The second grade language arts curriculum is part of a developmental continuum that provides connected literacy experiences as an integral part of learning to communicate in a variety of ways. Students will experience a literate environment by engaging daily in speaking, listening, reading, and writing activities spanning all genres and curricular areas.
Note: Many objectives for reading and writing relate directly to the area of listening and speaking. Such objectives have been included in the Reading and Writing sections and have NOT been duplicated here. The following objectives focus on listening and speaking for oral communication (speaking) and aural understanding (listening) with others. The state of Alaska has not developed Grade Level Expectations for Listening and Speaking.
FNSBSD Core Learner Objectives
Using a gradual release of responsibility model, students will:
Participate in collaborative conversations with a variety of partners about grade 2 topics and texts with peers and adults in small and larger groups
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion)
Build on others’ talk in conversations by linking their comments to the remarks of others
Actively participate in conversation; listening and looking at the person who is speaking as appropriate
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue
Write a simple, dictated sentence
Evaluate whether a selection was intended to inform or entertain
FNSBSD Core Learner Objectives
Using a gradual release of responsibility model, students will:
Restate, understand, and follow two to three-step oral directions
Tell stories about self, others, and ideas using logical order
Speak clearly, audibly, and at an appropriate pace for the type of communication needed
Summarize or paraphrase a conversation or story
Listen for meaning in conversations, discussions, and stories by:
retelling in own words information that has been shared orally by others
using story elements to retell a narrative text
restating key facts from informational text
Alaska Grade Level Expectations (GLEs):
Word Identification Skills
The student uses strategies to decode or comprehend meaning of words in text by:
[2] 1.1.1 Reading regularly spelled two syllable words using decoding skills, including knowledge of letter-sound relationships (phonics), dipthongs, digraphs, base or root words, and common prefixes and suffixes
[2] 1.1.2 Orally reading high frequency words, compound words, contractions, possessives, and inflectional endings
[2] 1.1.3 Obtaining information using text features including illustrations, captions, and titles
[2] 1.1.4 Identifying the meaning of new vocabulary; using new vocabulary in correct context; making inferences about the meaning of a word based on its use in a sentence
[2] 1.1.5 Self-monitoring and self-correcting while reading (e.g., adjusting reading pace, rereading to check for meaning, rereading a word and checking that the letter sounds match the word read)
FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):
Using a gradual release of responsibility model, students will:
Phonics
Use known words and word parts to help decode new words (ES)
Use letters and relationships to sounds to read words
Break words into syllables to read them
Use 3 cueing system (meaning, structural, visual) and correct for accuracy (ES)
Recognize base words and remove prefixes and suffixes to break them down and read them
Read regularly spelled words with long and short vowels (ES)
Know spelling-sound correspondences for additional common vowel teams
Decode regularly spelled two-syllable words with long vowels
Use word chunks/families to decode multi-syllabic words (ES)
Decode words with common prefixes and suffixes
Identify words with inconsistent but common spelling-sound correspondences
Word Recognition
Recognize and read grade-appropriate irregularly spelled words
Develop a bank of instantly recognizable sight words
Read 300 Instant Recognition Words (ES) (see pg. 86)
Vocabulary
Use parts of compound words to solve a word and derive the meaning
Use context clues to develop an increasing bank of sight words, including content-specific words (e.g., science, social studies, holiday) (ES)
Alaska Grade Level Expectations (GLEs):
The student reads text aloud by:
[2] 1.3.1 Reading orally with rhythm, flow, and expression, showing understanding of punctuation (e.g., period, comma, question mark, exclamation point, and quotations) and other conventions of print (e.g., size of print and speech bubbles) at a pace similar to own speech
FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):
Using a gradual release of responsibility model, students will:
Read with sufficient accuracy and fluency to support comprehension
Read grade level text at a fluency rate based on the district’s currently adopted Reading Curriculum Based Measure (R-CBM) instrument
Read grade-level text with purpose and understanding
Read grade-level text orally with accuracy, appropriate rate, expression, and attention to punctuation (ES)
