Language Arts Course of Study Grade Two

GRADE TWO

READING - STRUCTURE

The learner will

Comments/Activities

1. integrate the three cueing systems when reading texts

a. semantic cues - picture/visual - meaning

b. structural cues - appropriate syntax - syllabication

c. grapho-phonetic cues - consonants - vowels (long and short) - irregular vowel combinations;

1a. Semantic (meaning) Students ask self, "Does it make sense?", or looks at picture.

Homonyms, synonyms, antonyms, multiple meanings.

b. Structural (syntax) subject/verb agreement, possessive roots, prefixes, suffixes, chunking. Student asks "Does it sound right?"

c. Grapho-phonetic cues - blends, irregular vowels, digraphs, hard and soft c & g, singular, plural, contractions, rhyming words.

2. read orally, with fluency and expression, a familiar passage or story;

2. Read in meaningful units and with voice.

3. identify genres and the characteristics which support various classifications.

3. Poetry (rhyme, free verse, haiku, concrete, nonsense), fairy tale, mystery, picture, fantasy, biography, autobiography, humor, information (newspaper, dictionary, encyclopedia).

READING - APPLICATION

The learner will

Comments/Activities

1. choose appropriate material for a variety of reading purposes;

.

2. read quietly for a sustained period of time every day.

.

3. use study skills effectively;

3a. Beginner's dictionary, identifies and uses cover/title, table of contents, index, title page, Quick Word books, etc.

b. See Appendix II for Study Skills.

4. communicate thoughts, feelings, judgments, understandings, and attitudes about reading material;

4. Written communication through letters, literature logs, journals, pictures, murals, story comparison charts; oral communication through dramatic re-enactments, discussions, music, story comparisons, reading conferences.

5. locate specific information to support interpretation;

.

6. contribute to the literacy environment of the classroom;

6. Examine books on display, use class libraries and research materials, read peer writing.

7. read self-selected and assigned challenging children's literature;

.

8. maintain a record of books read;

.

9. read assigned and self-selected stories from a variety of genres.

.

READING - MULTIDISCIPLINARY

The learner will

Comments/Activities

1. read to and with others; (shared reading)

1. Heterogeneous groups, cross-age buddies, grandparents, volunteers, shared reading, etc.

2. read books related to a central class theme;

2. Dinosaurs, holiday, bears, community helpers, Indiana, minorities, math concepts, etc.

3. discuss books read or heard in large/small groups;

.

4. develop multimedia projects related to books and themes;

4. Group/individual

5. read to enhance thinking;

.

6. use library skills.

6. Locate books in library by author, title, subject.

WRITING - STRUCTURE

The learner will

Comments/Activities

1. write/draw for a variety of assigned and self-selected purposes;

1. Labels, journals, stories, letters, reports, etc.

2. demonstrate the ability to use conventions of print in meaningful writing activities

a. correct letter formation, legibility, spacing, size in manuscript writing;

b. capitalization;

c. punctuation (ending punctuation; begin use of commas, apostrophes, and quotation marks);

.

3. be introduced to cursive writing the second semester of second grade;

3. It is suggested that the second grade teachers introduce cursive. It is also suggested that third grade teachers review cursive during the first semester. Students should be expected to write in cursive during the second semester of third grade.

4. demonstrate the ability to integrate spelling strategies in written context;

a. grapho-phonetic

b. visual memory

c. work knowledge;

d. identify and correct misspelled high frequency words

4. Developmental states of spelling

- prephonetic

- phonetic

- letter name

- transitional

-correct

5. write a variety of complete sentences in meaningful context;

.

6. write two or more sentences related to a theme;

.

7. demonstrate the ability to use descriptive language in writing;

.

8. identify relationships among and between words and use the knowledge in meaningful writing experiences;

8. Rhyming words, prefixes, suffixes, word families, homonyms, antonyms, synonyms, root words, word play, brainstorming, webbing, jot lists, prewriting, shared reading/writing, mini-lessons.

9. demonstrate the ability to use correct grammar in writing.

9. Verb tense, pronouns, double negatives, possessives, contractions, plurals, subject/verb agreement.

WRITING - MEANING CONSTRUCTION

The learner will

Comments/Activities

1. participate in group prewriting activities;

1. Jot lists, webbing, list of topics, discussion, brainstorming, etc., draw pictures, plan (beginning, middle, end), research, personal experience (narrative)

2. write stores, verse, and/or informational pieces related to interests, themes, events;

.

