Ohio State Standards for Language Arts: Grade 2

OH.1. Phonemic Awareness, Word Recognition and Fluency: Students in the primary grades learn to recognize and decode printed words, developing the skills that are the foundations for independent reading. They discover the alphabetic principle (sound-symbol match) and learn to use it in figuring out new words. They build a stock of sight words that helps them to read quickly and accurately with comprehension. By the end of the third grade, they demonstrate fluent oral reading, varying their intonation and timing as appropriate for the text.

1.A. Use letter-sound correspondence knowledge and structural analysis to decode words.

1.B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.

1.1. Grade Level Indicator: Identify rhyming words with the same or different spelling patterns.

1.2. Grade Level Indicator: Read regularly spelled multi-syllable words by sight.

1.3. Grade Level Indicator: Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.

1.4. Grade Level Indicator: Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words.

1.5. Grade Level Indicator: Segment letter, letter blends and syllable sounds in words.

1.6. Grade Level Indicator: Distinguish and identify the beginning, middle and ending sounds in words.

1.7. Grade Level Indicator: Identify words as having either short- or long-vowel sounds.

1.8. Grade Level Indicator: Demonstrate a growing stock of sight words.

1.9. Grade Level Indicator: Read text using fluid and automatic decoding skills.

1.10. Grade Level Indicator: Read passages fluently with appropriate changes in voice, timing and expression.

OH.2. Acquisition of Vocabulary: Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension.

2.A. Use context clues to determine the meaning of new vocabulary.

2.B. Read accurately high-frequency sight words.

2.C. Apply structural analysis skills to build and extend vocabulary and to determine word meaning.

2.D. Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meanings.

2.E. Use resources to determine the meanings and pronunciations of unknown words.

2.1. Grade Level Indicator: Contextual Understanding: Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.

2.2. Grade Level Indicator: Conceptual Understanding: Identify words that have similar meanings (synonyms) and words that have opposite meanings (antonyms).

2.3. Grade Level Indicator: Conceptual Understanding: Classify words into categories (e.g., colors, fruits, vegetables).

2.4. Grade Level Indicator: Conceptual Understanding: Read accurately high-frequency sight words.

2.5. Grade Level Indicator: Conceptual Understanding: Read homographs aloud correctly, adjusting sounds to fit meaning, and use words in context.

2.6. Grade Level Indicator: Structural Understanding: Determine the meaning of common compound words (e.g., lunchroom, baseball) by explaining the relationship between the words contained in the compound.

2.7. Grade Level Indicator: Structural Understanding: Identify contractions and common abbreviations and connect them to whole words.

2.8. Grade Level Indicator: Structural Understanding: Determine the meaning of prefixes, including un-, re-, pre-, and suffixes, including -er, -est, -ful, -less.

2.9. Grade Level Indicator: Structural Understanding: Use root words (e.g., smile) and their various inflections (e.g., smiles, smiling, smiled) to determine the meaning of words.

2.10. Grade Level Indicator: Tools and Resources: Determine the meaning and pronunciations of unknown words using a beginner's dictionary, glossaries and technology.

OH.3. Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies: Students develop and learn to apply strategies that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom.

3.A. Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.

3.B. Make predictions from text clues and cite specific examples to support predictions.

3.C. Draw conclusions from information in text.

3.D. Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas.

3.E. Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative).

3.F. Apply and adjust self-monitoring strategies to assess understanding of text.

3.1. Grade Level Indicator: Comprehension Strategies: Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained).

3.2. Grade Level Indicator: Comprehension Strategies: Predict content, events and outcomes from illustrations and prior experience and support those predictions with examples from the text or background knowledge.

3.3. Grade Level Indicator: Comprehension Strategies: Compare and contrast information in texts with prior knowledge and experience.

3.4. Grade Level Indicator: Comprehension Strategies: Summarize text by recalling main ideas and some supporting details.

3.5. Grade Level Indicator: Comprehension Strategies: Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.

3.6. Grade Level Indicator: Comprehension Strategies: Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

3.7. Grade Level Indicator: Self-Monitoring Strategies: Monitor comprehension by recognizing when text does not make sense and look back or read on to reinforce comprehension.

3.8. Grade Level Indicator: Self-Monitoring Strategies: Monitor reading comprehension by identifying word errors and self-correcting.

3.9. Grade Level Indicator: Independent Reading: Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

3.10. Grade Level Indicator: Independent Reading: Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

OH.4. Informational, Technical and Persuasive Text: Students gain information from reading for purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.

4.A. Use text features and structures to organize content, draw conclusions and build text knowledge.

4.B. Ask clarifying questions concerning essential elements of informational text.

