2nd Grade English


(L) Language

ELA-02.L

BPSS-ELA logoStrand (L)

Language

Narrative for the Language Strand:

As they move through formal schooling, students must gain control over the many conventions of standard English grammar, usage, and mechanics. They must also learn various ways to convey meaning effectively. Language standards include the rules of standard written and spoken English as well as the use of language as craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases (their relationships and nuances) and acquiring new academic and domain-specific vocabulary. 

English grammar conventions, knowledge of language, and vocabulary extend across reading, writing, speaking, and listening and, in fact, are inseparable from these contexts. As students grow in their understanding of patterns of English grammar, they can use this knowledge to make more purposeful and effective choices in their writing and speaking and more accurate and rich interpretations in their speaking and listening.

 

How to help your child with the standards in the Language Strand:

  • Engage your child in conversations every day. If possible, include new and interesting words in your conversation.
  • Read to your child each day. When the book contains a new or interesting word, pause and define the word for your child. After you're done reading, engage your child in a conversation about the book.
  • When coming across unknown words, encourage your child to use diagrams, labels or reference materials (glossaries, dictionaries....) to find out what the definition is
  • Help build word knowledge by classifying and grouping objects or pictures while naming them.
  • Help build your child's understanding of language by playing verbal games and telling jokes and stories.
  • Encourage your child to read on his own. The more children read, the more words they encounter and learn.
  • Encourage your child to write at home. Keep encouraging your child to write the sounds he/she hears in words so they feel confident in figuring out how to write and spell words.

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-02.L.01

ELA Language Strand Logo 2nd Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Conventions of Standard English

ELA-02.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Sub-Standards:

Introduce:
a. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
b. Use collective nouns.
c. Use abstract nouns (e.g., childhood).
d. Use possessive nouns.
e. Form and use the past tense of frequently occurring irregular verbs.
f. Use verbs to convey a sense of past, present, and future.
g. Form and use regular and irregular verbs.
h. Use reflexive pronouns (e.g., myself, ourselves).
i. Form and use comparative and superlative adjectives and choose between them depending on what is to be modified.
j. Use adverbs depending on what is to be modified.
k. Form and use comparative and superlative adverbs and choose between them depending on what is to be modified.
l. Use coordinating and subordinating conjunctions.
m. Use and explain interjections.
Practice:
n. Correctly use common homophones (e.g., to, too, two; there, their).
o. Ensure subject verb-agreement.
p. Produce compound sentences.
q. Use singular and plural nouns with matching verbs in basic sentence (simple subject/verb agreement).
r. Form and use regular and irregular plural nouns.
s. Use demonstratives (that, those, these, this).
Display proficiency in:
t. Use question words (interrogatives).
u. Produce complete sentences in shared language activities.
v. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
w. Common and proper nouns.
x. Use regular plural nouns orally by adding /s/ or /es/.
y. Form and use the simple verb tenses (e.g., I walked, I walk; I will walk).
z. Use personal, possessive, and indefinite pronouns.
aa. Use frequently occurring adjectives.
bb. Use articles.
cc. Use adjectives depending on what is to be modified.

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can 

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-02.L.02

ELA Language Strand Logo 2nd (ELA) Targeted Standard
(L) Strand: Language
Cluster: Conventions of Standard English

ELA-02.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Sub-Standards:

Introduce:
a. Use commas in addresses.
b. Use commas and quotation marks in dialogue.
c. Use commas and quotation marks to mark direct speech and quotations from a text.
d. Use a comma before a coordinating conjunction in a compound sentence.
e. Use a comma to separate an introductory element from the rest of a sentence.
f. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?) and to indicate direct address (e.g., Is that you, Steve?)
g. Use underlining, quotation marks, or italics to indicate titles of works.
Practice:
h. Use commas in greetings and closings of letters.
i. Use an apostrophe to form contractions and frequently occurring possessives.
j. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
k. Form and use possessives.
l. Use conventional spelling for high-frequency and other studied words.
m. Add prefixes and suffixes to base words (e.g., sitting, smiled, cries, happiness).
n. Use punctuation to separate items in a series.
o. Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations. (e.g., word families,
Display proficiency in:
p. Capitalize dates and names of people.
q. Use end punctuation for sentences.
r. Use commas in dates and to separate single words in a series.
s. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
t. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
u. Capitalize holidays, product names, and geographic names.
v. Capitalize important words in titles.

Student Learning Targets:

Knowledge Targets

  • I can identify proper nouns, holidays, product names and geographical names that need to be capitalized.
  • I can name different types of punctuation.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can recognize and use correct capitalization in my writing.
  • I can use punctuation correctly in my writing.
  • I can use common spelling patterns when writing words.
  • I can spell high-frequency words correctly.

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Teacher Proficiency Scale

Scoring Rubric

Score   Description Sample Activity
4.0

Student is able to:

  • Make no errors in capitalization, punctuation and spelling
  • The writing is easy to read
The student may write about the same topics, but the writing conventions of capitalization, punctuation and spelling are advanced according to the indicators for a Level 4.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student is able to

  • Make minimal errors in capitalization, punctuation and makes minimal errors in grade appropriate spelling
  • The writing is easy to read
Students will be writing opinion, informative and narrative pieces.  Some pieces will be edited and published for an outside audience to read.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Makes some errors in capitalization, punctuation and spelling
  • Errors are noticeable and interrupt the flow
See Level 3 for example of task.
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0

The student:

  • Makes many errors in capitalization, punctuation and spelling
  • The errors are noticeable and greatly interrupt the flow 
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Vocabulary

  • Capitalization
  • Punctuation
  • Comma
  • Spelling pattern
  • High-frequency Word

Websites


ELA-02.L.03

ELA Language Strand Logo 2nd Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Knowledge of Language

ELA-02.L.03 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Sub-Standards:

a. Compare formal and informal uses of English (e.g., texting vs. presentation vs. conversation style)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-02.L.04

ELA Language Strand Logo 2nd Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

ELA-02.L.04 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

Sub-Standards:

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 dictionaries, both print and digital, to determine or clarify the meaning of words and phrases

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-02.L.05

ELA Language Strand Logo 2nd Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

ELA-02.L.05 Demonstrate understanding of word relationships and nuances in word meanings.

Sub-Standards:

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).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-02.L.06

ELA Language Strand Logo 2nd Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

ELA-02.L.06 Use words and phrases acquired through conversations, reading, 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).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window