3. use an expanding repertoire of descriptive words and phrases;

3. Similes, metaphors, synonyms

4. write a sequence of events;

..

5. self-evaluate writing to determine if the intended message is conveyed.

5. Re-reading, partner reading, peer conferences, sharing.

- focus on ideas

- get rid of gravel

- read aloud to hear your message

- word choice

- sentence combining

- clarity of message

- expand ideas

WRITING - APPLICATION

The learner will

Comments/Activities

1. write on a daily basis using process of writing;

1. Journal writing; writing process, including prewriting, drafting, responding, revising, editing. Second graders should pre-write and draft on their own. Revising and editing will take teachers guidance.

2. compose a complete series of ideas in an organized, sequential manner, use supporting details;

2a. Students do not need to write a new piece each day; rather they should be engaged in composing everyday, whether prewriting, drafting, or revising a piece of writing. They should experience the entire writing process.

b. Second graders will prewrite and draft on their own. Revision and editing will take teacher guidance.

3. incorporate information gained from media resources in writing about topics and themes;

.

4. use descriptive language and vocabulary when writing;

.

5. maintain a writing portfolio in which writing samples are kept for a variety of purposes;

.

6. share compositions with a variety of audiences viewing themselves as authors.

6. Author's chair.

7. write a short summary.

.

WRITING - MULTIDISCIPLINARY

The learner will

Comments/Activities

1. compose in small/large groups and individually in response to content area themes, and stories;

1. Animals, language, Native Americans, authors, other cultures through shared writing, buddy writing, dictation, etc.

2. use a keyboard with increased competence.

2. Computer or typewriter.

LISTENING/VISUAL LITERACY - STRUCTURE

The learner will

Comments/Activities

1. identify and discuss different forms of literature;

1. Poetry, plans, narratives, informational material.

2. discuss the significant events within the beginning, middle, and end of a story;

.

3. use vocabulary gained through listening/viewing experiences.

3. Units, themes, etc.

LISTENING/VISUAL LITERACY - MEANING CONSTRUCTION

The learner will

Comments/Activities

1. identify sources of relevant information;

1. Experiences, films, VCR, TV, records, newspapers, computers, encyclopedia, print, discussion, artworks, models.

2. use media as responses for information, enjoyment/entertainment, appreciation, enrichment, and practice;

.

3. evaluate media presentations;

3. Real or pretend, honest presentation or information.

4. collect and classify information relevant to a task or topic;

4. Concept, theme

5. interpret simple graphs;

.

6. follow directions involving multiple steps;

.

7. self-monitor to determine if meaning is clear;

.

8. listen to teacher/student read aloud.

8. Books, reports, content materials, stories.

LISTENING/VISUAL LITERACY - APPLICATION

The learner will

Comments/Activities

1. use computers to support language development;

.

2. evaluate a media presentation related to a classroom theme;

2. Shared discussion, journals, folders, etc.

3. organize and categorize information from media sources;

.

4. be able to follow orally presented directions involving multiple steps.

4. Including taking dictation.

LISTENING/VISUAL LITERACY - MULTIDISCIPLINARY

The learner will

Comments/Activities

1. demonstrate respect for the rights of speakers;

1. Manners, extended attention, sitting still, facing speaker, taking turns to speak, etc.

2. identify customs and languages of cultures or subcultures;

2. Listen to literature and music of cultures, view/listen to a variety of audio/visual programs regarding global and multicultural issues.

3. examine a global issue (e.g., honesty, courage) following a listening/viewing experience.

3. Environment (whales, forest, clean air), use whole language, multi disciplinary experience.

ORAL COMMUNICATION - STRUCTURE

The learner will

Comments/Activities

1. express complete thoughts using increasingly correct grammar;

.

2. speak effectively and clearly;

2. Enunciation, volume, tone, rate, expression

3. use vocabulary which has been introduced in themes/topics within the classroom;

.

4. focus on the topic being discussed.

.

ORAL COMMUNICATION - MEANING CONSTRUCTION

The learner will

Comments/Activities

1. express ideas and experiences clearly and concisely;

.

2. participate productively in a discussion as evidenced by

a. asking relevant questions

b. staying on topic.

.

ORAL COMMUNICATION - APPLICATION

The learner will

Comments/Activities

1. demonstrate proper use of oral speaking skills;

1. Phrasing, punctuation, voice, inflection for expression, enunciation, pronunciation, and adjust volume to situation.

2. retell a story/experience in sequential order;

.

