Indiana State Standards for Language Arts: Grade 2

IN.1. Reading: Word Recognition, Fluency, and Vocabulary Development: Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, and word parts (-s, -ed, -ing).

2.1.1. Phonemic Awareness: Demonstrate an awareness of the sounds that are made by different letters by: distinguishing beginning, middle, and ending sounds in word; rhyming words; clearly pronouncing blends and vowel sounds.

2.1.2. Decoding and Word Recognition: Recognize and use knowledge of spelling patterns (such as cut/cutting, slide/sliding) when reading.

2.1.3. Decoding and Word Recognition: Decode (sound out) regular words with more than one syllable (dinosaur, vacation).

2.1.4. Decoding and Word Recognition: Recognize common abbreviations (Jan., Fri.).

2.1.5. Decoding and Word Recognition: Identify and correctly use regular plural words (mountain/mountains) and irregular plural words (child/children, mouse/mice).

2.1.6. Decoding and Word Recognition: Read aloud fluently and accurately with appropriate changes in voice and expression.

2.1.11. Decoding and Word Recognition: Know and use common word families (such as -ale, -est, -ine, -ock, -ump) when reading unfamiliar words.

2.1.7. Vocabulary and Concept Development: Understand and explain common synonyms (words with the same meaning) and antonyms (words with opposite meanings).

2.1.8. Vocabulary and Concept Development: Use knowledge of individual words to predict the meaning of unknown compound words (lunchtime, lunchroom, daydream, raindrop).

2.1.9. Vocabulary and Concept Development: Know the meaning of simple prefixes (word parts added at the beginning of words such as un-) and suffixes (word parts added at the end of words such as -ful).

2.1.10. Vocabulary and Concept Development: Identify simple multiple-meaning words (change, duck).

IN.2. Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students read and understand grade-level-appropriate material.

2.2.1. Structural Features of Informational and Technical Materials: Use titles, tables of contents, and chapter headings to locate information in text.

2.2.11. Structural Features of Informational and Technical Materials: Identify text that uses sequence or other logical order (alphabetical order or time).

2.2.2. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: State the purpose for reading.

2.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Use knowledge of the author's purpose(s) to comprehend informational text.

2.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Ask and respond to questions (when, who, where, why, what if, how) to aid comprehension about important elements of informational texts.

2.2.5. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Restate facts and details or summarize the main idea in the text to clarify and organize ideas.

2.2.6. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Recognize cause-and-effect relationships in a text.

2.2.7. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Interpret information from diagrams, charts, and graphs.

2.2.8. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Follow two-step written instructions.

2.2.9. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Use context (the meaning of the surrounding text) to understand word and sentence meanings.

2.2.10. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Draw conclusions or confirm predictions about what will happen next in a text by identifying key words (signal words that alert the reader to a sequence of events, such as before, first, during, while, as, at the same time, after, then, next, at last, finally, now, when or cause and effect, such as because, since, therefore, so).

IN.3. Reading: Comprehension and Analysis of Literary Text: Students read and respond to a wide variety of significant works of children's literature.

2.3.1. Analysis of Grade-Level-Appropriate Literary Text: Compare plots, settings, and characters presented by different authors.

2.3.2. Analysis of Grade-Level-Appropriate Literary Text: Create different endings to stories and identify the problem and the impact of the different ending.

2.3.3. Analysis of Grade-Level-Appropriate Literary Text: Compare and contrast versions of same stories from different cultures.

2.3.4. Analysis of Grade-Level-Appropriate Literary Text: Identify the use of rhythm, rhyme, and alliteration (using words with repeating consonant sounds) in poetry or fiction.

2.3.5. Analysis of Grade-Level-Appropriate Literary Text: Confirm predictions about what will happen next in a story.

2.3.6. Analysis of Grade-Level-Appropriate Literary Text: Recognize the difference between fantasy and reality.

2.3.7. Analysis of Grade-Level-Appropriate Literary Text: Identify the meaning or lesson of a story.

IN.4. Writing: Processes and Features: Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.

2.4.1. Organization and Focus: Create a list of ideas for writing.

2.4.2. Organization and Focus: Organize related ideas together to maintain a consistent focus.

2.4.3. Research Process and Technology: Find ideas for writing stories and descriptions in pictures or books.

2.4.4. Research Process and Technology: Understand the purposes of various reference materials (such as a dictionary, thesaurus, or atlas).

2.4.5. Research Process and Technology: Use a computer to draft, revise, and publish writing.

2.4.6. Evaluation and Revision: Review, evaluate, and revise writing for meaning and clarity.

2.4.7. Evaluation and Revision: Proofread one's own writing, as well as that of others, using an editing checklist or list of rules.

