Kansas State Standards for Language Arts: Grade 2
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KS.1. Reading: The student reads and comprehends text across the curriculum.
1.1. The student uses skills in alphabetics to construct meaning from text.
1.1.1.
The student manipulates onsets and rimes in spoken syllables (Phonological Awareness).
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Standard 1.1.1.
1.1.2.
The student uses knowledge of developmentally appropriate decoding skills (e.g., consonant-vowel combinations, blends, digraphs, word families) when reading unknown words (Phonics).
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Standard 1.1.2.
1.1.3.
The student categorizes onsets and rimes in spoken syllables (Phonological Awareness) .
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Standard 1.1.3.
1.2. The student reads fluently.
1.2.1.
The student uses knowledge of conventions (e.g., question marks, exclamation points, commas, apostrophes) to read fluently at instructional or independent reading levels.
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Standard 1.2.1.
1.2.2.
The student reads expressively with appropriate pace, phrasing, intonation, and rhythm of speech.
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Standard 1.2.2.
1.2.3.
The student uses knowledge of sentence structure to read fluently at instructional or independent reading levels.
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Standard 1.2.3.
1.2.4.
The student uses a variety of word-recognition strategies (e.g., practicing words in isolation, practicing reading words in text) to read fluently.
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Standard 1.2.4.
1.2.5.
The student begins to adjust reading rate to support comprehension when reading narrative and expository texts.
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Standard 1.2.5.
1.3. The student expands vocabulary.
1.3.1.
The student demonstrates automatic recognition of sight words.
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Standard 1.3.1.
1.3.2.
The student determines the meaning of unknown words or phrases using picture clues and context clues from sentences and paragraphs.
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Standard 1.3.2.
1.3.3.
The student identifies and uses synonyms, antonyms, and homophones to determine the meaning of words.
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Standard 1.3.3.
1.3.4.
The student uses a picture dictionary, dictionary, or glossary to understand word meaning.
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Standard 1.3.4.
1.3.5.
The student determines meaning of words through knowledge of word structure (e.g., base words, compound nouns, contractions, inflectional endings).
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Standard 1.3.5.
1.4. The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
1.4.1.
The student recognizes the differences between narrative, expository, and technical texts.
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Standard 1.4.1.
1.4.2.
The student locates and discusses text features (e.g., title, graphs and charts, table of contents, boldface type, italics, glossary, index) to understand information.
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Standard 1.4.2.
1.4.3.
The student uses pictures, content, and prior knowledge to make predictions.
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Standard 1.4.3.
1.4.4.
The student generates and responds logically to literal, inferential, and critical thinking questions before, during, and after reading the text.
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Standard 1.4.4.
1.4.5.
The student uses illustrations, text, and prior knowledge to make inferences and draw conclusions.
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Standard 1.4.5.
1.4.6.
The student identifies text structure (e.g., sequence, problem-solution, comparison-contrast, description, cause-effect).
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Standard 1.4.6.
1.4.7.
The student sequences events according to basic story structure of beginning, middle, and end.
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Standard 1.4.7.
1.4.8.
The student compares and contrasts information (e.g., topics, characters) between texts and within a single text.
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Standard 1.4.8.
1.4.9.
The student identifies cause-effect relationships in narrative and expository texts.
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Standard 1.4.9.
1.4.10.
The student retells or determines important events and main ideas from narrative and expository texts.
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Standard 1.4.10.
1.4.11.
The student identifies the topic, main idea, and supporting details in appropriate-level texts.
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Standard 1.4.11.
1.4.12.
The student distinguishes between fact and opinion in various texts.
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Standard 1.4.12.
KS.2. Literature: The student reads and responds to a variety of text.
2.1.
The student uses literary concepts to interpret and respond to text.
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Standard 2.1.
2.1.1.
The student identifies and describes character(s) in literature.
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Standard 2.1.1.
2.1.2.
The student identifies and describes setting.
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Standard 2.1.2.
2.1.3.
The student retells the plot of a story.
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Standard 2.1.3.
2.2. The student understands the significance of literature and its contributions to various cultures.
2.2.1.
The student reads to connect personal experiences and ideas with those of other cultures in literature.
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Standard 2.2.1.
2.2.2.
The student identifies various languages, traditions, and cultures found in literature.
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Standard 2.2.2.
2.2.3.
The student makes connections between specific aspects of literature from a variety of cultures and personal experiences.
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Standard 2.2.3.
1.1.4.
The student discusses the differences between the author's work and the student's work (plagiarism (Ideas and Content: prewriting, drafting, revising: N, E, T) .
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Standard 1.1.4.
1.1.5.
The student begins to use a variety of prewriting strategies (e.g. webbing, brainstorming, listing (Organization: prewriting, drafting, revising: N, E, T,).