3. demonstrates proper grammatical oral language;

3. Proper use of aint's, gots, was/were, saw/seen, etc.

4. demonstrate good conversational skills;

4. Show manners during group discussions and sharing.

5. give an oral report related to a class topic or theme.

.

ORAL COMMUNICATION - MULTIDISCIPLINARY

The learner will

Comments/Activities

1. participate in dramatizations;

1. Choral speaking, plays, dramatization, or stories.

2. experiment with verbal language;

2. Using jokes, rhyming words, riddles; trying new words, nonsense words, made-up words.

3. participate in peer group discussions;

.

4. use an increasingly rich vocabulary when speaking;

.

The learner will	Comments/Activities
1. integrate the three cueing systems when reading texts a. semantic cues - picture/visual - meaning b. structural cues - appropriate syntax - syllabication c. grapho-phonetic cues - consonants - vowels (long and short) - irregular vowel combinations;	1a. Semantic (meaning) Students ask self, "Does it make sense?", or looks at picture. Homonyms, synonyms, antonyms, multiple meanings. b. Structural (syntax) subject/verb agreement, possessive roots, prefixes, suffixes, chunking. Student asks "Does it sound right?" c. Grapho-phonetic cues - blends, irregular vowels, digraphs, hard and soft c & g, singular, plural, contractions, rhyming words.
2. read orally, with fluency and expression, a familiar passage or story;	2. Read in meaningful units and with voice.
3. identify genres and the characteristics which support various classifications.	3. Poetry (rhyme, free verse, haiku, concrete, nonsense), fairy tale, mystery, picture, fantasy, biography, autobiography, humor, information (newspaper, dictionary, encyclopedia).

The learner will	Comments/Activities
1. choose appropriate material for a variety of reading purposes;	.
2. read quietly for a sustained period of time every day.	.
3. use study skills effectively;	3a. Beginner's dictionary, identifies and uses cover/title, table of contents, index, title page, Quick Word books, etc. b. See Appendix II for Study Skills.
4. communicate thoughts, feelings, judgments, understandings, and attitudes about reading material;	4. Written communication through letters, literature logs, journals, pictures, murals, story comparison charts; oral communication through dramatic re-enactments, discussions, music, story comparisons, reading conferences.
5. locate specific information to support interpretation;	.
6. contribute to the literacy environment of the classroom;	6. Examine books on display, use class libraries and research materials, read peer writing.
7. read self-selected and assigned challenging children's literature;	.
8. maintain a record of books read;	.
9. read assigned and self-selected stories from a variety of genres.	.

The learner will	Comments/Activities
1. read to and with others; (shared reading)	1. Heterogeneous groups, cross-age buddies, grandparents, volunteers, shared reading, etc.
2. read books related to a central class theme;	2. Dinosaurs, holiday, bears, community helpers, Indiana, minorities, math concepts, etc.
3. discuss books read or heard in large/small groups;	.
4. develop multimedia projects related to books and themes;	4. Group/individual
5. read to enhance thinking;	.
6. use library skills.	6. Locate books in library by author, title, subject.

The learner will	Comments/Activities
1. write/draw for a variety of assigned and self-selected purposes;	1. Labels, journals, stories, letters, reports, etc.
2. demonstrate the ability to use conventions of print in meaningful writing activities a. correct letter formation, legibility, spacing, size in manuscript writing; b. capitalization; c. punctuation (ending punctuation; begin use of commas, apostrophes, and quotation marks);	.
3. be introduced to cursive writing the second semester of second grade;	3. It is suggested that the second grade teachers introduce cursive. It is also suggested that third grade teachers review cursive during the first semester. Students should be expected to write in cursive during the second semester of third grade.
4. demonstrate the ability to integrate spelling strategies in written context; a. grapho-phonetic b. visual memory c. work knowledge; d. identify and correct misspelled high frequency words	4. Developmental states of spelling - prephonetic - phonetic - letter name - transitional -correct
5. write a variety of complete sentences in meaningful context;	.
6. write two or more sentences related to a theme;	.
7. demonstrate the ability to use descriptive language in writing;	.
8. identify relationships among and between words and use the knowledge in meaningful writing experiences;	8. Rhyming words, prefixes, suffixes, word families, homonyms, antonyms, synonyms, root words, word play, brainstorming, webbing, jot lists, prewriting, shared reading/writing, mini-lessons.
9. demonstrate the ability to use correct grammar in writing.	9. Verb tense, pronouns, double negatives, possessives, contractions, plurals, subject/verb agreement.