Use context to confirm or self-correct word recognition and understanding, rereading as necessary
Read aloud grade level text effortlessly and with expression
Read grade level text in three to four-word phrases using intonation, expression, and punctuation cues
Alaska Grade Level Expectations (GLEs):
The student comprehends literal or inferred meaning from text by:
[2] 1.2.3 Making simple inferences
The student uses strategies to decode or comprehend meaning of words in text by:
[2] 1.1.3 Obtaining information using text features including illustrations, captions, and titles
[2] 1.1.4 Identifying the meaning of new vocabulary; using new vocabulary in correct context; making inferences about the meaning of a word based on its use in a sentence
[2] 1.1.5 Self-monitoring and self correcting while reading (e.g., adjusting reading pace, rereading to check for meaning, rereading a word and checking that the letter sounds match the word read)
The student comprehends literal or inferred meaning from text by:
[2] 1.2.2 Self-monitoring comprehension by making predictions or formulating questions while reading (e.g., why is the wolf dressed in grandmother's clothing, why are mother bears dangerous, what will happen next), or rereading (e.g., for clarification, confirmation, correction)
The student comprehends literal or inferred meaning from text by:
[2] 1.2.1 Answering questions about information explicitly stated in text
[2] 1.2.4 Drawing conclusions about stories and/or based on information presented in the text (e.g., cause and effect)
The student relates/summarizes information by:
[2] 1.4.1 Retelling or dramatizing a story after reading it*
[2] 1.4.2 Restating information after reading text*
The student demonstrates an understanding of the main idea by:
[2] 1.5.1 Identifying and discussing main ideas and supporting details
The student analyzes content and structure of genres by:
[2] 1.7.1 Distinguishing between fiction, and non-fiction, poetry and prose
[2] 1.7.2 Identifying use of dialogue or rhyme in text
The student analyzes literary elements and devices by:
[2] 1.8.1 Identifying problem and solution, main characters, and setting in fiction
The student analyzes content to differentiate fact and opinion by:
[2] 1.9.1 Expressing own opinion about material read
The student connects themes by:
[2] 1.10.1 Making relevant connections between text and personal experiences, experiences of others, and other texts
[2] 1.10.2 Locating details in text to illustrate relevant connections between personal experiences, experiences of others, and other texts
FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):
Using a gradual release of responsibility model, students will:
Read and follow simple directions to complete a task
Before-Reading Strategies
Use evidence from the text to support predictions (I think…because...)
Identify informational texts and fiction, prose and poetry, and understand purpose for reading
During-Reading Strategies
Make connections (T-S, T-T, T-W) and use evidence to support (ES)
Notice and remember facts, concepts, or ideas from a text
Notice and remember the events of a story in sequence and to understand the plot
Notice and understand the problem of a story and how it is solved
Self-monitor understanding and ask questions when meaning is lost
Notice and derive information from pictures
Recognize and actively work to solve new words
Use picture clues to help understand words and stories
Use a variety of strategies: predicting, questioning, rereading, inferring, creating mental images (ES)
After-Reading Strategies
Provide an oral summary of a text
Use cause/effect to draw simple conclusions (ES)
Recognize and identify some aspects of the text structure, such as beginning, events in sequential order, most exciting point in a story, and ending
Retell the story using pictures, writing, or dramatization (ES)
Identify main idea by selecting an appropriate title for text
Distinguish between main idea and supporting detail (ES)
Use evidence from the text to support conclusions that the readers can draw
Fiction
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text
Describe how characters in a story respond to major events and challenges
Non-Fiction
Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text
Alaska Grade Level Expectations (GLEs):
The student analyzes content and structure of genres by:
[2] 1.7.1 Distinguishing between fiction and non-fiction, poetry and prose
[2] 1.7.2 Identifying use of dialogue or rhyme in text
The student analyzes literary elements and devices by:
[2] 1.8.1 Identifying problem and solution, main characters, and setting in fiction
The student analyzes content of text to differentiate fact and opinion by:
[2] 1.9.1 Expressing own opinion about material read
FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):
Using a gradual release of responsibility model, students will:
Fiction
Identify story elements (character, plot, setting) (ES)
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action
Identify point of view (ES)
Non-Fiction
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently
