Delaware State Standards for Language Arts: Grade 2

DE.1. Written and Oral Communication: Use written and oral English appropriate for various purposes and audiences. Students will be able to:

1.1. Written Communication: Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice (1.1). Written Communication: Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions (1.2). Written Communication: Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces (1.3).

1.1.1. Purpose: Students understand that persuasive writing is audience-centered: the purpose is to influence/convince the audience/reader by presenting and supporting a position on a particular issue/perspective.

1.1.2. Purpose: Students understand that informative writing is subject-centered: the purpose is to help the reader understand the subject or topic by describing the subject and explaining the details related to the subject so that the reader has a clear and complete understanding of the message.

1.1.3. Purpose: Students understand that expressive writing is author-centered: the purpose is to entertain the audience/reader by narrating a personal experience with an established sequence of events OR help the reader know about the writer by expressing the writer's feelings about events and their significance

1.1.4. Audience: Students understand that writing has an intended audience. In order to begin to meet the needs of that audience, students

1.1.4.1. Write in a manner that makes sense to the reader

1.1.4.2. Write to audiences that are familiar (e.g., self, classmate, parent, sibling, teacher)

1.1.5. Form: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to the following: Persuasive, Informative, and Expressive

1.1.5.1. Development (Persuasive Writing): Agree or disagree with an easily understood issue

1.1.5.2. Development (Persuasive Writing): Support the idea with an example and/or fact

1.1.5.3. Development (Informative Writing): Select an interesting subject for writing

1.1.5.4. Development (Informative Writing): Choose a title that reflects the subject, when appropriate

1.1.5.5. Development (Informative Writing): Provide relevant information (e.g., personal experiences, facts, examples) to elaborate or clarify the subject

1.1.5.6. Development (Expressive Writing): Select an interesting idea for writing

1.1.5.7. Development (Expressive Writing): Choose a title, when appropriate

1.1.5.8. Development (Expressive Writing): Give relevant details about how things look, feel, sound, smell

1.1.5.9. Organization (Persuasive Writing): Organize writing with a beginning, middle, and end

1.1.5.10. Organization (Persuasive Writing): State a clear reason for choosing the position

1.1.5.11. Organization (Persuasive Writing): Use simple transition words that show order (e.g., first, next, finally) most of the time

1.1.5.12. Organization (Persuasive Writing): Use paragraphs to transition between ideas when appropriate

1.1.5.13. Organization (Persuasive Writing): Attempt a closing

1.1.5.14. Organization (Informative Writing): Organize writing with a beginning, middle, and end

1.1.5.15. Organization (Informative Writing): State the writing topic

1.1.5.16. Organization (Informative Writing): Use simple transition words that show order (e.g., first, next, finally) most of the time

1.1.5.17. Organization (Informative Writing): Use paragraphs to transition between ideas when appropriate

1.1.5.18. Organization (Informative Writing): Attempt a closing

1.1.5.19. Organization (Expressive Writing): Organize writing with a beginning, middle, and end

1.1.5.20. Organization (Expressive Writing): State the interesting idea

1.1.5.21. Organization (Expressive Writing): Use simple transition words that show order (e.g., first, next, finally) most of the time

1.1.5.22. Organization (Expressive Writing): Use paragraphs to transition between ideas when appropriate

1.1.5.23. Organization (Expressive Writing): Attempt a closing

1.1.6. Recognize that sentences are written with the audience's needs and writer's purpose, style, and voice in mind:

1.1.6.1. Use complete sentences to express thoughts

1.1.6.2. Use capital letters and end marks to indicate intended beginning and end of simple sentences

1.1.6.3. Begin to vary sentence length

1.1.7. Word Choice (Style/Voice): Use some specific, concrete nouns ('name' versus 'girl'; 'cereal' versus 'food')

1.1.8. Word Choice (Style/Voice): Use adjectives to describe most of the time

1.1.9. Word Choice (Style/Voice): Use appropriate verbs most of the time

1.1.10. Word Choice (Style/Voice): Demonstrate appropriate style and voice

1.1.11. Conventions (Style/Voice): Use Standard Written English (SWE) as appropriate for the audience:

1.1.11.1. Use capital letters to indicate beginning of sentences, familiar proper nouns, and the pronoun 'I'

1.1.11.2. Use periods, question marks, and exclamation marks most of the time

1.1.11.3. Use appropriate pronouns most of the time

1.1.11.4. Use standard spellings of common 2nd grade words and word wall words most of the time

1.4. Oral Communication: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.

1.4.1. Use language for different purposes (e.g., inform, persuade, entertain)

1.4.2. Share stories or information orally with an audience

1.4.3. Retell information shared by others

1.4.4. Listen, recite and respond to familiar stories, poems, nursery rhymes, songs and stories with repeated patterns (e.g., retell in sequence, relate information to own life, describe character-setting-plot, engage in creative and dramatic play, imagine beyond the story