2.4.8. Evaluation and Revision: Revise original drafts to improve sequence (the order of events) or to provide more descriptive detail.

IN.5. Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 2 are introduced to letter writing. Students continue to write compositions that describe and explain familiar objects, events, and experiences.

2.5.1. Writing Processes and Features: Write brief narratives based on experiences that: move through a logical sequence of events (chronological order, order of importance); describe the setting, characters, objects, and events in detail.

2.5.2. Writing Processes and Features: Write a brief description of a familiar object, person, place, or event that: develops a main idea; uses details to support the main idea.

2.5.3. Writing Processes and Features: Write a friendly letter complete with the date, salutation (greeting, such as Dear Mr. Smith), body, closing, and signature.

2.5.4. Writing Processes and Features: Write rhymes and simple poems.

2.5.5. Writing Processes and Features: Use descriptive words when writing.

2.5.6. Writing Processes and Features: Write for different purposes and to a specific audience or person.

2.5.7. Writing Processes and Features: Write responses to literature that: demonstrate an understanding of what is read; support statements with evidence from the text.

2.5.8. Research Application: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: uses a variety of resources (books, technology, pictures, charts, tables of contents, diagrams) and documents sources (titles and authors); organizes information by categorizing it into single categories (such as size or color) or includes information gained through observation.

IN.6. Writing: English Language Conventions: Students write using Standard English conventions appropriate to this grade level.

2.6.1. Handwriting: Form letters correctly and space words and sentences properly so that writing can be read easily by another person.

2.6.2. Sentence Structure: Distinguish between complete (When Tom hit the ball, he was proud.) and incomplete sentences (When Tom hit the ball).

2.6.3. Sentence Structure: Use the correct word order in written sentences.

2.6.4. Grammar: Identify and correctly write various parts of speech, including nouns (words that name people, places, or things) and verbs (words that express action or help make a statement).

2.6.5. Punctuation: Use commas in the greeting (Dear Sam,) and closure of a letter (Love, or Your friend,) and with dates (March 22, 2000) and items in a series (Tony, Steve, and Bill).

2.6.6. Punctuation: Use quotation marks correctly to show that someone is speaking. (Correct: 'You may go home now,' she said. Incorrect: 'You may go home now she said.')

2.6.7. Capitalization: Capitalize all proper nouns (names of specific people or things, such as Mike, Indiana, Jeep), words at the beginning of sentences and greetings, months and days of the week, and titles (Dr., Mr., Mrs., Miss) and initials in names.

2.6.8. Spelling: Spell correctly words like was, were, says, said, who, what, and why, which are used frequently but do not fit common spelling patterns.

2.6.9. Spelling: Spell correctly words with short and long vowel sounds (a, e, i, o, u), r-controlled vowels (ar, er, ir, or, ur), and consonant-blend patterns (bl, dr, st). (short vowels: actor, effort, ink, chop, unless; long vowels: ace, equal, bind, hoe, use; r-controlled: park, supper, bird, corn, further; consonant blends: blue, crash, desk, speak, coast)

IN.7. Listening and Speaking: Skills, Strategies, and Applications: Students listen critically and respond appropriately to oral communication.

2.7.1. Comprehension: Determine the purpose or purposes of listening (such as to obtain information, to solve problems, or to enjoy humor).

2.7.2. Comprehension: Ask for clarification and explanation of stories and ideas.

2.7.3. Comprehension: Paraphrase (restate in own words) information that has been shared orally by others.

2.7.4. Comprehension: Give and follow three- and four-step oral directions.

2.7.5. Organization and Delivery of Oral Communication: Organize presentations to maintain a clear focus.

2.7.6. Organization and Delivery of Oral Communication: Speak clearly and at an appropriate pace for the type of communication (such as an informal discussion or a report to class).

2.7.7. Organization and Delivery of Oral Communication: Tell experiences in a logical order (chronological order, order of importance, spatial order).

2.7.8. Organization and Delivery of Oral Communication: Retell stories, including characters, setting, and plot.

2.7.9. Organization and Delivery of Oral Communication: Report on a topic with supportive facts and details.

2.7.12. Organization and Delivery of Oral Communication: Use descriptive words when speaking about people, places, things, and events.

2.7.10. Speaking Applications: Recount experiences or present stories that: move through a logical sequence of events (chronological order, order of importance, spatial order); describe story elements, including characters, plot, and setting.

2.7.11. Speaking Applications: Report on a topic with facts and details, drawing from several sources of information.

2.7.13. Speaking Applications: Recite poems, rhymes, songs, and stories.

2.7.14. Speaking Applications: Provide descriptions with careful attention to sensory detail.