4.C. Identify the central ideas and supporting details of informational text.

4.D. Use visual aids as sources to gain additional information from text.

4.E. Evaluate two- and three-step directions for proper sequencing and completeness.

4.1. Grade Level Indicator: Use the table of contents, glossary, captions and illustrations to identify information and to comprehend text.

4.2. Grade Level Indicator: Arrange events from informational text in sequential order.

4.3. Grade Level Indicator: List questions about essential elements from informational text (e.g., why, who, where, what, when and how) and identify answers.

4.4. Grade Level Indicator: Classify ideas from informational texts as main ideas or supporting details.

4.5. Grade Level Indicator: Identify information in diagrams, charts, graphs and maps.

4.6. Grade Level Indicator: Analyze a set of directions for proper sequencing.

OH.5. Literary Text: Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, folk tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author's use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding.

5.A. Compare and contrast plot across literary works.

5.B. Use supporting details to identify and describe main ideas, characters and setting.

5.C. Recognize the defining characteristics and features of different types of literary forms and genres.

5.D. Explain how an author's word choice and use of methods influences the reader.

5.E. Identify the theme of a literary text.

5.1. Grade Level Indicator: Compare and contrast different versions of the same story.

5.2. Grade Level Indicator: Describe characters and setting.

5.3. Grade Level Indicator: Retell the plot of a story.

5.4. Grade Level Indicator: Distinguish between stories, poems, plays, fairy tales and fables.

5.5. Grade Level Indicator: Identify words from texts that appeal to the senses.

5.6. Grade Level Indicator: Identify the theme of a text.

OH.6. Writing Process: Students' writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions.

6.A. Generate ideas for written compositions.

6.B. Develop audience and purpose for self-selected and assigned writing tasks.

6.C. Use organizers to clarify ideas for writing assignments.

6.D. Use revision strategies and resources to improve ideas and content, organization, word choice and detail.

6.E. Edit to improve sentence fluency, grammar and usage.

6.F. Apply tools to judge the quality of writing.

6.G. Publish writing samples for display or sharing with others, using techniques such as electronic resources and graphics.

6.1. Grade Level Indicator: Prewriting: Generate writing ideas through discussions with others.

6.2. Grade Level Indicator: Prewriting: Develop a main idea for writing.

6.3. Grade Level Indicator: Prewriting: Develop a purpose and audience for writing.

6.4. Grade Level Indicator: Prewriting: Use organizational strategies (e.g., brainstorming, lists, webs and Venn diagrams) to plan writing.

6.5. Grade Level Indicator: Drafting, Revising and Editing: Organize writing with a developed beginning, middle and end.

6.6. Grade Level Indicator: Drafting, Revising and Editing: Use a range of complete sentences, including declarative, interrogative and exclamatory.

6.7. Grade Level Indicator: Drafting, Revising and Editing: Include transitional words and phrases.

6.8. Grade Level Indicator: Drafting, Revising and Editing: Use language for writing that is different from oral language, mimicking writing style of books when appropriate.

6.9. Grade Level Indicator: Drafting, Revising and Editing: Use available technology to compose text.

6.10. Grade Level Indicator: Drafting, Revising and Editing: Reread and assess writing for clarity, using a variety of methods (e.g., writer's circle or author's chair).

6.11. Grade Level Indicator: Drafting, Revising and Editing: Add descriptive words and details and delete extraneous information.

6.12. Grade Level Indicator: Drafting, Revising and Editing: Use resources (e.g., word wall, beginner's dictionary and word bank) to select effective vocabulary.

6.13. Grade Level Indicator: Drafting, Revising and Editing: Proofread writing to improve conventions (e.g., grammar, spelling, punctuation and capitalization).

6.14. Grade Level Indicator: Drafting, Revising and Editing: Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

6.15. Grade Level Indicator: Publishing: Rewrite and illustrate writing samples for display and for sharing with others.

OH.7. Writing Applications: Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose.

7.A. Compose writings that convey a clear message and include well-chosen details.

7.B. Write responses to literature that demonstrate an understanding of a literary work.

7.C. Write friendly letters and invitations complete with date, salutation, body, closing and signature.

7.1. Grade Level Indicator: Write stories that convey a clear message, include details, use vivid language and move through a logical sequence of steps and events.

7.2. Grade Level Indicator: Write responses to stories by comparing text to other texts, or to people or events in their own lives.

7.3. Grade Level Indicator: Write letters or invitations that include relevant information and follow letter format (e.g., date, proper salutation, body, closing and signature).

7.4. Grade Level Indicator: Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.

OH.8. Writing Conventions: Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with forms of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling system, using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively communicate ideas in writing and to express themselves.

