Second Grade

The goal of Early Childhood Program (K-2) is for all children to be able to apply the specific knowledge/skills introduced. The extent of each child's application of the knowledge and skills will be determined by the developmental readiness of that child.

Instructional Legend:

I-Introduction Level
R-Reinforcement Level
A-Application Level

For more information, click on one of the following: JReading JWriting JResearch JCommunication JIndividual Competencies

Reading

1. Reading Structure Standard: Students use the systems of language (patterns, rules, and conventions) to derive meaning from print as they read in a variety of genres.

Performance Standard: Integrate language structure (syntax), meaning clues (semantics), graphophonic strategies, and word attack skills when reading orally and silently.

Student Literacy Expectations:

• Sentence Structure (syntax):
  R- Use word order to read.
  R- Use sentence structure to read.
• Phonics (letter/sound relationships-graphophonics):
  R- Apply phonetic strategies to read by:
  R- Using initial consonant substitution in rhyming words and word families.
  R- Using beginning, medial, and ending consonants to orally decode words.
  R- Using short, long, and "r" controlled vowel sounds to orally decode words.
  R- Using consonant blends and digraphs to orally decode words.
  I- Using diphthongs to orally decode words.
  R- Blending and segmenting sound orally.
  R- Blends (l and r blends).*
  R- Digraphs (sh, th, ch*, wh).
  I- Diphthongs (ee)*
  I- Silent letters (ght)*
  I- Divide word into syllables.
  I- Soft\hard c vowel rule*
  I- Final y sound*
  R- Final e rule.
  R- CVC, CVCV, CVCC, CCVC, and CCVCC patterns.
  I- Read with accuracy and fluency.
• Meaning Clues (semantics):
  R- Recognize words in familiar context.
  R- Use prior knowledge.
  R- Use of synonyms and antonyms as reading aids.
  R- Recognize and read compounds, contractions, and words ending in ing, ed, s, and es.
  R- Use word recognition strategies to recognize words (affixes, roots, compounds, etc.)
  R- Use word recognition strategies to acquire new vocabulary (affixes, roots, compounds, etc.) R- Build sight word vocabulary.

*One of 23 most productive phonics rules (See Clymer study in Appendices.)

2. Reading/Thinking Standard: Students use the process of inquiry to construct meaning from textual information.

Performance Standard: Demonstrate comprehension of fiction and non-fiction selections by using critical reading skills and strategies.

Student Literacy Expectations:

• Critical Reading Skills:

R- Recognize implicit main idea.  
R- Recognize explicit main idea.
R- Identify beginning, middle, and end of story.
R- Recall sequence of four events.
R- Respond to literal questions from text.
R- Recall explicit and implicit details.
I- Make comparisons and draw conclusions.
R- Recognize explicit and implicit cause and effect relationships in short selections.
R- Recognize rhyme and rhythm in poetry.
I- Recognize purpose of bold print in content area materials.

• Critical Reading Strategies:
  R- Experiment with reading for a variety of purposes in different kinds of text.
  R- Ask questions about text:
  R- Make predictions and comparisons about story events.
  R- Activate relevant prior knowledge (schema) before, during, and after reading.
  R- Develop strategies for reading text:
  R- Reread a selection as directed.
  I- Apply reading strategies to specific content area materials.

3. Reading/Literature Standard: Students use the process of inquiry to construct meaning from literature.

Performance Standard: Explore story development through structure and characterizations.

Student Literacy Expectations:

• Structure:
  I- Identify story problem and solution.
  R- Identify story setting.
• Characterization:
  A- Identify the main characters.
  R- Make comparisons about characters.
  R- Identify characters' actions, motives, emotions, traits, and feelings.
• Elements:
  R- Discuss and use language to create a visual picture.
  I- Recognize elements of myth, tall tale, and limerick.
  R- Identify and comprehend literary forms (e.g., fiction, non-fiction, poetry, and drama.)
  I- Discriminate between realism and fantasy.
• Thinking/Interpretation:
  R- Discuss personal responses to story.
  R- Respond to literal, inferential, and evaluative questions about literature.