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Standard 1.1.5.
1.1.6.
The student writes a piece with a beginning, middle, and end (Organization: prewriting, drafting, revising: N, E, T).
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Standard 1.1.6.
1.1.7.
The student writes a simple paragraph(s) about one idea (Organization: prewriting: drafting, revising: N, E, T).
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Standard 1.1.7.
1.1.8.
The student begins to share emotions and feelings about the topic (Voice: prewriting, drafting, revising: N, E, T).
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Standard 1.1.8.
1.1.9.
The student uses verbs, nouns and describing words in their writing (Word Choice: prewriting, drafting, revising: N, E, T).
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Standard 1.1.9.
1.1.10.
The student uses new words to make writing more interesting (Word Choice: prewriting, drafting, revising: N, E, T).
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Standard 1.1.10.
1.1.11.
The student writes complete sentences that are easy to read aloud (Sentence Fluency: prewriting, drafting, revising: N, E, T).
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Standard 1.1.11.
1.1.12.
The student begins to write sentences with different beginnings (Sentence Fluency: prewriting, drafting, revising: N, E, T).
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Standard 1.1.12.
1.1.13.
The student recognizes an incomplete thought (Sentence Fluency: prewriting, drafting, revising: N, E, T).
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Standard 1.1.13.
1.1.15.
The student uses correct spacing between words (Conventions: prewriting, drafting, revising: N, E, T.
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Standard 1.1.15.
1.1.16.
The student capitalizes the beginning of a sentence and uses correct end punctuation (Conventions: prewriting, drafting, revising: N, E, T).
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Standard 1.1.16.
1.1.17.
The student uses correct subject/verb agreement and verb tenses (Conventions: prewriting, drafting, revising: N, E, T).
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Standard 1.1.17.
1.1.18.
The student correctly spells high frequency words (Conventions: prewriting, drafting, revising: N, E, T).
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Standard 1.1.18.
1.1.19.
The student attempts paragraph divisions (Conventions: prewriting, drafting, revising: N, E, T).
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Standard 1.1.19.
1.2.6.
The student gives credit to the author, title, or Web site (Ideas and Content: prewriting, drafting, revising: N, E, T).
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Standard 1.2.6.
1.2.8.
The student begins to use a variety of prewriting strategies (e.g. webbing, brainstorming, listing (Organization: prewriting, drafting, revising: N, E, T) .
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Standard 1.2.8.
1.2.9.
The student writes a piece with a beginning, middle, and end (Organization: prewriting, drafting, revising: N, E, T).
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Standard 1.2.9.
1.2.10.
The student writes a simple paragraph(s) about one idea (Organization: prewriting, drafting, revising: N, E, T).
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Standard 1.2.10.
1.2.11.
The student begins to use transitions to allow ideas to flow smoothly within the writing piece (Organization: prewriting, drafting, revising: N, E, T).
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Standard 1.2.11.
1.2.12.
The student writes feelings and thoughts about the topic with the purpose of informing the reader (Voice: prewriting, drafting, revising: N, E, T).
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Standard 1.2.12.
1.2.13.
The student uses nouns, verbs, and describing words in their writing (Word Choice: prewriting, drafting, revising: N, E, T).
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Standard 1.2.13.
1.2.14.
The student uses new words to make writing more interesting (Word Choice: prewriting, drafting, revising: N, E, T).
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Standard 1.2.14.
1.2.15.
The student writes complete sentences that are easy to read aloud (Sentence Fluency: prewriting, drafting, revising: N, E, T).
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Standard 1.2.15.
1.2.16.
The student writes sentences with different beginnings (Sentence Fluency: prewriting, drafting, revising: N, E, T).
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Standard 1.2.16.
1.2.17.
The student recognizes an incomplete thought (Sentence Fluency: prewriting, drafting, revising: N, E, T).
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Standard 1.2.17.
1.2.18.
The student uses correct spacing between words (Conventions: prewriting, drafting, revising: N, E, T).
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Standard 1.2.18.
1.2.19.
The student capitalizes the beginning of a sentence using correct punctuation (Conventions: prewriting, drafting, revising: N, E, T).
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Standard 1.2.19.
1.2.20.
The student uses correct subject/verb agreement and verb tense (Conventions: prewriting, drafting, revising: N, E, T).
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Standard 1.2.20.
1.2.21.
The student correctly spells high frequency words (Conventions: prewriting, drafting, revising: N, E, T).
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Standard 1.2.21.
1.2.22.
The student attempts paragraph divisions (Conventions: prewriting, drafting, revising: N, E, T).
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Standard 1.2.22.
1.3.6.