Identify the main purpose of a text, including what the author wants to answer, explain, or describe
Alaska Grade Level Expectations (GLEs):
The student analyzes content of text to differentiate fact and opinion by:
[2] 1.9.1 Expressing own opinion about material read
The student connects themes by:
[2]1.10.1 Making relevant connections between text and personal experiences, experiences of others, and other texts
[2]1.10.2 Locating details in text to illustrate relevant connections between personal experiences, experiences of others, and other texts
The student makes connections between cultural influences/events by:
[2] 1.11.1 Recognizing that stories originate in various cultures*
FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):
Using a gradual release of responsibility model, students will:
Understand the differences between fact/opinion and fiction/nonfiction (ES)
Understand realistic fiction as stories that could be real and fantasy as stories that could not be real
Identify genres: biography, realistic, fiction, fantasy, etc. (ES)
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral
Fiction
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures
Non-Fiction
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text
Describe reasons that support specific points the author makes in a text
Compare and contrast the most important points presented by two texts on the same topic
Alaska Grade Level Expectations (GLEs):
Not addressed through Alaska Grade Level Expectations
FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):
Using a gradual release of responsibility model, students will:
Listen to, identify, and explore a variety of children's literature and genres
Participate in self-selected reading of appropriate level extending to 25 minutes
Choose a good fit book for independent reading (ES)
6+1 Trait Focus: Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions, & Presentation
Alaska Grade Level Expectations (GLEs):
The student writes about a topic by:
[2] 1.1.1 Writing complete sentences with a subject and predicate
[2] 1.1.2 Writing and organizing thoughts into a topic sentence and two supporting sentences
[2] 1.1.3 Writing a story or composition with a beginning, middle, and end
The student writes for a variety of purposes and audiences by:
[2] 1.2.1 Producing a variety of written forms for specific audiences (e.g., stories, reports, letters, journal entries)
[2] 1.2.2 Using expressive language when responding to literature or producing text (e.g., journals, pictures supported by text or poetry)
FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):
Using a gradual release of responsibility model, students will:
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure
Write (friendly) letters in which they use all parts (date, salutation, body, closing, signature, and sometimes P.S.) and understand a letter as written communication between people
Write poetry to express feelings, sensory images, ideas, or stories
Analyze a test writing prompt and use complete sentences to answer a question about an assigned topic to demonstrate what they know or can do as a writer
Write for a variety of audiences
Recognize and produce the following genres: narrative, informative, opinion, friendly letter, and poetry (ES)
6+1 Trait Focus: Ideas, Organization, Voice, Word Choice, & Conventions
Alaska Grade Level Expectations (GLEs):
The student documents resources by:
[2] 1.5.1 Listing sources or authors and titles of books and other materials when used as references in written work with support
FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):
Using a gradual release of responsibility model, students will:
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations)
Recall information from experiences or gather information from provided sources to answer a question
Participate in note-taking to gather information
Use resources when attempting to write words and copy print from the environment (word walls, books, peer and teacher support)
List sources of information used and demonstrate an understanding of using more than one type of resource
6+1 Trait Focus: Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions, & Presentation
Alaska Grade Level Expectations (GLEs):
The student writes for a variety of purposes and audiences by:
[2] 1.2.1 Producing a variety of written forms for specific audiences (e.g., stories, reports, letters, journal entries)
[2] 1.2.2 Using expressive language when responding to literature or producing text (e.g., journals, pictures supported by text or poetry)
The student revises writing by:
[2] 1.4.1 Rearranging and/or adding supporting details to improve clarity
[2] 1.4.2 Giving/receiving appropriate feedback about written work
The student writes and edits using conventions of Standard English by:
[2] 1.3.1 Writing a variety of complete, simple sentences (i.e., statement, question, exclamation)
[2] 1.3.2 Identifying and/or correcting mistakes in spelling (e.g., grade-appropriate, high frequency words)