1.4.5. Speak clearly

1.4.6. Use appropriate volume and pitch

1.4.7. Use visual aides

1.5. Oral Communication: Listen to and comprehend oral communications.

1.5.1. Follow basic directions

1.5.2. Listen attentively by making eye contact, facing the speaker, asking questions, and restating what is said

1.5.3. Ask and respond to questions from teachers and other group members

1.5.4. Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate publications

1.5.5. Retell stories and reports of events in proper sequence

1.5.6. Engage in communication to clarify thoughts, solve problems, make decisions, discuss issues, and extend understandings

1.6. Oral Communication: Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.

1.6.1. Use words that reflect a growing range of interests and knowledge

1.6.2. Clarify and explain words and ideas

1.6.3. Give and follow oral directions

1.6.4. Express ideas in complete sentences

1.6.5. Tell and retell stories and events in logical order

1.6.6. Ask for clarification and explanation of words and ideas

1.7. Oral Communication: Participate effectively in a discussion.

1.7.1. Share experiences and express ideas

1.7.2. Participate in conversations with peers and adults

1.7.3. Follow implicit rules for conversation (e.g., taking turns, staying on topic)

1.7.4. Use appropriate voice level in group settings

1.7.5. React to stories, poems, and songs

1.7.6. Use oral language to extend learning

DE.2. Reading: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:

2.1. Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts.

2.1.1. Alphabetic Principle: Produce diphthongs and digraphs with automaticity

2.1.2. Alphabetic Principle: Use advanced phonic elements to recognize words with automaticity

2.1.3. Alphabetic Principle: Read multi-syllabic words

2.1.4. Alphabetic Principle: Read more sight words accurately with automaticity

2.1.5. Alphabetic Principle: Read possessives

2.1.6. Alphabetic Principle: Identify and produce rhyming words with automaticity

2.1.7. Fluency: Read (at a minimum) 90-100 words per minute

2.1.8. Fluency: Read orally from familiar text at an rate, with accuracy and prosody

2.1.9. Vocabulary: Learn and use unfamiliar words that are introduced in stories and texts

2.1.10. Vocabulary: Infer meanings of new words through read-alouds

2.1.11. Spelling: Increase knowledge and vocabulary through independent reading

2.1.12. Spelling: Spell previously studied phonetically regular words correctly

2.1.13. Spelling: Use phonetic strategies to spell unfamiliar words

2.2a. Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words.

2.2a.1. Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by

2.2a.1.1. Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words

2.2a.1.2. Using picture clues

2.2a.1.3. Looking for context clues provided by synonyms and antonyms

2.2a.1.4. Selecting the correct definition of words that have multiple meanings

2.3a. Students will be able to self-monitor comprehension while reading by generating a purpose for reading.

2.3a.1. Use 'During Reading' strategies by

2.3a.1.1. Assimilating prior knowledge

2.3a.1.2. Making and revising predictions

2.3a.1.3. Generating and answering questions

2.3a.1.4. Summarizing

2.3a.1.5. Rereading to clarify information

2.3a.1.6. Adjusting reading rate

2.3a.1.7. Inferring information

2.3a.1.8. Using mental imagery

2.3c. Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.

2.3c.1. Use illustrations to construct meaning from text

2.3c.2. Visualize what was read

2.3c.3. Make, confirm, adjust predictions

2.3c.4. Reread difficult parts slowly and carefully

2.3c.5. Explain personal connections to the topics, events, characters, and actions in texts

2.3c.6. Revisit text to search for connections between and among ideas

2.3c.7. Ask and answer questions about the text

2.3c.8. Retell stories and ideas

2.3c.9. Recall and discuss what is understood in a text

2.3c.10. Identify and question what is not understood in a text

2.3c.11. Restate in own words the main events in the text

2.3c.12. Summarize while reading

2.4a. Students will be able to demonstrate an overall understanding of printed texts by making predictions as needed.

