New Hampshire State Standards for Language Arts: Grade 2

NH.R-2-1. NECAP (Reading) - Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification and decoding strategies by:

R-2-1.1. Identifying regularly spelled multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (including most common spellings for consonants and vowels, e.g., knot, catch, float, fight; or common suffixes) (State)

R-2-1.2. Reading regularly spelled one or two-syllable words using knowledge of sounds and letter patterns (Local)

R-2-1.3. Reading grade-level appropriate words (in connected text) with automaticity (Local)

R-2-1.4. Reading grade appropriate, high-frequency words (including irregularly spelled words) (Local)

R-2-1.5. No GLE at this grade level.

R-2-1.6. No GLE at this grade level.

NH.R-2-2. NECAP (Reading) - Grade Level Expectation: Vocabulary: Vocabulary Strategies: Students identify the meaning of unfamiliar vocabulary by:

R-2-2.1. Using strategies to unlock meaning (e.g., 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) (State)

NH.R-2-3. NECAP (Reading) - Grade Level Expectation: Vocabulary: Breadth of Vocabulary: Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by:

R-2-3.1. Identifying synonyms or antonyms; or categorizing words (State)

R-2-3.2. Selecting appropriate words to use in context, including words specific to the content of the text (State)

R-2-3.3. Subsumed under R-2-3.1.

NH.R-2-4. NECAP (Reading) - Grade Level Expectation: Literary Texts: Initial Understanding of literary Texts: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Demonstrate initial understanding of elements of literary texts by:

R-2-4.1. Identifying or describing character(s), setting, problem, solution, or major events, as appropriate to text (State)

R-2-4.2a. Sequencing key events in order, as appropriate to text (Local)

R-2-4.2b. Retelling the key elements of a story (Local)

R-2-4.3. Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local)

R-2-4.4. Distinguishing among a variety of types of text (e.g., literary texts: poetry, plays, realistic fiction, fairy tales, fables, tall tales, or fantasy) (Local)

R-2-4.5. Identifying literary devices as appropriate to genre: rhyme, repeated language or dialogue (e.g., 'When I was young in the mountains...') (Local)

NH.R-2-5. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret elements of literary texts, citing evidence where appropriate by:

R-2-5.1. Making logical predictions (State)

R-2-5.2. Identifying relevant physical characteristics or personality traits of main characters (State)

R-2-5.3. Making basic inferences about problem or solution (State)

R-2-5.5. Identifying the author's basic message (Local)

R-2-5.6. Identifying possible motives of main characters (Local)

R-2-5.7. Recognizing explicitly stated causes or effects (Local)

NH.R-2-7. NECAP (Reading) - Grade Level Expectation: Informational Texts: Initial Understanding of Informational Text: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Demonstrate initial understanding of informational texts (expository and practical texts) by:

R-2-7.1. Obtaining information, from text features (e.g., simple table of contents, glossary, charts, graphs, diagrams, or illustrations) (State)

R-2-7.2. Using explicitly stated information to answer questions (State)

R-2-7.3. Locating and recording information to show understanding, when given an organizational format (e.g., T-chart or Venn diagram) (Local)

R-2-7.4. Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local)

R-2-7.5. Distinguishing among a variety of types of text (e.g., reference: beginning dictionaries, glossaries, children's magazines, content trade books, children's newspapers; and practical/functional texts: procedures/instructions, announcements, book orders, invitations) (Local)

NH.R-2-8. NECAP (Reading) - Grade Level Expectation: Informational Texts: Analysis and Interpretation of informational Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret informational text, citing evidence as appropriate by:

R-2-8.1. Connecting information within a text (State)

R-2-8.2. Recognizing generalizations about text (e.g., identifying appropriate titles or main/central ideas) (State)

R-2-8.3. Making basic inferences or drawing basic conclusions (State)

R-2-8.4. Identifying facts presented in text (Local)

R-2-8.5. Making inferences about causes or effects, when signal words are present (State)

NH.R-2-9. NECAP (Reading) - Grade Level Expectation: Early Reading Strategies: Phonemic Awareness and Phonological Knowledge: All students need ongoing opportunities to apply and practice reading strategies with many different types of texts. Demonstrates phonemic awareness and applies phonological knowledge and skills by:

R-2-9.1. 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) (Local)

R-2-9.2. Not assessed at this grade level.