[2] 1.3.3 Using punctuation in written work (e.g., periods, question marks, exclamation marks, commas, quotation marks)
[2] 1.3.4 Identifying and/or correcting mistakes in punctuation at the end of sentences and capitalization (i.e., beginning of sentences and proper nouns
The student documents sources by:
[2] 1.5.1 Listing sources or authors and titles of books and other materials used as references in written work with support
FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):
Using a gradual release of responsibility model, students will:
Writing Process
Embedded in the teaching of writing is the use of the writing process and 6+1 Traitsâ analysis. Students will use the 6+1 TraitÒ Writing framework as developmentally appropriate, which includes: Ideas, Organization, Voice, Word Choice, Sentence Fluency, and Conventions. (ES)
Focus on a topic and strengthen writing as needed by revising and editing
Use a variety of tools to organize, produce, edit, and publish writing, including in collaboration with peers
Have experience with the guided use of the Writing Process including brainstorming, drafting, response (questions and compliments), revising, editing, and publishing (ES)
Prewrite: Gather ideas and organize
Participate in activities such as: brainstorming, listening to stories, and discussing class experiences
Make and use organizational tools such as Thinking Mapsâ, word lists, webs, and notes to record information gathered from a variety of sources (ES)
Organize information into categories for presentation
Draft: Composition and fluency
Write both expository and narrative compositions
Write for a specific purpose: to inform, entertain, persuade, reflect, instruct, retell, or plan
Write a range of complete sentences (declarative, interrogative, exclamatory)
Write a five sentence paragraph with a topic sentence, three supporting sentences, and a concluding sentence (ES)
Engage the reader with a strong introduction, descriptive body, and effective conclusion (ES)
Write in past, present, and future tenses
Use transitional words for time flow (first, next, after, then)
Use literature as a model for writing
Revise: Change content for clarity and originality
Reflect on own writing for improvement in sentence fluency, word choice, organization, etc.
Participate in asking questions and giving appropriate feedback
Use descriptive words and interesting important details for clarity (ES)
Edit: Correct mechanics, spelling, and format
See Writing Strands: Draft, Word Study, and Conventions
Check for capitals in names, first word of a sentence, and the pronoun “I”
Ensure correct punctuation of sentence endings, greetings and closings of letters, dates, and contractions
Verify spelling of grade level sight words
Confirm standard grammar (e.g., subject-verb agreement)
Edit for appropriate formatting features (e.g., margins, indentations, titles)
Know how to use an editing and proofreading checklist
Publish: Share work with an audience
See Writing Strand: Presentation
Communicate ideas using varied tools of technology
Continue to develop efficient keyboarding skills
Publish a minimum of one product per quarter
6+1 Trait Focus: Conventions
Alaska Grade Level Expectations (GLEs):
The student writes and edits using conventions of Standard English by:
[2] 1.3.1 Writing a variety of complete, simple sentences (i.e., statement, question, exclamation)
[2] 1.3.2 Identifying and/or correcting mistakes in spelling (e.g., grade-appropriate, high frequency words)
[2] 1.3.3 Using punctuation in written work (e.g., periods, question marks, exclamation marks, commas, quotation marks)
[2] 1.3.4 Identifying and/or correcting mistakes in punctuation at the end of sentences and capitalization (i.e., beginning of sentences and proper nouns
FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):
Using a gradual release of responsibility model, students will:
Compose 3-5 sentences on topic using correct mechanics, spelling, and format (ES)
Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish)
Use reflexive pronouns (e.g., myself, ourselves)
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told)
Produce, expand, and rearrange simple and compound sentences
Determine if a sentence is a complete sentence
Identify and compose telling sentences and questions
Use a capital letter for the first word of a sentence and proper nouns
Capitalize holidays, product names, and geographic names
Use commas in a series, greetings, and closings of letters
Use an apostrophe to form contractions and frequently occurring possessives
Identify the following parts of speech: noun, verb, and adjective (ES)
Identify common and proper nouns (ES)
Build on the appropriate use of punctuation (periods, exclamation points, question marks, commas, apostrophes) (ES)
6+1 Trait Focus: Word Choice & Conventions
Alaska Grade Level Expectations (GLEs):
The student writes and edits using conventions of Standard English by:
[2] 1.3.2 Identifying and/or correcting mistakes in spelling (e.g. grade-appropriate, high frequency words)
