Grade 2 ELA Wisconsin standards Standards

Conventions of Standardized English

Vocabulary Acquisition & Use

Knowledge of Language

Language

Presentation of Knowledge & Ideas

Comprehension & Collaboration

Speaking and Listening

Inquiry to Build & Present Knowledge

Production & Distribution of Writing

Text Types & Purposes

Writing

Integration of Knowledge & Ideas

Craft & Structure

Key Ideas & Details

Reading

Fluency

Phonics & Word Recognition

Phonological Awareness

Print Concepts

Reading Foundational Skills

Use language to achieve desired outcomes when communicating.

Notice linguistic diversity.

Notice formal and informal uses of language.

Demonstrate knowledge of word meanings.

Demonstrate knowledge of new vocabulary drawn from reading and content areas.

Not applicable

Not applicable

Identify the words comprising compound words.

Demonstrate understanding of word relationships and use.

With guidance and support, identify rhyme and repetition (letters, words, or phrases)

Identify real-life connections between words and their use (e.g., happy: “I am happy.”).

Demonstrate understanding of the meaning of common verbs.

Use words acquired through conversations, being read to, and during shared reading activities.

Demonstrate understanding of letter and word use.

Produce all upper case letters.

Use common nouns (e.g., mom, dad, boy, girl) in communication.

Use frequently occurring pronouns to refer to self and others (e.g., we, they, him, her, them).

Use frequently occurring verbs.

Use frequently occurring adjectives.

Combine two or more words together in communication.

Demonstrate emerging understanding of conventions of standardized English.

With guidance and support, capitalize the first letter of familiar names.

Not applicable

Not applicable

Identify printed rhyming words with the same spelling pattern.

Consult print in the environment to support reading and spelling.

Given guidance and support, answer “who”, “what” and “where” questions in familiar texts. (RI&RL)

Identify the topic of a text(RI) and use details to recount events from familiar stories (RL).

Identify the actions of characters (RL) or important details and events (RI) in familiar and unfamiliar texts.

Use a text’s structure (e.g., repetition, rhyming, etc.) to identify specific content, sensory, or feeling words that meaningfully relate to the text. (RI&RL)

Identify the beginning and end of a familiar sequential text (RL) or identify relevant graphics in an informational text (RI).

With guidance and support, identify words and graphic representations that connect to the point of view, topic, or important details of the text. (RI&RL)

Identify illustrations or objects/tactile information in text that depict characters. (RI&RL)

Identify points the author makes in text. (RI)

Compare details in two texts; recognize that texts reflect one’s own and other’s culture. (RI&RL)

Not applicable ingrade 2.

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Extend rhyming patterns

With guidance and support, add, delete and substitute individual sounds (phonemes) in simple, one syllable words to make new words.

Demonstrate emerging use of letter-sound knowledge to read words.

Identify the lower case letters of the alphabet.

Identify letter sound correspondence for single consonants.

Not applicable

Not applicable

Not applicable

Recognize10or more written words.

Attend to words in print.

Read familiar text comprised of known words.

Not applicable

With support, monitor for and identify errors that disrupt comprehension

With guidance and support, participate in conversations with adults and peers.

Engage in multiple-turn exchanges with peers with support from an adult.

Build on others’ talkin conversations

Ask for clarification and further explanation as needed about the topics and texts under discussion.

Consider individual differences when communicating with others.

Demonstrate an emerging understanding of a familiar text read aloud or information presented orally or through other media by answering questions.

Ask and answer questions about the details provided by the speaker, or expand on the topic.

Identify a photograph or object that reflects a personal experience and tell one detail about it.

Select visual, audio, or other digital media, and/or tactile representations to depict a personal experience.

With guidance and support, use drawing, dictating, or writing to compose writing for a variety of high-stakes and low stakes purposes.

With guidance and support, use writing, dictation and/or drawing to compose:

Opinion pieces in which they state an opinion about a topic or text.

Informative/Explanatory text in which they provide at least 1 fact about a predetermined or self chosen topic.

Convey events, real or imagined and narrate a single event or several loosely linked events. Include some details regarding what happened.

With guidance and support, use a combination of drawing, dictating and writing to create a text that uses words familiar to the student and temporal words to signal event order.

(Begins in grade 3)

With guidance and support from adults, focus their own drawing, dictation, or writing on a topic and add more details to strengthen their drawing, dictation, or writing as needed.

With guidance and support from adults and peers, use technology (including assistive technologies) to produce and publish writing. Learn to produce writing through printing (including forming upper and lower case letters).

With guidance and support, participate in shared and independent inquiry and writing projects.

Identify information related to personal experiences and answer simple questions about those experiences.

With guidance and support from adults, recall key details from literary or informational texts.

Conventions of Standardized English

Vocabulary Acquisition and Use

Knowledge of Language

Language

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening

Inquiry to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading

Fluency

Phonics and Word Recognition

Phonological Awareness

Print Concepts

Reading Foundational Skills

Demonstrate an understanding of how language functions in different cultures and contexts; apply this knowledge to comprehend more fully when reading and listening, and make effective choices when composing, creating, and speaking.

Recognize and appreciate linguistic diversity (e.g., at home, in the community and in peer and professional writing and speaking).

