Connecticut State Standards for Language Arts: Grade 2

CT.ELA. State ELA Frameworks

ELA.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2. Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

ELA.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.2. Students explore multiple responses to literature.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4. Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

ELA.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

ELA.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.3. Students use standard English for composing and revising written text.

CT.GLE. Grade Level Expectations

GLE.1. READING: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

1.5. Phonics/Word Study: Apply knowledge of basic syllabication rules when reading, e.g., V/C =su/per, VC/CV=sup/per

1.6. Phonics/Word Study: Use phonetic, structural, syntactical and contextual clues to read and understand unfamiliar words in grade level text.

1.7. Phonics/Word Study: Decode multisyllabic words, using strategies, i.e., dividing compound words or syllables and separating suffixes and prefixes

1.8. Phonics/Word Study: Decode orthographically regular multisyllable words, e.g., butterfly, happiness, by using knowledge of sound-symbol relationships, syllable division and the alphabetic principle.

1.9. Phonics/Word Study: Read irregularly spelled words, e.g., ocean, angel.

1.10. High-Frequency Words: Read unfamiliar words, containing complex letter patterns/word families, e.g., -ought, -aught, in isolation and in context.

1.11. High-Frequency Words: Read at least 300 high-frequency words, e.g., Dolch or Fry.

1.12. Fluency: Read aloud informational/expository text and literary/narrative text, attending to intonation.

1.13. Fluency: Read aloud, while comprehending, unpracticed text with fluency at 90-100+ words correct per minute.

1.14. Vocabulary: Use content-specific vocabulary in speaking and writing.

1.15. Vocabulary: Explain common antonyms, e.g., big, little; day, night, and synonyms, e.g., little, small.

1.16. Vocabulary: Explain multiple meanings of common words, e.g., fly, duck.

1.17. Vocabulary: Use glossaries and dictionaries to identify word meanings.

1.18. Vocabulary: Use prefixes, suffixes, inflectional endings and abbreviated words to determine the meaning of unknown words.

1.19. Vocabulary: Reread and read on to determine meaning of unknown words.

1.20. Vocabulary: Use new vocabulary from narrative and expository text in well-constructed sentence.

1.21. Vocabulary: Identify unfamiliar words.

1.22. Before Reading: Identify the elements of genre to aid in comprehension, e.g., biography, personal narrative, expository, folktales and fables.

1.23. Before Reading: Preview parts of books, e.g., table of contents and glossary, to gain understanding.

1.24. Before Reading: Activate prior knowledge about an author or genre in order to make connections to text.

1.25. Before Reading: Identify chapter headings, pictures, illustrations and charts in the text.

1.26. Before Reading: Identify print and nonprint resource materials matched to a specific purpose (such as informational text and/or illustrations and graphics on a nonfiction topic).

1.27. During Reading: Apply comprehension strategies, such as connecting, predicting, questioning, inferring and visualizing to above grade-level stories read aloud by the teacher and to own reading at independent level.

1.28. During Reading: Use text features such as titles, tables of contents and chapter headings to locate information in nonfiction texts.

1.29. During Reading: Identify and use important words in a text to perform a task, e.g., math problem solving, follow multistep directions.

1.30. During Reading: Identify the speaker in a poem and the narrator in a story.

1.31. During Reading: Monitor comprehension while reading and self-correct using visual cues first, followed by meaning and auditory cues (decoding should be rapid enough not to impede comprehension).

1.32. During Reading: Identify elements of author's craft, e.g., similes.

1.33. During Reading: Read nonfiction materials for answers to specific questions or for specific purposes.

1.34. During Reading: Interpret information from simple graphs and charts.

1.35. After Reading (General Understanding): Respond to oral and written questions about story elements, e.g., characters, setting, plot, theme, conflict and point of view.

1.36. After Reading (General Understanding): Respond to oral and written questions about the facts in nonfiction text.

1.37. After Reading (General Understanding): Identify rhythm, rhyme, alliteration and assonance in poetry.

1.38. After Reading (General Understanding): Follow two-step or more written directions.

1.39. After Reading (Developing an Interpretation): Compare similarities and differences of characters in a story.

1.40. After Reading (Developing an Interpretation): Compare information across nonfiction selections, e.g., seagulls vs. hawks.

1.41. After Reading (Developing an Interpretation): State fact versus opinion, e.g., I am a boy; Everyone loves ice cream.

1.42. After Reading (Developing an Interpretation): Read several texts within a genre, about a single topic, or by a single author and compare similarities and differences.

1.43. After Reading (Making Reader/Text Connections): Make text-to-text and text-to-world connections.

1.44. After Reading (Making Reader/Text Connections): Make connections to text representing different perspectives family, friendship, culture and tradition, generating personal and text-based responses.

1.45. After Reading (Content and Structure): Identify the author's use of literary devices, e.g., interesting word choice.

