Andover Public Schools- Andover Massachusetts English Language Arts Standards and Benchmarks Grade 2

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1 Andover Public Schools- Andover Massachusetts English Language Arts Standards and Benchmarks Grade 2 Strand 1: LANGUAGE (L) Students will demonstrate an understanding of the structure of the English language. Learning Standard 1: Discussion Students will use agreed-upon rules for informal and formal discussions in small and large groups. Follow agreed upon rules for discussion (raising one s hand, waiting one s turn, speaking one at a time). Learning Standard 2: Questioning, Listening And Contributing Students will pose questions, listen to the ideas of others and contribute their own information or ideas in group interviews in order to acquire new information. Allow others to speak Extend classroom discussion with knowledge from content areas and personal experience Contribute ideas that help to frame a classroom project Ask appropriate questions in classroom discussions Students contribute to a list of people they know about who are community helpers and decide whom they wish to invite to class to talk about the work they do. Learning Standard 3: Oral Presentation Students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed. Maintain eye contact and use appropriate volume while giving oral presentations about personal experiences Clear enunciation Maintain focus on the topic Students explain to the class why an object they bring from home is important to them Learning Standard 4: Vocabulary and Concept Development Students will understand and acquire new vocabulary and use it correctly in reading and writing. Create a classification for a given group of words, color, shapes, and textures Identify and give examples of compound words, contractions, and antonyms Identify and give examples of words as members of classifications (colors, shapes, and textures) Identify and sort common words into conceptual categories (opposites, living things) Identify base words (look) and their inflectional forms (looks, looked, and looking) Identify the relevant meaning for a word with multiple meanings using its context (saw/saw) Identify common synonyms Use knowledge of the meaning of individual words to predict the meaning of unknown compound words Determine meaning of words by using a beginning dictionary 1

2 Strand 1: LANGUAGE - continued Learning Standard 5: Structures and Origins of Modern English Students will analyze standard English grammar and usage and recognize how its vocabulary has developed and been influenced by other languages. Use appropriate capitalization in simple sentences (including beginning capitals, capitals for names of people, places, holidays, days of the week, months of the year (Andover, Massachusetts) (February 24, 2001). Use appropriate punctuation in simple sentences (periods, question marks, exclamation points) Identify parts of speech appropriately in simple sentences (nouns, verbs) Use language to express spatial and temporal relationships (up, down, before, after). Recognize that the names of things can also be the names of actions (fish, dream, run). Learning Standard 6: Formal and Informal English Students will describe, analyze, and use appropriately formal and informal English. Identify examples of the use of dialect in literary selections and in conversation Identify formal and informal language in stories, poems, and plays Learning Standard 7: Beginning Reading Students will understand the nature of written English and the relationship of letters and spelling patterns to the sounds of speech. Develop an awareness that words or word parts from other languages are used in English Demonstrate understanding of the various features of written English Use correct spelling of appropriate high frequency words whether irregularly or regularly spelled Recognize the distinguishing features of a sentence ( capitalization, end punctuation) and a paragraph (indentation, spacing) Identify the author and title of a book, and use a table of contents Demonstrate orally that phonemes exist, generate the sounds from all the letters and letter patterns, including consonant blends, long short vowel patterns, and onsets and rimes and combine these sounds into recognizable words. Use knowledge of vowel digraphs, vowel dipthongs, and r-controlled letter-sound associations (as in star) to read words Recognize common irregularly spelled words by sight (LINKS) Use letter-sound knowledge to decode written English Decode accurately phonetically regular multi-syllable real words and nonsense words Read accurately many irregularly spelled words, special vowel spellings, and common word endings 2