The student writes for a variety of purposes and audiences by:
[2] 1.2.2 Using expressive language when responding to literature or producing text (e.g. journals, pictures supported by text or poetry)
FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):
Using a gradual release of responsibility model, students will:
Phonics
Decode and compose words using:
Consonant vowel patterns
Vowel dipthongs (ou, ow, au, aw, oi, oy)
Vowel digraphs (ea, ai, oa)
Variant vowels (oo, ou)
R-controlled vowels (ar, er, ir, or, ur)
Consonant digraphs (ch, sh, th, wh, ph, gh)
Compound words
Root words and endings
Regular plurals (boy-boys, peach-peaches)
Irregular plurals (man-men, child-children)
Regular verb tenses (walk-walks-walked-walking)
Irregular verb tenses (come-came)
Spelling
Use No Excuse Spelling Words for 2nd Grade (ES) (see pg. 84)
Use letter-sound knowledge to monitor accuracy of spelling
Sort and spell words using spelling patterns (e.g. seat, beat, cheat; glow, grow, sow)
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings
Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases
Alphabetize to the second letter (ES)
Vocabulary
Recognize simple antonyms (stop/go), synonyms (big/large), and homophones (two/to/too; there/their/they're)
Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy)
Use new words and phrases acquired through conversations, reading, and responding to texts
6+1 Trait Focus: Presentation
Alaska Grade Level Expectations (GLEs):
The student writes and edits using conventions of Standard English by:
[2] 1.3.5 Rewriting handwritten work to improve legibility, if necessary, when producing final drafts
FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):
Using a gradual release of responsibility model, students will:
Prepare a grade-level appropriate piece of writing for an audience (ES)
Use a variety of digital tools to organize, produce, edit, and publish writing
Demonstrate mastery of all upper and lower-case manuscript letters and numerals using proper form, proportions, and spacing (ES)
Alaska Grade Level Expectations (GLEs):
Not addressed through Alaska Grade Level Expectations
FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):
Using a gradual release of responsibility model, students will:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
Persevere to complete a writing task (ES)
Build stamina to write independently for 15–20 minutes through participation in the writing process (ES)
Set 2-4 personal goals for writing (ES)
GLE Key:
*Assumes a variety of text and increasing complexity.
(L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items.
Differences between grade levels are underlined.
Key Ideas & Details (KI):
1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of a literary text using key details from the text.
Essential Vocabulary:
Literature
2. Retell stories, including fables and folktales from diverse cultures, and determine the author’s purpose (e.g., teach a lesson, make you laugh, tell a scary story, describe an imaginary place), lesson or moral.
Essential Vocabulary:
Genre
Fable
3. Describe how characters in a story, play, or poem respond to major events, problems, and challenges.
Craft & Structure (CS):
4. Identify words and phrases that supply rhythm or sensory images and meaning in a story, poem, or song (e.g., regular beats, alliteration, rhymes, repeated lines) and describe how they make a reader feel or what a reader might see in his or her mind.
Essential Vocabulary:
Alliteration
Rhyme
5. Describe the overall structure of a story, including describing how the beginning introduces the story (who, what, why, where), the middle describes the problem (how characters react or feel and what they do), and the ending concludes the action or tells how the problem was solved.
FNSBSD Additional Objectives:
Understand realistic fiction as stories that could be real and fantasy as stories that could not be real.
Identify genres: biography, realistic, (sic) fiction, fantasy, etc.
Essential Vocabulary:
Captions
Bold Print
Biography
Fantasy
6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Essential Vocabulary:
Dialogue
Integration of Knowledge & Ideas (IK):
7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot (e.g., problem-solution; chronology).
Essential Vocabulary:
Chronology / Chronological
8. (Not applicable to literature).
9. Compare and contrast two or more versions of the same story/text (e.g., Cinderella stories) by different authors or from different cultures.
FNSBSD Additional Objectives:
Make connections (T-S, T-T, T-W) and use evidence to support.
Essential Vocabulary:
Compare
Contrast
Range of Reading & Level of Text Complexity (RR):
10. By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to Grade 2 (from upper Grade 1 to Grade 3), with scaffolding as needed at the high end of the range.
FNSBSD Additional Objectives:
Listen to, identify, and explore a variety of children’s literature and genres.
Participate in self-selected reading of appropriate level extending to 25 minutes.
Choose a good-fit book for independent reading.