R-2-9.3. Not assessed at this grade level.

R-2-9.4. Not assessed at this grade level.

R-2-9.5. Not assessed at this grade level.

R-2-9.6. Not assessed at this grade level.

NH.R-2-11. NECAP (Reading) - Grade Level Expectation: Reading Fluency and Accuracy: Reads grade-level appropriate material with:

R-2-11.1. Accuracy: reading material appropriate for the end of grade 2 with at least 90- 94 percent accuracy (Local)

R-2-11.2. Fluency: reading grade-appropriate text with oral fluency rates of at least 80-100 words correct per minute (Local)

R-2-11.3. 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) (Local)

NH.R-2-12. NECAP (Reading) - Grade Level Expectation: Reading Strategies: Strategies for Monitoring and Adjusting Reading: All students need ongoing opportunities to apply and practice reading strategies with many different types of texts. Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by:

R-2-12.1. Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/language structure, semantics/meaning, or other context cues [e.g., pictures]) (Local)

R-2-12.2. Subsumed under R-2-12.1.

NH.R-2-14. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Reading Widely and Extensively: All students need ongoing opportunities to read many different types of texts. Demonstrates the habit of reading widely and extensively by:

R-2-14.1. Reading with frequency, including in-school, out-of-school, and summer reading (Local)

R-2-14.2. Reading from a wide range of genres/kinds of text and a variety of authors (e.g., literary, informational, and practical texts) (Local)

R-2-14.3. Not assessed at this grade level.

NH.R-2-15. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Reading for Research Across Content Areas: Research by reading multiple sources (including print and non-print texts) to report information, or to formulate a judgment by:

R-2-15.1. Not assessed at this grade level.

R-2-15.2. Not assessed at this grade level.

R-2-15.3. Not assessed at this grade level.

R-2-15.4. Not assessed at this grade level.

NH.R-2-16. NECAP (Reading) - Grade Level Expectation: Literary Texts: Generates a Personal Response: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Generates a personal response to what is read through a variety of means by:

R-2-16.1. Comparing stories or other texts to related personal experience, prior knowledge, or to other texts (Local)

R-2-16.2. Not assessed at this grade level.

NH.R-2-17. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Participating in a Literate Community: All students need ongoing opportunities to read many different types of texts. Demonstrates participation in a literate community by:

R-1-17.1. Self-selecting reading materials aligned with reading ability and personal interests (Local)

R-1-17.2. Participating in discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local)

NH.W-2-1. NECAP (Writing) - Grade Level Expectation: Structures of Language: Applying Understanding of Sentences, Paragraphs, Text Structures: Students demonstrate command of the structures of sentences, paragraphs, and text by:

W-2-1.1. Writing short sentences (Local)

W-2-1.2. Not assessed at this grade level.

W-2-1.3. Not assessed at this grade level.

W-2-1.4. Not assessed at this grade level.

W-2-1.5. Distinguishing between letters, words, sentences, and paragraphs (Local)

W-2-1.6. Applying directionality as appropriate to text (e.g., left to right, top to bottom, front and back) (Local)

NH.W-2-2. NECAP (Writing) - Grade Level Expectation: Reading-Writing Connection: Writing in Response to Literary or Informational Text- Showing Understanding of Ideas in Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:

W-2-2.1. Selecting information to set context/background (Local)

W-2-2.2. Not assessed at this grade level.

W-2-2.3. Not assessed at this grade level.

NH.W-2-3. NECAP (Writing) - Grade Level Expectation: Reading-Writing Connection: Writing in Response to Literary or Informational Text- Making Analytical Judgments about Text: In response to literary or informational text, students make and support analytical judgments about text by:

W-2-3.1. Stating a focus (purpose), when responding to a given question (Local)

W-2-3.2. Not assessed at this grade level.