Recognize formal and informal uses of English.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-level reading and content; use context clues, analyze meaningful word parts, consult general and specialized reference materials, and apply word solving strategies (for meaning) as appropriate.

Determine the meaning of a new word when a prefix or suffix is added.

Use a common root word as a clue to the meaning of an unknown word.

Use individual words to predict meaning of compound words (e.g., birdhouse).

Use resources to clarify meanings of words.

Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

Describe how words and phrases supply rhythm and meaning in a text (e.g., alliteration, rhyme, repeated lines).

Identify real-life connections between words and their use (e.g., describe foods that are juicy).

Distinguish shades of meaning among similar verbs (e.g., toss, throw) and adjectives (e.g., happy, pleased).

Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general academic, and discipline-specific terms and phrases; use vocabulary appropriate to the context and situation. Use adjectives and adverbs to describe (e.g., when other kids are happy, that makes me happy.).

Demonstrate contextually appropriate use of the conventions of standardized English grammar and usage when writing or speaking. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose of language choice with:

Collective nouns, adjectives and adverbs, frequently occurring regular plural nouns, frequently occurring irregular past tense verbs.

Production, expansion, and rearrangement of complete simple and compound sentences.

Demonstrate contextually appropriate use of the conventions of standardized English capitalization, punctuation, and spelling when writing. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose in conventions with:

Capitalization of holidays, products, geographic places.

Commas in greetings and closings.

Apostrophes in contractions and frequently occurring possessives.

Use common spelling patterns, phonemic awareness, and basic reference materials to solve words.

Develop and answer questions to demonstrate an understanding of key ideas and details in a text.

Summarize portions of a text in order to identify a main topic or central idea and key details in a text.

Describe how characters respond to major events and challenges. Describe the connections between ideas, concepts, or a series of events.

Explain how specific words and phrases express feelings, appeals to the senses, or determine the meaning of content-specific words within a text.

Describe the overall structure of a text, including describing how the beginning introduces the text and the ending concludes the text.

Identify examples of how illustrations, text features, and details support the point of view or purpose of the text.

Demonstrate understanding of story elements and/or topics by applying information gained from illustrations or text features.

Explain how specific points the author or illustrator makes in a text are supported by relevant reasons and evidence.

Compare and contrast key points or perspectives presented in two texts; recognize that texts reflect one's own and others' culture.

Not applicable in grade 2.

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Add, delete, and substitute individual sounds (phonemes) in simple one-syllable words to make new words, including initial, final, medial, consonant blends, short vowel sounds, and long vowel sounds.

Know and apply grade-level phonics and word analysis skills in decoding words.

Distinguish long and short vowels when reading regularly spelled one-syllable words.

Know spelling-sound correspondences for additional common vowel teams.

Decode and encode regularly spelled one, two, and some three syllable CVC pattern words (e.g., 1 syllable: mat, 2 syllable: picnic, 3 syllable: fantastic, etc.).

Decode words with common prefixes and suffixes.

Decode regularly spelled two-syllable words with long vowels. Encode some of these words.<ul><li>Know when to drop the final e when adding an -ing, -ed endings. (Silent-e vowel pattern base word).</li><li>Know when to double the final consonant when adding a suffix. -ing, -ed.</li></ul>

Recognize and read grade-appropriate irregularly spelled words.

Read with sufficient accuracy and fluency to support comprehension.

Read grade-level text with purpose and understanding.

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and larger groups.

Follow agreed-upon norms for discussions and participate by actively listening, taking turns, gaining the floor in respectful ways and staying on topic.

Build on others' talk in conversations by linking their comments to the remarks of others.

Ask for clarification and further explanation as needed about the topics and texts under discussion.

Consider individual differences when communicating with others.

Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Ask and answer questions about what a speaker says in order to gather additional information, or clarify something that is not understood, or expand on the topic.

Tell a story or recount an experience with descriptive details, expressing ideas clearly.

Include digital media and visual displays in presentations to clarify or support ideas, thoughts, and feelings.

Compose reflective, formal, and creative writing, which may happen simultaneously or independently, for a variety of high-stakes and low-stakes purposes.

Write text in a variety of modes:

Opinion pieces in which they introduce the topic or text they are writing about, state an opinion, supply reasons that support the opinion, using words for emphasis, addition, contrast, or order to connect opinion and reasons, and provide a concluding statement or section.

Informative/explanatory text in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Convey events, real or imagined, through 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.

Create writing that utilizes:

Organization: provide a beginning, middle and ending, that works cohesively to promote the central theme of the text.

Transitions: use transitions to link and build connections between ideas, text, and events.

Word Choice (including domain specific): uses descriptive words to demonstrate creativity and to provide vivid examples of feelings, events and images.

With guidance and support from adults, produce writing in which the development and organization are culturally-sustaining and rhetorically authentic to task and purpose.

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Learn to produce writing through printing (including forming most printed upper and lower case letters), cursive, and/or typing.

Participate in shared and independent inquiry 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.

With guidance and support from adults and peers, recall and use facts from literary and informational text to support reflection and inquiry on characters, setting, key details, specified information, and ideas presented in a text.