The learner will	Comments/Activities
1. participate in group prewriting activities;	1. Jot lists, webbing, list of topics, discussion, brainstorming, etc., draw pictures, plan (beginning, middle, end), research, personal experience (narrative)
2. write stores, verse, and/or informational pieces related to interests, themes, events;	.
3. use an expanding repertoire of descriptive words and phrases;	3. Similes, metaphors, synonyms
4. write a sequence of events;	..
5. self-evaluate writing to determine if the intended message is conveyed.	5. Re-reading, partner reading, peer conferences, sharing. - focus on ideas - get rid of gravel - read aloud to hear your message - word choice - sentence combining - clarity of message - expand ideas

The learner will	Comments/Activities
1. write on a daily basis using process of writing;	1. Journal writing; writing process, including prewriting, drafting, responding, revising, editing. Second graders should pre-write and draft on their own. Revising and editing will take teachers guidance.
2. compose a complete series of ideas in an organized, sequential manner, use supporting details;	2a. Students do not need to write a new piece each day; rather they should be engaged in composing everyday, whether prewriting, drafting, or revising a piece of writing. They should experience the entire writing process. b. Second graders will prewrite and draft on their own. Revision and editing will take teacher guidance.
3. incorporate information gained from media resources in writing about topics and themes;	.
4. use descriptive language and vocabulary when writing;	.
5. maintain a writing portfolio in which writing samples are kept for a variety of purposes;	.
6. share compositions with a variety of audiences viewing themselves as authors.	6. Author's chair.
7. write a short summary.	.

The learner will	Comments/Activities
1. compose in small/large groups and individually in response to content area themes, and stories;	1. Animals, language, Native Americans, authors, other cultures through shared writing, buddy writing, dictation, etc.
2. use a keyboard with increased competence.	2. Computer or typewriter.

The learner will	Comments/Activities
1. identify and discuss different forms of literature;	1. Poetry, plans, narratives, informational material.
2. discuss the significant events within the beginning, middle, and end of a story;	.
3. use vocabulary gained through listening/viewing experiences.	3. Units, themes, etc.

The learner will	Comments/Activities
1. identify sources of relevant information;	1. Experiences, films, VCR, TV, records, newspapers, computers, encyclopedia, print, discussion, artworks, models.
2. use media as responses for information, enjoyment/entertainment, appreciation, enrichment, and practice;	.
3. evaluate media presentations;	3. Real or pretend, honest presentation or information.
4. collect and classify information relevant to a task or topic;	4. Concept, theme
5. interpret simple graphs;	.
6. follow directions involving multiple steps;	.
7. self-monitor to determine if meaning is clear;	.
8. listen to teacher/student read aloud.	8. Books, reports, content materials, stories.

The learner will	Comments/Activities
1. use computers to support language development;	.
2. evaluate a media presentation related to a classroom theme;	2. Shared discussion, journals, folders, etc.
3. organize and categorize information from media sources;	.
4. be able to follow orally presented directions involving multiple steps.	4. Including taking dictation.

The learner will	Comments/Activities
1. demonstrate respect for the rights of speakers;	1. Manners, extended attention, sitting still, facing speaker, taking turns to speak, etc.
2. identify customs and languages of cultures or subcultures;	2. Listen to literature and music of cultures, view/listen to a variety of audio/visual programs regarding global and multicultural issues.
3. examine a global issue (e.g., honesty, courage) following a listening/viewing experience.	3. Environment (whales, forest, clean air), use whole language, multi disciplinary experience.

The learner will	Comments/Activities
1. express complete thoughts using increasingly correct grammar;	.
2. speak effectively and clearly;	2. Enunciation, volume, tone, rate, expression
3. use vocabulary which has been introduced in themes/topics within the classroom;	.
4. focus on the topic being discussed.	.

The learner will	Comments/Activities
1. demonstrate proper use of oral speaking skills;	1. Phrasing, punctuation, voice, inflection for expression, enunciation, pronunciation, and adjust volume to situation.
2. retell a story/experience in sequential order;	.
3. demonstrates proper grammatical oral language;	3. Proper use of aint's, gots, was/were, saw/seen, etc.
4. demonstrate good conversational skills;	4. Show manners during group discussions and sharing.
5. give an oral report related to a class topic or theme.	.

The learner will	Comments/Activities
1. participate in dramatizations;	1. Choral speaking, plays, dramatization, or stories.
2. experiment with verbal language;	2. Using jokes, rhyming words, riddles; trying new words, nonsense words, made-up words.
3. participate in peer group discussions;	.
4. use an increasingly rich vocabulary when speaking;	.