Oregon State Standards for Language Arts: Grade 2

OR.1. Reading: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

1.1. Decoding and Word Recognition: Read regular multi-syllabic words.

1.2. Decoding and Word Recognition: Use letter-sound correspondence knowledge to sound out unknown words.

1.3. Decoding and Word Recognition: Recognize and use knowledge of spelling patterns (such as cut/cutting, slide/sliding, and the vowel sound 'oy' in boy) when reading.

1.4. Decoding and Word Recognition: Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/per, vowel-consonant/consonant-vowel = sup/per).

1.5. Decoding and Word Recognition: Recognize and correctly read and use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/flies, wife/wives).

1.6. Decoding and Word Recognition: Recognize common abbreviations (e.g., Jan., Sun., Mr., St.).

1.7. Decoding and Word Recognition: Read aloud grade-level text fluently and accurately with appropriate intonation and expression using cues of punctuation to assist.

1.8. Decoding and Word Recognition: By the end of the second grade, read aloud unpracticed grade-level text at a target rate of 90-100 wcpm (words correct per minute).

1.9. Decoding and Word Recognition: Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.

OR.2. Reading: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.

2.1. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children's magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry.

2.2. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex text through discussions.

2.3. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Draw upon a variety of comprehension strategies as needed--re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources.

2.4. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Reread sentences when meaning is not clear.

2.5. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Read voluntarily for interest and own purposes.

OR.3. Reading: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

3.1. Vocabulary: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand, learn, and use new vocabulary that is introduced and taught directly through orally-read stories and informational text as well as student-read stories and informational text.

3.2. Vocabulary: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud.

3.3. Vocabulary: Know and explain common antonyms and synonyms.

3.4. Vocabulary: Use knowledge of individual words in unknown compound words to predict their meaning (daydream).

3.5. Vocabulary: Know the meaning of simple prefixes (word parts added at the beginning of words such as un-) and suffixes (word parts added at the end of words such as -ful).

3.6. Vocabulary: Use context to identify simple multiple-meaning words (change, duck).

3.7. Vocabulary: Determine meanings of words by using a dictionary or glossary.

OR.4. Reading: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.

4.1. Read to Perform a Task: Read written directions, signs, captions, warning labels, and informational books.

4.2. Read to Perform a Task: Use titles, tables of contents, and chapter headings to locate information in text.

4.3. Read to Perform a Task: Interpret information from diagrams, charts, and graphs.

4.4. Read to Perform a Task: Alphabetize a list of words to the second letter.

4.5. Read to Perform a Task: Follow two-step written instructions.

OR.5. Reading: Demonstrate general understanding of grade-level informational text across the subject areas.

5.1. Informational Text: Demonstrate General Understanding: Read informational texts for answers to specific questions or for specific purposes.

5.2. Informational Text: Demonstrate General Understanding: Recall facts and details in the text to clarify and organize ideas.

OR.6. Reading: Develop an interpretation of grade-level informational text across the subject areas.

6.1. Informational Text: Develop an Interpretation: Pose possible answers to how, why, and what-if questions.

6.2. Informational Text: Develop an Interpretation: Connect the information in text to life experiences, text, and world.

OR.7. Reading: Examine content and structure of grade-level informational text across the subject areas.

7.1. Informational Text: Examine Content and Structure: Connect and compare information across selections.

2.6. Writing: Distinguish between complete (When Tom hit the ball, he was proud.) and incomplete sentences (When Tom hit the ball).

2.7. Writing: Use correct word order in written sentences.

3.8. Conventions: Capitalization: Capitalize all proper nouns (names of specific people or things, such as Emma, Oregon, Jeep), words at the beginning of sentences and greetings, months and days of the week, and titles (Dr., Mr., Mrs., Miss) and initials of people.

3.9. Conventions: Handwriting: Form letters correctly and space words and sentences properly so that printing can be read easily by another person.

4.6. Writing Applications: Narrative Writing: Write instructions that illustrate multiple steps.

4.7. Writing Applications: Narrative Writing: With organizational help, begin writing brief informative reports.