpose.
4.06 Plan and make judgments about what to include in written products (e.g., narratives of personal experiences, creative stories, skits based on familiar stories and/or experiences).
4.07 Compose first drafts using an appropriate writing process:
- planning and drafting.
- rereading for meaning.
- revising to clarify and refine writing with guided discussion.
4.08 Write structured, informative presentations and narratives when given help with organization.
4.09 Use media and technology to enhance the presentation of information to an audience for a specific purpose. |
Competency
Goal 5 |
The learner will apply grammar and language conventions to communicate effectively. |
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5.01 Spell correctly using:
- previously studied words.
- spelling patterns.
- analysis of sounds to represent all the sounds in a word in one's own writing.
5.02 Attend to spelling, mechanics, and format for final products in one's own writing.
5.03 Use capitalization, punctuation, and paragraphs in own writing.
5.04 Use the following parts of the sentence:
- subject.
- predicate.
- modifier.
5.05 Use editing to check and confirm correct use of conventions:
- complete sentences.
- correct word order in sentences.
5.06 Use correctly in written products:
- letter formation, lines, and spaces to create readable documents.
- plural forms of commonly used nouns.
- common, age - appropriate contractions.
5.07 Use legible manuscript handwriting.
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When you practice writing at home, make sure you have these components:
Capitals and punctuation
Adjectives
Transition words
"tell me more" sentences
A good beginning, middle, and ending
PERFECT SPELLING
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