3 Strand 2: READING AND LITERATURE Students will respond thoughtfully to all forms of spoken and written literature. Learning Standard 8: Understanding a Text Students will identify the basic facts and main ideas in a text and use them as the basis for interpretation Distinguish cause from effect, draw conclusions, make inferences (Literary text) Make predictions about the content of a text using prior knowledge and text features (heading, table of contents, key words), and explain whether they were confirmed or disconfirmed and why (Literary text) Restate main ideas (Non fiction-students brainstorm a list of animals they know, they read about mammals. Teacher reads a book about mammals (About Mammals: A Guide For Children by Cathryn Sill), With teacher assistance, they list different traits of mammals and make distinctions. Students should be able to make inferences, draw conclusions, and summarize Retell a story s beginning, middle, and end. Learning Standard 9: Making Connections Students will deepen their understanding of a literary or nonliterary work by relating it to its contemporary context or historical background. Identify similarities in plot, setting and character among the works of an author or illustrator (Use Venn Diagrams to compare stories read). Two authors might include Cynthia Rylant and Marc Brown Identify different interpretations of plot, setting, and character in the same work by different illustrators Learning Standard 10: Genre Students will identify, analyze, and apply knowledge of the characteristics of different genres. Distinguish between different forms of written language such as prose, poetry, drama, songs, fables, etc. with teacher coaching. (For example, the teacher and students will read together an Aesop fable, and a poem or magazine article about penguins.) They fill in a graphic organizer that shows the similarities and the differences in the fable, fiction, and nonfiction and discuss what they learned from each form of literature Identify nonfiction (informational and expository) types of writing. Learning Standard 11: Theme Students will identify, analyze, and apply knowledge of theme in literature, and provide evidence from the text to support their understanding. Relate themes (ancestors) in works of fiction and nonfiction to personal experience Create original stories, poems, and artwork based on a theme Draw upon personal experiences and prior knowledge to contribute ideas to a theme Learning Standard 12: Fiction Students will identify, analyze, and apply knowledge of the structure and elements of fiction and provide evidence from the text to support their understanding. Identify setting and character Create a story map (LINKS see Comprehension Strategies) Identify the elements of plot, character, setting, problem, and solution in a favorite story 3

4 Strand 2: READING AND LITERATURE - continued Learning Standard 13: Nonfiction Students will identify, analyze, and apply knowledge of the purpose, structure and elements of non-fiction or informational materials and provide evidence from the text to support their understanding. Sequence information gained from nonfiction material Use a variety of graphic organizers to compare and contrast factual information with teacher direction Demonstrate understanding of nonfiction material by sequencing information with teacher direction ( a recipe, life cycle of a butterfly, etc. Identify and use knowledge of common textual features (title, headings, captions, keywords, and table of contents). Identify and use knowledge of common graphic features (illustrations and type size) Make predictions about the content of a text using prior knowledge and text, and graphic features Explain whether predictions about the content of a text were confirmed or disconfirmed and why Relate main ideas and important facts from a text heard or read. Use graphic organizers to explore cause and effect with teacher direction Use headings, key words, diagrams, illustration, charts, and maps to organize information with teacher direction Learning Standard 14: Poetry Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their understanding. Identify a regular beat and similarity of sounds in words in poetry Identify terminology for structural elements of poems ( for example, stanza and verse). Learning Standard 15: Style and Language Students will identify and analyze how an author s words appeals to the senses, create imagery, suggest mood, and set tone and provide evidence from the text to support their understanding. Comment on the meaning and effectiveness of an author s choice of words which creates images or sets mood Identify the senses implied in words appealing to the senses in literature and spoken language. (For example, students respond to a poem read aloud and decide what senses they use to understand images ( The sky is falling ). Learning Standard 16: Myth, Traditional Narrative and Classical Literature Students will identify, analyze and apply knowledge of the themes, structure and elements of myths, traditional narratives, and classical literature and provide evidence from the text to support their understanding. Listen to and make comparisons of stories across different cultures Identify familiar forms of traditional literature (tall tales, fairy tales, and folk tales) read aloud. Retell or dramatize traditional literature Identify and predict recurring phrases ( Once upon a time) in traditional literature. 4