2.4a.1. Predict likely outcomes based on clues in a text

2.4a.2. Adjust previous predictions based on new information in a text

2.4bI/T. Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures.

2.4bI/T.1. Identify essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations) to enhance understanding of text

2.4bL. Students will be able to demonstrate an overall understanding of literary texts by identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect).

2.4bL.1. Identify the main character in a story or poem

2.4bL.2. Identify other characters in a story or in a poem

2.4bL.3. Identify the main setting (time and/or place)

2.4bL.4. Recognize that settings can change and identify the changes in setting

2.4bL.5. Recognize that there is a main problem and solution in a story

2.4bL.6. Identify the beginning, middle and end of a story

2.4bL.7. Identify significant details related to the plot to determine the pattern of organization (simple compare/contrast)

2.4c. Students will be able to demonstrate an overall understanding of printed texts by recognizing and interpreting figurative language and literary devices (e.g., simile, metaphor, allusion) and differentiating between literal and non-literal meanings.

2.4c.1. Identify rhyme alliteration, repetition, rhythm, and dialogue

2.4d. Students will be able to demonstrate an overall understanding of printed texts by retelling a story or restating an informative text through speaking and/or writing.

2.4d.1. Retell a story, identifying the main characters and major events in a literary text

2.4d.2. Retell/restate the main idea of a simple informative text with supporting details

2.4d.3. Identify and arrange the major events of a story in sequence

2.4e. Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers.

2.4e.1. Use a graphic organizer (e.g., webs, charts) that identifies story/literary elements, story structure, the main idea and supporting details

2.4e.2. Identify main ideas that should be included in a summary of a text

2.4f. Students will be able to demonstrate an overall understanding of printed texts by identifying the author's purpose.

2.4f.1. Understand that there are various purpose(s) for writing

2.4f.2. Identify the author's overall purpose for writing (e.g., persuade, entertain, inform, describe, explain how) a text

2.4f.3. Identify the purpose of media messages

2.4g. Students will be able to demonstrate an overall understanding of printed texts by comparing information between and within texts.

2.4g.1. Make connections between ideas/characters in stories (e.g., what story that we have read does this remind me of?)

2.4g.2. List similarities and differences between ideas/characters in text(s)

2.4h. Students will demonstrate an overall understanding of printed texts by discriminating between fact and opinion.

2.4h.1. Differentiate between a fact and an opinion

2.4h.2. Identify facts in a text

2.4h.3. Identify obvious opinions in a text

2.4h.4. Identify words that clue that a statement is an opinion (e.g., believe, feel, think)

2.4i. Students will be able to demonstrate an overall understanding of informative and technical printed texts by making inferences

2.4i.1. Draw conclusions (strongly implied in text) about people and events in a text

2.4i.2. Draw conclusions about content and concrete ideas in a text

2.4i.3. Make reasonable predictions as they read

2.4k. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.

2.4k.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)

2.4k.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections

2.5a. Students will be able to critically analyze and evaluate information and messages presented through print by connecting and synthesizing information from many sources

2.5a.1. Connect information between similar texts to construct a basic understanding of the main concept in both texts (text-to-text connections)

2.5b. Students will be able to critically analyze and evaluate information and messages presented through print by formulating and expressing opinions.

2.5b.1. Use personal experiences to make judgments (e.g., polar concepts such as good/bad, happy/sad) about concepts in:

2.5b.1.1. Literary text (e.g., character's actions, morals of narratives or poems)

2.5b.1.2. Nonfiction

2.5b.2. Identify information in a text to develop an opinion

2.5d. Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions.

2.5d.1. Use prior knowledge of a concept along with information in a text to:

2.5d.1.1. Draw conclusions

2.5d.1.2. Describe the author's viewpoint or attitude toward a topic or idea when strongly implied

2.5d.1.3. Describe the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)

2.5d.1.4. An author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)

2.5g. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.

2.5g.1. Listen to different versions of the same piece of text and consider, through classroom discussion, how these versions differ

2.5g.2. Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing

2.5i. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.)

2.5i.1. Recognize propaganda techniques

2.5i.2. Recognize persuasive techniques

2.5i.3. Identify the effect of media messages

2.6a. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech and mass media and extend meaning by offering a personal response to texts.

2.6a.1. Revisit text to search for connections between and among ideas

2.6a.2. Explain personal connections to the topics, events, characters, and actions in texts

2.6b. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.