The student begins to use a variety of prewriting strategies (e.g. webbing, brainstorming, listing (Organization: prewriting, drafting, revising: N, E, T).
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Standard 1.3.6.
1.3.7.
The student writes a simple statement(s) or list(s) about one idea (Organization: prewriting, drafting, revising: N, E, T).
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Standard 1.3.7.
1.3.8.
The student writes a piece in sequential order (Organization: prewriting, drafting, revising: N, E, T).
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Standard 1.3.8.
1.3.9.
The student begins to use simple transitions (e.g. first, second, third, finally (Organization: prewriting, drafting, revising: N, E, T).
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Standard 1.3.9.
1.3.10.
The student begins to write with an awareness of purpose and audience (e.g. letters, simple reports, and/or directions (Voice: prewriting, drafting, revising: N, E, T).
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Standard 1.3.10.
1.3.12.
The student chooses words that are reasonably accurate and makes the message clear (e.g. technical terms (Word Choice: prewriting, drafting, revising: N, E, T).
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Standard 1.3.12.
1.3.14.
The student writes sentences or phrases that are easy to read aloud (Sentence Fluency: prewriting, drafting, revising: N, E, T).
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Standard 1.3.14.
1.3.15.
The student capitalizes the beginning of a sentence and uses correct punctuation (Conventions: prewriting, drafting, revising: N, E, T).
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Standard 1.3.15.
1.3.16.
The student uses correct grammar when writing sentences or phrases (Conventions: prewriting, drafting, revising: N, E, T).
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Standard 1.3.16.
1.3.17.
The student uses correct spelling even with more difficult words (Conventions: prewriting, drafting, revising: N, E, T).
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Standard 1.3.17.
1.3.18.
The student uses graphic devices (e.g. tables, graphs, maps, other text features (Conventions: prewriting, drafting, revising: T).
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Standard 1.3.18.
2.1.4.
The student locates, with guidance, appropriate information (e.g., print, non-print).
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Standard 2.1.4.
2.1.5.
The student records information.
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Standard 2.1.5.
2.1.6.
The student organizes and shares information.
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Standard 2.1.6.
2.1.7.
The student selects relevant information.
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Standard 2.1.7.
1.5. The effective listener analyzes/evaluates the message.
1.5.1.
The students predict more than one outcome.
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Standard 1.5.1.
1.5.2.
The students draw appropriate conclusions.
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Standard 1.5.2.
1.5.3.
The students use criteria to determine fact from fiction.
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Standard 1.5.3.
1.5.4.
The students recognize exaggeration and distortion.
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Standard 1.5.4.
1.5.5.
The students express personal evaluation of messages, such as likes or dislikes.
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Standard 1.5.5.
1.6. The effective listener participates appropriately in small groups.
1.6.1.
The students pay attention when others are speaking.
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Standard 1.6.1.
1.6.2.
The students avoid distracting others.
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Standard 1.6.2.
1.6.3.
The students give verbal and nonverbal responses that indicate attention.
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Standard 1.6.3.
2.3. The effective viewer understands the visual message.
2.3.1.
The students answer simple-idea questions related to the message such as identifying specific objects in a picture by naming, pointing, and matching.
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Standard 2.3.1.
2.3.2.
The students describe the visual message with three to five details.
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Standard 2.3.2.
2.3.3.
The students signal general understanding or lack of understanding using appropriate responses.
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Standard 2.3.3.
2.3.4.
The students ascribe meaning to a visual message, such as a cornucopia representing the harvest.
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Standard 2.3.4.
2.4. The effective viewer remembers and applies the content of the visual message.
2.4.1.
The students use components of a visual message to complete a simple task, such as demonstrating spatial relationships (over, under, beside) and sequencing pictures of a story.
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Standard 2.4.1.
2.4.2.
The students recall significant details from visual messages.
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Standard 2.4.2.
2.4.4.
The students use knowledge from visual messages to create new visual messages, such as using information from a video tape on rabbits to make a book about rabbits.
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Standard 2.4.4.
2.5. The effective viewer analyzes/evaluates visual messages.
2.5.1.
The students predict more than one outcome.
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Standard 2.5.1.
2.5.2.
The students draw appropriate conclusions.
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Standard 2.5.2.
2.5.3.
The students distinguish among types of visual messages, such as photographs, computer images, actual objects, and artists' depictions.
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Standard 2.5.3.
2.5.4.
The students use criteria to distinguish fact from fiction.
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Standard 2.5.4.
2.5.5.
The students recognize exaggeration and distortion.
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Standard 2.5.5.
2.5.6.
The students support personal evaluation of messages, such as likes or dislikes.
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Standard 2.5.6.
KS.3. Speaking: Learners speak effectively for a variety of audiences, purposes, occasions, and contexts.