Self-monitor understanding and ask questions when meaning is lost.
Key Ideas & Details (KI):
1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of informational texts using key details from the text.
Essential Vocabulary:
Literature
2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
Essential Vocabulary:
Genre
Fable
3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Craft & Structure (CS):
4. Determine the meaning of words and phrases in a text relevant to a Grade 2 topic or subject area.
Essential Vocabulary:
Alliteration
Rhyme
5. Know and use various text features (e.g., captions, bold print, headings, charts, bulleted or numbered lists, electronic menus, icons) to locate key facts or information in a text efficiently.
FNSBSD Additional Objectives:
Understand realistic fiction as stories that could be real and fantasy as stories that could not be real.
Identify genres: biography, realistic, (sic) fiction, fantasy, etc.
Essential Vocabulary:
Captions
Bold Print
Biography
Fantasy
6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Essential Vocabulary:
Dialogue
Integration of Knowledge & Ideas (IK):
7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
Essential Vocabulary:
Chronology / Chronological
8. Describe how reasons given support specific opinions the author states in a text.
9. Compare and contrast the most important points presented by two texts or related topics (e.g., a book about polar bears and a book about black bears).
FNSBSD Additional Objectives:
Make connections (T-S, T-T, T-W) and use evidence to support.
Essential Vocabulary:
Compare
Contrast
Range of Reading & Level of Text Complexity (RR):
10. By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to Grade 2 (from upper Grade 1 to Grade 3), with scaffolding as needed at the high end of the range.
FNSBSD Additional Objectives:
Listen to, identify, and explore a variety of children’s literature and genres.
Participate in self-selected reading of appropriate level extending to 25 minutes.
Choose a good-fit book for independent reading.
Self-monitor understanding and ask questions when meaning is lost.
Print Concepts:
1. (Applicable to Grade 1 only).
Phonological Awareness:
2. (Applicable to Grade 1 only).
Phonics & Word Recognition:
3. Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
d. Recognize and read grade-appropriate irregularly spelled words.
FNSBSD Additional Objectives:
Use known words and word parts to help decode new words.
Recognize base words and remove prefixes and suffixes to break them down and read them.
Use parts of compound words to solve a word and derive the meaning.
Use context clues to develop an increasing bank of sight words, including content-specific words (e.g., science, social studies, holiday).
Fluency:
4. Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
FNSBSD Additional Objectives:
Read on-level text orally with accuracy, appropriate rate, expression and attention to punctuation.
Read grade-level text at a fluency rate based on the district’s currently adopted Reading Curriculum Based Measure (R-CBM) instrument.
Read and follow simple directions to complete a task.
Text Types & Purpose:
1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide one or more concluding sentences that restate or paraphrase their opinion.
Essential Vocabulary:
Opinion
2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or one or more concluding sentences that emphasize their most important point or focus.
FNSBSD Additional Objectives:
Identify and compose telling sentences and questions.
Analyze a test writing prompt and use complete sentences to answer a question about an assigned topic to demonstrate what they know or can do as a writer.
Essential Vocabulary:
Inform
3. Use narrative writing to retell a well-elaborated event or short sequence of real or imagined events, include details to describe actions, thoughts, and feelings, use linking words to signal event order, and provide one or more concluding sentences that restate or emphasize a feeling or lesson learned.
FNSBSD Additional Objectives:
Write poetry to express feelings, sensory images, ideas, or stories.
Essential Vocabulary:
Sequence(d)
Details
Linking Words
Signal Words
Production and Distributing of Writing:
4. (Begins in Grade 3).
5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed (e.g., adding concrete and sensory details; elaborating on how the details chosen support the focus) by revising and editing.
Essential Vocabulary:
Topic
Revise
6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Essential Vocabulary:
Collaboration
Publish
Research to Build & Present Knowledge:
7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions or combine or summarize information/facts learned).
FNSBSD Additional Objectives:
Use resources when attempting to write words and copy print from the environment (word walls, books, peer and teacher support).
8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
9. (Begins in Grade 4).
Range of Writing:
10. (Begins in Grade 3).
FNSBSD Additional Objectives:
Write (friendly) letters in which they use all parts (date salutation, body, closing, signature, and sometime P.S.) and understand a letter as written communication between people.