5 Strand 2: READING AND LITERATURE - continued Learning Standard 17: Dramatic Literature Students will identify, analyze and apply knowledge of the themes, structure, and elements of drama and provide evidence from the text to support their understanding. Identify elements of dialogue and use them in informal plays Identify characters, setting, emotion, problem, and outcome/moral Learning Standard 18: Dramatic Reading and Performance Students will plan and present dramatic readings, recitations, and performances that demonstrate appropriate consideration of audience and purpose. Plan and perform readings of selected texts using clear diction Rehearse and perform stories, plays, and poems for an audience using eye contact, volume, pace, and clear enunciation appropriate to the selection. (Refer to Learning Standard 3- Oral Presentation). For example, students practice voice control and diction and give oral presentations of their favorite stories to their classmates. Strand 3: COMPOSITION Learning Standard 19: Writing Students will write with a clear focus, coherent organization and sufficient detail Use preparation strategies (e.g. brainstorming, webbing, planning sheets, mapping, see LINKS) Literary and Imaginative Write short poems Write stories with a beginning, middle, and end. Informational and Expository Writing Write letters, directions, or short accounts of personal experiences that follow a logical order Write research questions Literary, Imaginative, Informational, and Expository Use transitional words such as first, last, then, and now (LINKS) Revise own writing with teacher direction Edit own writing with teacher direction Share writing with others Create a cohesive piece of writing for publication that includes a beginning, middle and end using the writing process and editing techniques delineated in this standard. Learning Standard 20: Consideration of Audience and Purpose Students will write for different audiences and purposes Use a variety of forms or genres when writing for different purposes (how-to directions, address an envelope, and invitation) 5

6 Strand 3: COMPOSITION - continued Learning Standard 21: Revising Student will demonstrate improvement in organization, content, paragraph development, level of detail, style, tone, and word choice (diction) in their compositions after revising them. Revise their writing to improve level of detail and logical sequence with teacher direction. After writing a composition, identify words and phrases that could be added to make a thought clearer, more logical, or more expressive. Learning Standard 22: Standard English Conventions Students will use knowledge of standard English conventions in their writing revising and editing. Identify overuse of and/but signifying run-on sentences Use correct grammar-subject/verb agreement Use capitals for names, beginning of sentences, places, and holidays Use appropriate end marks (period, question mark, exclamation point) Use commas in dates Use conventional spelling in written and published work Use or add correct standard English mechanics such as: (printing upper and lower case letters legibly and using them to make words) separating words with spaces understanding and applying rules for capitalization at the beginning of a sentence, for names and places, and capitalization and commas in dates using correct spelling of sight and/or spelling words using appropriate end marks such as periods and question marks) Learning Standard 23: Students will organize ideas in a way that makes sense for their purpose Organize Ideas in Writing Arrange events in order when writing (LINKS-brainstorming, webbing, graphic organizers) for organizing ideas Arrange ideas in a way that makes sense Learning Standard 24: Research Students will gather information from a variety of sources, analyze and evaluate the quality of the information they obtain, and use it to answer their own questions. Write what they know about a topic Generate a list of what they would like to know about a topic Brainstorm ways to gather information for the topic Generate questions and gather information from several sources in a classroom, school, or public library 6

7 Strand 3: COMPOSITION - continued Learning Standard 25: Evaluating Writing and Presentations Students will develop and use appropriate rhetorical, logical, and stylistic criteria for assessing final versions of their compositions or research projects before presenting them to varied audiences. Create a list delineating criteria for publishing ( title page, cover, about the author, beginning, middle, and end, details, illustrations, etc.) Evaluate their work according to these criteria before publishing Support judgments about classroom activities or presentations Children may ask questions and/or make comments Strand 4: MEDIA Learning Standard 26: Analysis of Media Students will identify, analyze, and apply knowledge of the conventions, elements, and techniques of film, radio, video, television, multimedia productions, the Internet, and emerging technologies, and provide evidence from the works to support their understanding. Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, and graphics) and use knowledge of these techniques to distinguish between facts and misleading information Learning Standard 27: Media Production Students will design and create coherent media productions (audio, video, television, multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose and medium. Create radio scripts, audiotapes, or videotapes for display or transmission 7