3.1. The effective speaker considers variables in the speaking situation (audience, purpose, occasion, and context) that affect the composition of his/her message.
3.1.1.
The students recognize different audiences, such as principal, teacher, and friend.
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Standard 3.1.1.
3.1.2.
The students recognize different purposes for speaking.
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Standard 3.1.2.
3.1.3.
The students recognize different occasions/contexts for speaking.
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Standard 3.1.3.
3.2. The effective speaker participates in a variety of communication opportunities.
3.2.2.
The students recognize appropriate time and situations to initiate oral communication.
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Standard 3.2.2.
3.2.3.
The students participate in classroom routines/events, such as show and tell and calendar time.
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Standard 3.2.3.
3.2.4.
The students willingly speak to a variety of partners/audiences.
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Standard 3.2.4.
3.3. The effective speaker produces a coherent message.
3.3.1.
The students express a complete thought.
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Standard 3.3.1.
3.3.2.
The students express information related to the topic.
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Standard 3.3.2.
3.3.3.
The students focus on the topic.
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Standard 3.3.3.
3.3.4.
The students use sequence and detail to organize their message.
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Standard 3.3.4.
3.4. The effective speaker uses appropriate content for purpose, audience, occasion, and context.
3.4.1.
The students know whether the purpose and situation call for content based on reality or make believe.
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Standard 3.4.1.
3.4.2.
The students express information relevant to the purpose, audience, and situation.
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Standard 3.4.2.
3.4.3.
The students remain focused.
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Standard 3.4.3.
3.4.4.
The students present content focused on the topic.
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Standard 3.4.4.
3.4.5.
The students expand or limit content with teacher assistance.
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Standard 3.4.5.
3.4.6.
The students use precise vocabulary, such as 'Mrs. Henry' versus 'teacher'.
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Standard 3.4.6.
3.5. The effective speaker demonstrates control of delivery skills.
3.5.1.
The students establish eye contact.
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Standard 3.5.1.
3.5.2.
The students vary volume of voice according to situation, such as whispering in the library or speaking up during show and tell.
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Standard 3.5.2.
3.5.3.
The students use appropriate body position and movement according to the situation, such as facing the audience.
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Standard 3.5.3.
3.6. The effective speaker participates appropriately in small groups.
3.6.1.
The students take turns speaking.
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Standard 3.6.1.
3.6.2.
The students stay focused on the task.
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Standard 3.6.2.
3.6.3.
The students use polite language, such as 'please', 'thank you,' and 'excuse me'.
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Standard 3.6.3.
KS.4. Information Retrieval: The communicator will retrieve information from a variety of appropriate sources.
4.1. The effective communicator is knowledgeable about available sources.
4.1.1.
The students recognize that information can be found in different locations, such as school media centers, public libraries, classrooms, and home.
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Standard 4.1.1.
4.1.2.
The students recognize different types of sources, such as books, magazines, electronic sources, and community experts.
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Standard 4.1.2.
4.2. The effective communicator uses sources from a variety of media and formats.
4.2.1.
The students identify simple appropriate sources for specific information such as maps, books, calendars, and people.
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Standard 4.2.1.
4.2.2.
The students can locate simple sources of information, such as nonfiction books in the media center.
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Standard 4.2.2.
4.3. The effective communicator collects, sorts, and selects sources and information.
4.3.1.
The students gather one or two sources of information with assistance.
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Standard 4.3.1.
4.3.2.
The students sort information using a simple graphic organizer or list.
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Standard 4.3.2.
4.4. The effective communicator analyzes/evaluates the sources and information.
4.4.1.
The students recognize the usefulness of the source for their purpose.
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Standard 4.4.1.
4.4.2.
The students recognize the appropriateness of the source/information for their purposes, such as using a nonfiction book versus a catalogue for animal facts.
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Standard 4.4.2.
KS.5. Media Products: Communicators effectively use and create media products for a variety of audiences, purposes, occasions, and contexts.
5.1. The effective communicator is knowledgeable about various methods that can be used to create aural and visual products.
5.1.1.
The students recognize a number of age-appropriate methods and resources, such as art supplies, recycled materials, computer programs/software, and tape recorders.
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Standard 5.1.1.
5.2. The effective communicator creates single-media and multimedia products.
5.2.1.
The students create products that communicate a message, such as safety posters, dioramas of a story, personal item displays, or computer-generated slide shows about a given theme.
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Standard 5.2.1.
5.3. The effective communicator uses appropriate content for purpose, audience, occasion, and context.
5.3.1.
The students use content consistent with the topic or purpose.
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Standard 5.3.1.
5.3.2.
The students use or create a product with sufficient detail for the topic.
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Standard 5.3.2.