Alphabetize to the second letter.
Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Persevere to complete a writing task.
Build stamina to write independently for 15-20 minutes through participation in the writing process.
Set 2-4 personal goals for writing.
Comprehension & Collaboration:
1. Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
FNSBSD Additional Objectives:
Actively participate in conversation listening and looking at the person who is speaking as appropriate.
2. Retell or describe key ideas or details from a text read aloud or information presented orally or through other media.
FNSBSD Additional Objectives:
Record basic notes (main idea, supporting details) from oral presentation or other media.
3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
FNSBSD Additional Objectives:
Write a simple, dictated sentence.
Presentation of Knowledge & Ideas:
4. Tell a story or retell an experience with relevant facts and relevant, descriptive details, speaking audibly in coherent sentences.
5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade 2 Language standards 1 and 3 for specific expectations).
FNSBSD Additional Objectives:
Read grade-level text in three to four-word phrases using intonation, expression, and punctuation cues.
Restate, understand, and follow two to three-step directions.
Conventions of Standards English:
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
FNSBSD Additional Objectives:
Determine if a sentence is a complete sentence.
Identify and compose telling sentences and questions.
2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closing of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
FNSBSD Additional Objectives:
Identify the following parts of speech: noun, verb, and adjective.
Knowledge of Language:
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
FNSBSD Additional Objectives:
Demonstrate mastery of all upper and lower-case manuscript letters and numerals using proper form, proportions, and spacing.
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
e. Use glossaries and beginning picture dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
5. Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
* Alaska English/Language Arts Standards, June 2012
These word lists were derived from the Fry High Frequency Word Lists and are designed to be one component of your instructional practices. They can be used as an assessment tool to inform and guide your teaching. Mastery of these words contributes to your students’ reading success by improving fluency and comprehension. Instant Recognition Words are words that students can read within 3 seconds by the completion of the grade level.
300 Words (includes 150 1st grade I.R.W.)
the
I
a
of
my
me
by
to
go
like
you
have
we
on
do
see
look
for
was
all
it
is
and
can
come
in
that
he
are
as
with
his
they
at
be
this
from
or
one
had
words
but
not
what
were
when
your
said
there
she
use
an
each
which
how
their
if
will
up
other
about
out
many
then
them
these
so
some
her
would
make
him
into
time
has
two
more
write
number
no
way
could
people
than
first
water
been
called
who
oil
sit
now
find
long
down
day
did
get
made
may
part
over
new
sound
take only
little
work
know
place
years
live
back
give
most
very
after
things
our
just
name
good
sentence
man
think
say
great
where
help
through
much
before
line
right
too
means
old
any
same
tell
boy
follow
came
want
show
also
around
form
three
small
set
put
end
does
another
well
large
must
big
even
such
because
turn
here
why
ask
went
men
read
need
land
different
home
us
move
try
kind
hand
picture
again
change
off
play
spell
air
away
animal
house
point
page
letter
mother
answer
found
study
still
learn
should
America
world
high
every
near
add
food
between
own
below
country
plant
last
school
father
keep
tree
never
start
city
earth
eyes
light
thought
head
under
story
saw
left
don’t
few
while
along
might
close
something
seem
next
hard
open
example
begin
life
always
those
both
paper
together
got
group
often
run
important
until
children
side
feet
car
mile
night
walk
white
sea
began
grow
took
river
four
carry
state
once
book
hear
stop
without
second
late
miss
idea
enough
eat
face
watch
far
Indian
real
almost
let
above
girl
sometimes
mountains
cut
young
talk
soon
list
song
being
leave
family
it’s
No Excuse Spelling Words are those words that students are expected to master in all aspects of their everyday writing at each grade level. All prior lists should be practiced at subsequent grade levels. These word lists are intended to be only one component of a comprehensive Word Study Program.
These grade level No Excuse Spelling Words were derived from Rebecca Sitton’s 1200 High-Frequency Writing Words; words that appear in 89% of everyday writing.
all
are
but
by
come
day
do
end
from
has
have
if
like
look
man
me
men
my
one
or
see
she
so
tell
they
that
this
was
with
us
we
will