2.6b.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)

2.6b.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections

DE.3. Research: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:

3.1a1. Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information.

3.1a1.1. Use multiple sources of information (e.g., books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias)

3.1a1.2. Select sources appropriate to topic

3.1a1.3. Identify, locate and obtain sources relevant to topic

3.1a1.4. Begin to use text features (e.g., guide words, indices, glossaries, table of contents) to access information

3.1a2. Identify, locate, and select sources of information relevant to a defined need by developing and using procedures to gather information and ideas; developing and following a process for research completion.

3.1a2.1. Select a topic for research

3.1a2.2. Determine a clear purpose, topic and audience for research

3.1a2.3. Seek information from one or more sources

3.1a2.4. Locate information using appropriate sources and strategies

3.1a2.5. Read, view, listen or interact with information and decide what is valuable for research

3.1a2.6. Extract information (e.g., take notes, make copies)

3.1a2.7. Relay facts from research

3.1b. Identify, locate, and select sources of information relevant to a defined need by independently extracting information to achieve a specific purpose; extracting information relevant to a specific purpose.

3.1b.1. Use appropriate technology for the task of extracting the needed information (e.g., appropriate word processing functions, photocopier, audiovisual equipment)

3.1b.2. Decide what information is valuable for a particular situation

3.1b.3. Use a method (e.g. web, chart) to manage the selected, organized information

3.2a. Organize, manipulate, and express the information and ideas relevant to a defined need by using technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.

3.2a.1. Use technology to synthesize information by

3.2a.1.1. Filling in a graphic organizer

3.2a.1.2. Filling in an outline

3.2b. Organize, manipulate, and express the information and ideas relevant to a defined need by independently presenting information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.

3.2b.1. Decide how the information fits together

3.2b.2. Decide how the information would best be presented

3.2b.3. Present gathered information in an oral or written format, which

3.2b.3.1. Uses sentences to tell about a designated topic

3.2b.3.2. Incorporates information from one source

3.2b.3.3. Includes information relevant to topic

3.2b.3.4. Identifies source of information

3.3a2. Organize, manipulate, and express the information and ideas relevant to a defined need by: establishing criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, validity, and authority.

3.3a2.1. Describe the difference between fact and fiction

3.3a2.2. Formulate conclusions based upon information relevant to a specific purpose

3.3a2.3. Use information to express ideas relevant to specific purpose

3.3b2. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently drawing conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose.

3.3b2.1. Use prior knowledge of a concept along with information in a text to draw conclusions and

3.3b2.1.1. Identify information in a text to draw conclusions (including implied main idea) that require a simple analysis and/or evaluation

3.3b2.1.2. Identify the purpose of the author's choices about text layout and design including font styles (bold, underline, italics, caps) and punctuation choices (quotation marks, exclamation marks).

DE.4. Reading: Use literary knowledge accessed through print and visual media to connect self to society and culture. Students will be able to:

4.1a. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by explaining the reasons for a character's actions, (d) identifying with characters based on a clear understanding of motivation and situation.

4.1a.1. Identify a reason for a character's actions in a literary text

4.1e. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience.

4.1e.1. As a result of reading a literary text, students will connect to other texts using the following as guides for connections: What does this remind me of in another book I've read? How is this text similar to other things I've read? How is this different to other books I've read? Have I read about something like this before?

4.2a. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by making inferences about content, events, characters, setting, and author's decisions.

4.2a.1. Draw conclusions (strongly implied in text) about people and events in a text

4.2a.2. Draw conclusions about content and concrete ideas in a text

4.2a.3. Make reasonable predictions as they read

4.2b. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by understanding the differences between genres [...].

4.2b.1. Distinguish between poetry, fairy tales, and prose (fiction and nonfiction)

4.2b.2. Distinguish between fantasy and realistic text

4.3a. Using appropriate texts, students will be able to respond to demonstrate an appreciation for a broad range of culturally diverse literary texts and media created by historical, modern, and contemporary authors through (a) responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities, (b) responding to literary text and media representative of various nations and cultures.

4.3a.1. Listen to and read simple stories from different cultures and eras to broaden cultural awareness

4.3a.2. Acknowledge the experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities

4.4a. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by using literature as a resource for shaping decisions.

4.4a.1. Read stories and relate characters' experiences to shape own decisions by asking questions: I felt like that character when I....; If that happened to me, I would....; I can relate to that character because one time....