Writing

4. Writing Structure Standard: Students use the systems of language (patterns, rules, and conventions) to convey information, ideas, and opinions through the writing process.

Performance Standard: Begin to apply simple grammatical rules and conventions of language in the writing process.

Student Literacy Expectations:

• Grammar:
  I- Form simple verb contractions.
  I- Begin to use plural nouns.
  I- Begin to use correct verb tense.
  I- Begin to develop a sense of subject-verb agreement.
  I- Use comparative adjectives (er, est) correctly.
• Usage/Expression:
  I- Avoid the use of double negatives.
  R- Avoid slang.
• Composition/Structure:

R- Write complete sentences.
R- Write a minimum of three sentences about a topic.
I- Write a short paragraph about a topic.
I- Indent paragraphs.
I- Identify the four types of sentences (declarative, interrogative, imperative, and exclamatory).

• Mechanics:
  R- Handwriting (write legibly).
  R- Correctly form letters and numerals.
  R- Correctly space words and sentences.
  - Capitalization Content

R- Pronoun I
R- Beginning of sentence
R- Proper names of people/pets
I- Proper names of products
R- Days of week
R- Months of year
I- Street, city, state
I- Elements of a letter
R- Abbreviations (Mr., Mrs., and Ms.).
I- Abbreviations (Rd., St., and Dr.).

- Punctuation Content:

R- Dates
R- Time
R- Ending of sentences punctuation (period, question mark, and exclamation point)
R- Contractions
I- Words in a series
I- Letters (correspondence)
I- City, State
R- Abbreviations (Mr., Mrs., and Ms.).
I- Abbreviations (Rd., St., and Dr.).

• Spelling:
  R- Spell phonetically regular words correctly.
  R- Spell frequently used 2nd grade sight words correctly.
  R- Word Families
  -Spell words with:  
  R- Final e rule
  R- Final y rule
  R- ay rule
  R- Double consonants
  - Begin to spell:
  I- Words with diphthongs (ee, ea, ou, ow, oo, oa)
  I- Words with gh and ght combinations
  I- Words with sh and sch blends
  I- r-controlled vowels
  I- Words with hard and soft g and c
  I- Plurals (s, y, f endings).
  R- Transition to conventional spelling.

5.Writing Process Standard: Students use the process of inquiry to construct meaning through writing.

Performance Standard: Write in a variety of genres.

Student Literacy Expectations:

• Process:
  - Communicate ideas by using the writing process:

PREWRITING
I- Generate ideas

DRAFTING
I- Focus on topic
I- Use prewriting ideas to complete first draft

REVISING
I- Expand use of descriptive words.
I- Improve sequence
I- Add variety of sentence types
I- Organize writing to include a clear beginning, middle, and ending

EDITING
I- Begin each sentence and proper noun with a capital letter
I- Use correct spelling
I- Use appropriate punctuation
I- Use complete sentences

PUBLISHING
R- Share writing with others

• Composition Organization:
  I- Include beginning, middle, and end of story.
• Explore Writing - Personal Purpose:
  I- Write personal letters and address envelopes.
  I- Write personal narrative.
• Explore Writing - Variety of Purposes:
  I- Write responses to literature.
  I- Write responses to content area concepts, skills, or ideas.
  R- Write imaginative stories

Research

6.Information Structure Standard: Students use information systems to collect and record information from a variety of sources, including people, print/other media, and technology, for research.

Performance Standard: Explore the uses of media for the purpose of gathering information through listening, speaking, viewing, reading, and writing.

Student Literacy Expectations:

R- Ask questions for the purpose of seeking information.
R- Use book parts as information sources.
R- Use title page and table to contents.
I- Use the glossary
I- Begin to use beginning dictionaries and encyclopedias.
I- Alphabetize words to the second letter.
I- Use picture books, beginning dictionaries, periodicals, beginning encyclopedias, variety of genres, audio-visual resources, and available technology as sources of information.

7.Research Process Standard: Students use the process of inquiry to construct meaning from information and experiences.

