Vermont State Standards for Language Arts: Grade 2
VT.1.1. Reading: Reading Strategies: Students use a variety of strategies to help them read.
R2.1. Grade Level Expectation: Early Reading Skills and Strategies: Phonological Awareness: Applies phonological knowledge and skills by:
R2.1.1. Blending and segmenting phonemes in more complex one syllable words (which may include combinations of blends and digraphs, as in 'th-i-ck,' 't-r-a-sh').
R2.1.2. Deleting phonemes in one-syllable words ('what is 'crust' without the 'c' ?').
R2.3. Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification and decoding skills and strategies by:
R2.3.1. Reading grade-level-appropriate words with automaticity.
R2.3.2. Reading grade-appropriate, high-frequency words (including irregularly spelled words).
R2.3.3. Identifying regularly spelled multisyllabic words (e.g., 'happiness,' 'shower,' 'sunshine'), by using knowledge of sounds, syllable types, or word patterns (including common spellings for consonants and vowel sounds, e.g., 'knot,' 'catch,' 'fl oat,' 'fight'; or common suffixes).
R2.4. Grade Level Expectation: Context and Self-Correction Strategies: Applies context and self-correction strategies by:
R2.4.1. Predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/language structure, semantics/meaning, or other context cues (e.g., pictures).
R2.5. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Identifies the meaning of unfamiliar words by:
R2.5.1. Using strategies to unlock meaning (e.g., using knowledge of word structure, including common base words and suffixes, such as 'thick-est,' 'hope-ful'; or context clues, including illustrations and diagrams; or prior knowledge).
R2.6. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by:
R2.6.1. Identifying synonyms, antonyms; or categorizing words.
R2.6.2. Describing words in terms of categories, functions, or features.
R2.6.3. Selecting appropriate words to use in context, including words specific to the content of the text.
R2.7. Grade Level Expectation: Comprehension Strategies: Uses comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text.
R2.7.1. Examples of reading-comprehension strategies might include: using prior knowledge; predicting and making text-based inferences; determining importance; generating literal and clarifying questions; constructing sensory images (e.g., making pictures in one's mind); making connections (text to self, text to text, and text to world); or locating and using text features (e.g., headings, parts of the book).
R2.8. Grade Level Expectation: Monitoring and Adjusting Strategies: Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by:
R2.8.1. Sampling a page of text for readability and interest.
R2.8.2. Recognizing problems with understanding, and rereading or adjusting pace as needed.
VT.1.2. Reading: Reading Accuracy: Students read grade-appropriate material, with 90%+ accuracy, in a way that makes meaning clear.
R2.9. Grade Level Expectation: Accuracy and Fluency: Reads grade-level-appropriate material with:
R2.9.1. Accuracy: reading material appropriate for the end of grade 2 with at least 90-94% accuracy (See Appendix for sample titles.).
R2.9.2. Fluency: reading grade-appropriate text with oral fluency rates of at least 80-100 words correct per minute.
R2.9.3. Fluency: reading grade-appropriate text in a way that makes meaning clear, demonstrating phrasing, expression, and with attention to punctuation (including commas and quotation marks).
VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.
R2.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of elements of literary texts by:
R2.10.1. Identifying or describing character(s), setting, problem, solution, or major events, as appropriate to text.
R2.10.2. Retelling the key elements of a story.
R2.10.3. Sequencing key events in order.
R2.10.4. Distinguishing among a variety of types of text (e.g., literary texts: poetry, plays, realistic fiction, fairy tales, fables, tall tales, or fantasy).
R2.11. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of author's craft used in literary texts by:
R2.11.1. Identifying literary devices as appropriate to genre: rhyme, repeated language (e.g., 'When I was young in the mountains?' ), or dialogue.
R2.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:
R2.12.1. Obtaining information from text features (e.g., simple table of contents, glossary, charts, graphs, diagrams, or illustrations).
R2.12.2. Using explicitly stated information to answer questions.
R2.12.3. Locating and recording information to show understanding when given an organizational format (e.g., a T-chart or Venn diagram).
R2.12.4. Distinguishing among a variety of types of text (e.g., reference: beginning dictionaries, glossaries, children's magazines, children's newspapers; and practical/ functional/texts: instructions, book orders, invitations).
R2.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts, citing evidence where appropriate by:
R2.13.1. Making logical predictions.
R2.13.2. Identifying relevant physical characteristics or personality traits of main characters.
R2.13.3. Making basic inferences about problem or solution.
R2.13.4. Identifying possible motives of characters.
R2.13.5. Recognizing explicitly stated causes or effects.
R2.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a personal response to what is read through a variety of means by:
R2.15.1. Comparing stories or other texts to related personal experience, prior knowledge, or other books.
R2.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text, citing evidence as appropriate by:
R2.16.1. Connecting information within a text.
R2.16.2. Recognizing generalizations about text (e.g., identifying appropriate titles or main/central ideas).