W-2-3.3. Using details or references to text to support a given focus (Note: support may include prior knowledge) (Local)

W-2-3.4. Organizing ideas by using a beginning, middle, and concluding statement/sentence given a structure (Local)

NH.W-2-4. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Narratives- Creating a Story Line: In written narratives, students organize and relate a story line/plot/series of events by:

W-2-4.1. Creating a clear understandable story line, with a beginning, middle, and end, when given a structure (Local)

W-2-4.2. Not assessed at this grade level.

W-2-4.3. Not assessed at this grade level.

NH.W-2-5. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Narratives- Applying Narrative Strategies: Students demonstrate use of narrative strategies by:

W-2-5.1. Not assessed at this grade level.

W-2-5.2. Not assessed at this grade level.

W-2-5.3. Creating character(s) through description (Local)

W-2-5.4. Not assessed at this grade level.

W-2-5.5. Writing about observations and experiences (Local)

W-2-5.6. Extending and elaborating ideas (Local)

NH.W-2-6. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing- Organizing Information: In informational writing (reports or procedures), students organize ideas/concepts by:

W-2-6.1. Using a given organizational structure for grouping facts (e.g., template, frame, graphic organizer), with instructional support (Local)

W-2-6.2. Selecting facts to set context/background (Local)

W-2-6.3. Listing steps of a procedure in a logical order (Local)

W-2-6.4. Not assessed at this grade level.

W-2-6.5. Providing a list of resources (e.g. materials to be used in a task) (Local)

NH.W-2-7. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing- Conveying Information: In informational writing (reports or procedures only), students effectively convey purpose by:

W-2-7.1. Establishing a topic (Local)

W-2-7.2. Restating a given focus/controlling idea on a topic (purpose) (Local)

NH.W-2-8. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing- Using Elaboration Strategies: In informational writing (reports or procedures only), students demonstrate use of a range of elaboration strategies by:

W-2-8.1. Including details/information relevant to topic and/or focus (Local)

W-2-8.2. Using sufficient details/pictures to illustrate facts (Local)

NH.W-2-9. NECAP (Writing) - Grade Level Expectation: Writing Conventions: Applying Rules of Grammar, Usage, and Mechanics: In independent writing, students demonstrate command of appropriate English conventions by:

W-2-9.1. Not assessed at this grade level.

W-2-9.2. Using capital letters for the beginning of sentences and names (Local)

W-2-9.3. Not assessed at this grade level.

W-2-9.4. Using correct end punctuation in simple sentences (e.g., period) (Local)

W-2-9.5a. Correctly spelling grade-appropriate, high-frequency words (Local)

W-2-9.5b. Correctly spelling most words with regularly spelled patterns (e.g., consonant-vowel-consonant, CVC with silent e, one syllable words with blends) (Local)

W-2-9.5c Giving a readable and accurate phonetic spelling for words that have not been taught (Local)

NH.W-2-11. NECAP (Writing) - Grade Level Expectation: Habit of Writing: Writing Extensively: Demonstrates the habit of writing extensively by:

W-2-11.1. Not assessed at this grade level.

NH.OC-2-1. NECAP (Oral Communication) - Grade Level Expectation: Oral Communication Strategies: Interactive Listening: In oral communication, students demonstrate interactive listening by:

OC-2-1.1. Following multi-step verbal instructions and directions to answer questions or perform tasks (Local)

OC-2-1.2. Conversing, and asking questions about content (e.g., stories, songs or poems) (Local)

OC-2-1.3. Not assessed at this grade level.

OC-2-1.4. Participating in large group discussions to show understanding (Local)

OC-2-1.5a. Understanding that meaning can be conveyed by facial expressions (Local)

OC-2-1.5b. Attending to speaker and waiting for appropriate turn to speak (Local)

NH.OC-2-2. NECAP (Oral Communication) - Grade Level Expectation: Oral Communication Strategies: Make Oral Presentations: In oral communication, students make oral presentations by:

OC-2--2.1. Orally ordering ideas in a sequence, carrying on a conversation, asking and answering questions (Local)

OC-2-2.2. Using various linguistic elements and structures to convey meaning (Local)

OC-2-2.3. Telling stories or giving information using details (Local)

OC-2-2.4. Providing appropriate feedback to audience (Local)

OC-2-2.5. Using strategies to engage audience (e.g., using eye-contact and adjustment of rate and volume) (Local)