Performance Standard: Begin to use the research process by selecting a topic to research and formulating questions about that topic.

Student Literacy Expectations:

• Question:
  A- Recall and interpret orally presented information.
  A- Provide an appropriate response to a question.
  R- Formulate questions related to a topic of interest.
• Organize/Plan:
  R- Classify and categorize topical information.
  R- Classify and categorize words into sets and groups with common characteristics.
  R- Select a topic of interest to research.
• Do:
  I- Organize information.
• Present:
  I- Orally present a short report.
  R- Create a visual project to support an oral presentation.

Communication

8.Collaboration Process Standard: Students recognize the social nature and power of language and use it to collaborate successfully.

Performance Standard: Change oral language to fit situation by following rules of conversation with peers and adults.

Student Literacy Expectations:

• Listen:
  A- Demonstrate active listening through eye contact.
  R- Picture ideas while listening to literary selections.
  R- Follow two and three part directions.
• Interpret:
  R- Develop an awareness of gestures.
  R- Develop an awareness of body language.
  R- Develop an awareness of facial expressions.
• Respond:
  R- Orally discuss and summarize information.
  R- Use descriptive language to communicate clearly.
  R- Use sequence words.
  R- Use transition words.
  I- Use correct verb tense in oral communication.
  I- Use increasingly complex sentence structures in oral communication.
  R- Follow rules of conversation with peers.
  R- Follow rules of conversation with adults.
  R- Use grade/age appropriate standard American English when communicating orally.
  R- Adapt oral language to fit situation.
  R- Respond with appropriate facial expression.
  I- Make relevant contributions in class and group discussions.
  I- Ask questions for clarification.

9.Presentation Process Standard: Students celebrate their language development by presenting to varied audiences.

Performance Standard: Gain confidence by presenting to varied audiences.

Student Literacy Expectations:

• Plan/Prepare:
  R- Use examples from literature to develop an individual or group story.
  I- Summarize or interpret pieces for presentation.
• Practice/Present:
  I- Demonstrate self-confidence when appearing before an audience.
  I- Use limited props when speaking or presenting.
  R- Present to varied audiences.

Establish Patterns/Entertain:
R- Retell stories correctly.
R- Recite rhymes and short poems with emphasis and inflection.
I- Respond to rhythm and tempo in selections.
A- Read compositions to the class.

Individual Competencies

10.Diversity Standard: Students use individual language competencies to acknowledge contributions to our multicultural heritage.

Performance Standard: Recognize and experience culturally diverse literature encountered through a variety of media.

Student Literacy Expectations:

R- Experience cultural diversity in stories read aloud and independently.
R- Demonstrate a familiarity with traditional pieces of literature.
R- Demonstrate a familiarity with contemporary pieces of literature.
R- Listen to and respond to various literary forms including regional/international examples
R- Begin to develop empathy through interactions with media and experiences.
R- Recognize and respond to family issues found in reading and other experiences.
R- Recognize and respond to community issues found in reading and other experiences.
R- Respond and make connections to the work of classmates and others.

11. Personal Decisions/Goals Standard: Students use language to set goals, articulate action plans, and reflect upon personal growth.

Performance Standard: Make and act on decisions related to personal literacy growth.

Student Literacy Expectations:

R- Expand listening, speaking, reading and writing vocabulary to reflect a growing range of interests and knowledge.
I- Select and peruse a variety of media for information and pleasure.
R- Determine literacy areas for personal growth.
R- Make choices in text selections.
R- Begin to use proofreading/editing techniques.
R- Demonstrate personal pride in work.

12. Language Appreciation Standard: Students appreciate the expressive nature of language and give personal interpretation to the work of others.

Performance Standard: Experience and respond to the beauty of language through the use of rich word choice, rhyme, and rhythm.

Student Literacy Expectations:

A- Recall phrases and repeated patterns.
R- Explore rhyme and rhythm in poetry and songs.
R- Begin to orally read with expression and fluency.
I- Begin to use poetic devices (rhythm and rhyme).
I- Explore use of sentence variety.

End of Second Grade