1.46. After Reading (Content and Structure): Identify what is important to an author based on the content of text.

1.47. After Reading (Content and Structure): Synthesize information from a text to extend meaning , e.g., ask an author questions or points to include in a speech.

1.48. Reading Behaviors: Select ''just right'' books of different genres for independent reading and explain why the book choice was appropriate.

1.49. Reading Behaviors: Independently read for a variety of purposes, including literacy experience, to gain information, to perform a task, for enjoyment and to build fluency.

1.50. Reading Behaviors: Explain what good readers do and identify own good reader behaviors.

GLE.2. ORAL LANGUAGE: Students will listen and speak to communicate ideas clearly.

2.5. Speaking: Stay on topic and supply relevant supporting details.

2.6. Speaking: Sequence ideas appropriately with use of transition words.

2.7. Speaking: Use varied language to describe events or ideas, including multiple meaning words and figurative language.

2.8. Speaking: Present ideas with style and creativity using diction, inflection, volume, pace, etc.

2.9. Speaking: Use appropriate syntax for regular and irregular plurals and past tenses.

2.10. Speaking: Use oral language conventions, such as structures of standard English.

GLE.3. WRITING: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

3.3. Spelling: Spell regular and common irregular plurals correctly, e.g., boy/boys; child/children.

3.4. Spelling: Spell common irregular words, e.g., of, come, were.

3.5. Spelling: Spell common letter patterns, e.g., ee, ai, ar, oo.

3.6. Spelling: Use phonetic approximation for challenging words.

3.7. Spelling: Recognize when words may be misspelled.

3.8. Capitalization/Punctuation/Usage: Use commas in a series, e.g., after greeting and closing of a letter, in a date, between city and state.

3.9. Capitalization/Punctuation/Usage: Use quotation marks in dialogue.

3.10. Capitalization/Punctuation/Usage: Capitalize names, pronoun ''I,'' proper nouns, days, months, holidays, and salutation and closing of a letter.

3.11. Capitalization/Punctuation/Usage: Form contractions; use apostrophes.

3.12. Capitalization/Punctuation/Usage: Use nouns in sentences, e.g., singular, plural, common, proper, possessive.

3.13. Capitalization/Punctuation/Usage: Use verbs in sentences, e.g., past and present tense, agreement, linking verbs, common irregular verbs.

3.14. Capitalization/Punctuation/Usage: Use adjectives in sentences, e.g., descriptive, comparative, superlative.

3.15. Capitalization/Punctuation/Usage: Use correct subject-verb agreement, correct pronoun choice, and logical word order.

3.16. Capitalization/Punctuation/Usage: Distinguish between complete and incomplete sentences.

3.17. Capitalization/Punctuation/Usage: Combine simple sentences into compound sentences by using and/or/but.

3.18. Handwriting: Print legibly, e.g., size, spacing, formation, uppercase and lowercase.

3.19. Writing Process: Plan: develop ideas for particular purpose or audience.

3.20. Writing Process: Draft: complete a draft of at least one paragraph, using ideas generated in the planning stage.

3.21. Writing Process: Revise: revise a completed draft by adding, deleting and/or rearranging words, phrases or sentences; use specific words to replace common nouns and overused verbs, e.g., replace said with whispered; dog with German shepherd dog.

3.22. Writing Process: Edit: edit drafts for complete sentences.

3.23. Writing Process: Publish/Present: publish and present completed drafts, e.g., Author's Chair, computerized books, present science project.

3.24. Writing Process: Reflect: explain why a representative piece of work is better than another, e.g., maintain an interactive portfolio.

3.25. Writing Genres, Traits and Crafts (Descriptive): Write one or more detailed paragraphs, using topic sentences and supporting details.

3.26. Writing Genres, Traits and Crafts (Descriptive): Use sensory words.

3.27. Writing Genres, Traits and Crafts (Narrative): Write personal and fictional narratives that consist of one paragraph or more, including a beginning, middle and end.

3.28. Writing Genres, Traits and Crafts (Narrative): Use transition words, e.g., first, then, next, last.

3.29. Writing Genres, Traits and Crafts (Expository): Write personal correspondence, e.g., invitation, thank you note, letter to the principal.

3.30. Writing Genres, Traits and Crafts (Expository): Write to explain a process, e.g., how to solve a math problem, how to report scientific observations.

3.31. Writing Genres, Traits and Crafts (Expository): Write one or more paragraphs about data , e.g., how many students like recess, observations of nature.

3.32. Writing Genres, Traits and Crafts (Persuasive): Write a paragraph about a topic of interest, e.g., why there should be school uniforms, why there should be ice cream in the cafeteria.

3.33. Writing Genres, Traits and Crafts (Poetic): Write eight or more lines of patterned rhymed poetry, e.g., ababcdcd.