8.A. Print legibly using appropriate spacing.

8.B. Spell grade-appropriate words correctly.

8.C. Use conventions of punctuation and capitalization in written work.

8.D. Use grammatical structures in written work.

8.1. Grade Level Indicator: Handwriting: Print legibly, and space letters, words and sentences appropriately.

8.2. Grade Level Indicator: Spelling: Spell words with consonant blends and digraphs.

8.3. Grade Level Indicator: Spelling: Spell regularly used and high-frequency words correctly.

8.4. Grade Level Indicator: Spelling: Spell words studied (e.g., word lists, text words) correctly.

8.5. Grade Level Indicator: Spelling: Spell plurals and verb tenses correctly.

8.6. Grade Level Indicator: Spelling: Begin to use spelling patterns and rules correctly (e.g., dropping silent e before adding -ing).

8.7. Grade Level Indicator: Spelling: Use spelling strategies (e.g., word wall, word lists, thinking about the base word and affixes).

8.8. Grade Level Indicator: Punctuation and Capitalization: Use periods, question marks and exclamation points as endpoints correctly.

8.9. Grade Level Indicator: Punctuation and Capitalization: Use quotation marks.

8.10. Grade Level Indicator: Punctuation and Capitalization: Use correct punctuation for contractions and abbreviations.

8.11. Grade Level Indicator: Punctuation and Capitalization: Use correct capitalization (e.g., proper nouns, the first word in a sentence, months and days).

8.12. Grade Level Indicator: Grammar and Usage: Use nouns, verbs and adjectives correctly.

8.13. Grade Level Indicator: Grammar and Usage: Use subjects and verbs that are in agreement.

8.14. Grade Level Indicator: Grammar and Usage: Use personal pronouns.

8.15. Grade Level Indicator: Grammar and Usage: Use past and present verb tenses (e.g., 'we were' rather than 'we was').

8.16. Grade Level Indicator: Grammar and Usage: Use nouns and pronouns that are in agreement.

OH.9. Research: Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings.

9.A. Generate questions for investigation and gather information from a variety of sources.

9.B. Retell important details and findings.

9.1. Grade Level Indicator: Create questions for investigations, assigned topic or personal area of interest.

9.2. Grade Level Indicator: Utilize appropriate searching techniques to gather information from a variety of locations (e.g., classroom, school library, public library or community resources).

9.3. Grade Level Indicator: Acquire information, with teacher assistance, from multiple sources (e.g., books, magazines, videotapes, CD-ROMs, Web sites) and collect data (e.g., interviews, experiments, observations or surveys) about the topic.

9.4. Grade Level Indicator: Identify important information and write brief notes about the information.

9.5. Grade Level Indicator: Sort relevant information about the topic into categories with teacher assistance.

9.6. Grade Level Indicator: Report important findings to others.

OH.10. Communications: Oral and Visual: Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language and deliberately choose vocabulary to clarify points and adjust presentations according to audience and purpose.

10.A. Use active listening strategies to identify the main idea and to gain information from oral presentations.

10.B. Connect prior experiences, insights and ideas to those of a speaker.

10.C. Follow multi-step directions.

10.D. Speak clearly and at an appropriate pace and volume.

10.E. Deliver a variety of presentations that include relevant information and a clear sense of purpose.

10.1. Grade Level Indicator: Listening and Viewing: Use active listening strategies, such as making eye contact and asking for clarification and explanation.

10.2. Grade Level Indicator: Listening and Viewing: Compare what is heard with prior knowledge and experience.

10.3. Grade Level Indicator: Listening and Viewing: Identify the main idea of oral presentations and visual media.

10.4. Grade Level Indicator: Listening and Viewing: Follow two- and three-step oral directions.

10.5. Grade Level Indicator: Speaking Skills and Strategies: Demonstrate an understanding of the rules of the English language.

10.6. Grade Level Indicator: Speaking Skills and Strategies: Select language appropriate to purpose and use clear diction and tone.

10.7. Grade Level Indicator: Speaking Skills and Strategies: Adjust volume to stress important ideas.

10.8. Grade Level Indicator: Speaking Applications: Deliver informational presentations that: present events or ideas in logical sequence and maintain a clear focus; demonstrate an understanding of the topic; include relevant facts and details to develop a topic; organize information with a clear beginning and ending; include diagrams, charts or illustrations as appropriate; and identify sources.

10.9. Grade Level Indicator: Speaking Applications: Deliver formal and informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details.

10.10. Grade Level Indicator: Speaking Applications: Deliver simple dramatic presentations (e.g., recite poems, rhymes, songs and stories).