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

Under Development

ELA-02 Targeted Standards
(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.

a. Use collective nouns

b.  Form and use frequently occurring irregular plural nouns

c.  Use reflective pronouns

d.  Form and use the past tense of frequently occurring irregular verbs

e.  Use adjectives and adverbs, and choose between them depending on what is to be modified

f.  Produce, expand and rearrange complete and simple and compound sentences

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-02.L.02

 

ELA-02 Targeted Standards
(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.

a.  Capitalize holidys, product names, and geographical names.

b.  Use commas in greetings and closings of letters.

c.  Use an apostrophe to form contractions and frequntly occurring possessives.

d.  Generalize learned spelling patterns when writing words (e.g cage/badge, boy/boil)

e.  Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

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

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

 

Rubric/Proficiency Scale

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

Websites

Vocabulary

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

 


ELA-02.L.03

Under Development

ELA-02 Targeted Standards
(L) Strand: Language
Cluster: Knowledge of Language.

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

a.  Compare formal and informal uses of English.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-02.L.04

Under Development

ELA-02 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

ELA-02.L.04 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 (happy/unhappy)

c.  Use a known root word as a clue to the meaning of an unknown word with the same root (addition/additional)

d.  Use knowledge of the meaning of individual words to predict the meaning of compund words (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

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-02.L.05

Under Development

ELA-02 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

ELA-02.L.05 Demonstrate understanding of figurative language, 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.  Distinguis shades of meaning among closely related verbs (e.g toss/throw/hurl) and closely related adjectives (e.g thing/slender/skinny. scrawny).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-02.L.06

Under Development

ELA-02 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

ELA-02.L.06 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List