R2.16.3. Making basic inferences or drawing basic conclusions.
R2.16.4. Making inferences about causes or effects, when signal words are present.
VT.1.4. Reading: Reading Range of Text: Students comprehend and respond to a range of media, images, and text (e.g., poetry, narrative, information, technical) for a variety of purposes (e.g., reading for pleasure as well as reading to develop understanding and expertise).
R2.17. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading extensively by:
R2.17.1. Reading one or two books, medium-long chapters, or the equivalent every day.
R2.18. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading widely and in depth by:
R2.18.1. Reading from at least three different genres/kinds of text and a variety of authors (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction; informational: beginning dictionaries, glossaries, children's magazines, content trade books, children's newspapers; and practical/functional texts: procedures, instructions, simple menus, labels, announcements, invitations, book orders).
R2.19. Grade Level Expectation: Literate Community: Demonstrates participation in a literate community by:
R2.19.1. Self-selecting reading materials in line with reading ability and personal interests.
R2.19.2. Participating in appropriate discussions about text by offering comments and supporting evidence, and recommending books and other materials.
VT.1.5. Writing: Writing Dimensions: Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions:
W2.1. Grade Level Expectation: Writing Process: Students use prewriting, drafting, revising, editing, and critiquing to produce final drafts of written products.
VT.1.6. Writing: Writing Conventions: Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.
W2.2. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of appropriate English conventions by:
W2.2.1. Using capital letters for the beginning of sentences and names.
W2.2.2. Using correct end punctuation in simple sentences (e.g., period).
W2.3. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of conventional English spelling by:
W2.3.1. Correctly spelling grade-appropriate, high-frequency words.
W2.3.2. Correctly spelling past tense (three sounds for -ed) and plural endings (-s and -es), with no alterations required, on common vocabulary.
W2.3.3. Giving a readable and accurate phonetic spelling for words that have not been taught.
W2.3.4. Representing each sound heard in a word with a feature of print.
W2.3.5. Correctly spelling phonetically regular words with short vowels, consonant digraphs and blends, silent e words.
VT.1.7. Writing: Responses to Literature: In written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts, and issues; and make judgments about the text.
W2.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:
W2.6.1. Using references to text to support a given focus.
W2.7. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students engage readers by:
W2.7.1. Organizing ideas by using a beginning, middle, and concluding statement/sentence, given a structure.
VT.1.8. Writing: Reports: In written reports, students organize and convey information and ideas accurately and effectively.
W2.8. Grade Level Expectation: Informational Writing: Reports: In reports, students organize information by:
W2.8.1. Using a given organizational structure (e.g., template, frame, graphic organizer).
W2.9. Grade Level Expectation: Informational Writing: Reports: In reports, students effectively convey a perspective on a subject by:
W2.9.1. Restating a given focus/controlling idea on a topic (purpose).
W2.10. Grade Level Expectation: Informational Writing: Reports: In reports, students demonstrate use of a range of elaboration strategies by:
W2.10.1. Including details/information relevant to topic and/or given focus.
VT.1.9. Writing: Narratives: In written narratives, students organize and relate a series of events, fictional or actual, in a coherent whole.
W2.11. Grade Level Expectation: Expressive Writing: Narratives: In written narratives, students organize and relate a story line plot/series of events by:
W2.11.1. Creating a clear understandable story line, with a beginning, middle, and end, when given a structure.
W2.12. Grade Level Expectation: Expressive Writing: Narratives: Students demonstrate use of narrative strategies by:
W2.12.1. Using details.
W2.12.2. Identifying character(s).
VT.1.10. Writing: Procedures: In written procedures, students organize and relate a series of events, fictional or actual, into a coherent whole.
W2.13. Grade Level Expectation: Informational Writing: Procedures: In written procedures, students organize steps of procedures by:
W2.13.1. Listing steps in a logical order.
W2.13.2. Providing a list of materials to be used, if appropriate.
VT.1.19. Information Technology: Research: Students use organizational systems to obtain information from various sources (including libraries and the Internet).
VT.1.23. Writing: Poetry: In writing poetry, students use a variety of forms.
W2.18. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, demonstrate awareness of purpose by:
W2.18.1. Establishing a clear topic.
W2.19. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, use language effectively by:
W2.19.1. Using simple images and forms to describe.
VT.5.11. Literature and Media: Literary Elements and Devices: Students use literary elements and devices including theme, plot, style, imagery, and metaphor to analyze, compare, interpret, and create literature.
VT.5.12. Literature and Media: Literate Community: Students participate as members of a literate community, talking about books, ideas, and writing.
VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.
VT.5.18. The English Language: Structures: Students demonstrate an understanding of the structures of the English language (e.g., sentence, paragraph, text structure).
W2.4. Grade Level Expectation: Structures of Language: Students demonstrate command of the structures of the English language by:
W2.4.1. Distinguishing between letters, words, and sentences.