2^nd Grade ELA GLEs

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Standard 1

1.    Identify unique letter-sound patterns, including long and short vowels (e.g., ea for short e, as in bread, and ough for long o, as in though) and consonants (tch for /ch/, as in watch, and gh for /f/, as in cough) (ELA-1-E1)

2.        Demonstrate understanding of phonics by doing the following:

      isolating difficult parts of words in order to correct a mispronunciation or decode an unfamiliar printed word

      fluently manipulating targeted sounds by adding, deleting, or substituting the sounds to create new words

      reading regularly spelled words with as many as four syllables

      using phonetic decoding strategies accurately and rapidly in unfamiliar words and text

      using common affixes (prefixes and suffixes) to understand word meanings (ELA-1-E1)

3.        Identify and explain common synonyms, antonyms, and homonyms (ELA-1-E1)

4.        Use knowledge of base words to interpret meaning of unfamiliar words (e.g., heat/preheat) (ELA-1-E1)

5.        Determine word meaning and appropriate word choices using reference aids, including dictionaries and thesauruses (ELA-1-E1)

6.        Identify the glossary and index in a book (ELA-1-E2)

7.        Determine appropriate circumstances to use skimming and scanning to preview text and to find information (ELA-1-E3)

8.        Identify story elements, including effects of setting on events and characters (ELA-1-E4)

9.        Identify literary and sound devices, including similes and rhythm in texts (ELA-1-E4)

10.    Retell a story in sequence including main idea and important supporting details (ELA-1-E5)

11.    Make statements about how previous reading and life experiences relate to information read in texts (ELA-1-E6)

12.    Demonstrate oral reading fluency of at least 90 words per minute in second-grade text with appropriate intonation (ELA-1-E7

13.    Read texts and simple chapter books silently at independent reading level (ELA-1-E7)

Standard 6

14.    Compare and contrast different versions of the same story from different cultures through oral, written, and visual responses (ELA-6-E1)

15.    Identify a variety of types of literature, including biography, autobiography, and the folktale, in oral and written responses (ELA-6-E2)

16.    Distinguish between a variety of types of literature, including biography, autobiography, and plays (ELA-6-E3)

Standard 7

17. Demonstrate understanding of information in texts using a variety of strategies, including:

      comparing and contrasting story elements (e.g., character, setting, events)

      predicting what will happen next in a story or a text

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      making simple inferences about information in texts

      self-monitoring consistently for comprehension using multiple strategies and self-correcting as appropriate (ELA-7-E1)

18.    Discuss and choose the most appropriate solution to a problem in texts (ELA-7-E2)

19.    Identify the author's viewpoint (i.e., perspective) in a text (ELA-7-E3)

20.    Apply basic reasoning skills, including:

      discussing the relationship between cause-effect

      asking questions about texts read independently including why and how (ELA-7-E4)

Writing: Standard 2

21.    Write compositions of one or more paragraphs, organized with a central idea and a coherent beginning, middle, and end (ELA-2-E1)

22.    Use a greater variety of action and descriptive words when writing for a specific purpose and/or audience (ELA-2-E2)

23.    Develop compositions of one or more paragraphs using writing processes such as the following:

      independently generating ideas for writing by using various strategies (e.g., listing, brainstorming, drawing)

      creating a plan (e.g., graphic organizer, web) appropriate to the purpose of writing

      writing a first draft with a developed beginning, a middle, and an end

      conferencing with a teacher or peers

      revising for clarity, grammatical and mechanical correctness, and/or to include additional information

      creating a final draft for possible publication (ELA-2-E3)

24.    Develop grade-appropriate compositions, for example:

      friendly letters

      poems

      stories

      informational descriptions with some detail (ELA-2-E4)

25.    Use literary devices, including patterns of rhythm and simile in writing (ELA-2-E5)

26.    Write for various purposes, including:

      letters or invitations that include relevant information and follow a letter/envelope format

      informal writing, including messages, journals, notes, and poems (ELA-2-E6)

Proofreading/Writing: Standard 3

27.    Write legible short paragraphs using proper indentation (ELA-3-E1)

28.    Use standard English punctuation, including:

      commas in the greeting and closure of a letter, between a city and a state, and in dates

      apostrophes in contractions

      periods in abbreviations (ELA-3-E2)

29.    Capitalize grade-appropriate proper nouns, initials of a person’s name, and the salutation, and closing of a friendly letter (ELA-3-E2)

30.    Write using standard English structure and usage, including:

      subject-verb agreement in simple and compound sentences

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      past and present verb tenses

      noun and pronoun antecedent agreement

      transitional words and conjunctions in sentences

      prepositions and prepositional phrases

      possessive nouns

      adverbs, especially those related to time (ELA-3-E3)

31.    Distinguish between a sentence and a sentence fragment (ELA-3-E3)

32.    Use knowledge of parts of speech, including:

      identifying and using nouns, including proper, common, concrete, abstract, and collective

      using correct antecedents of pronouns

      identifying and using the standard forms of possessives (e.g., mom’s coat, dad’s hat, girls’ shoes)

      selecting and using verbs in past and present tenses in writing

      selecting and using standard forms of personal pronouns

      using a variety of conjunctions (e.g., or, nor, yet, so)

      selecting and using adverbs that modify according to time

      identifying and using prepositions appropriately (ELA-3-E4)

33.    Spell grade-appropriate words, including:

      words with short vowels, long vowels, r-controlled vowels, and consonant-blends

      words with short- and long-vowel sounds when those sounds are made with a broad variety of letter combinations (e.g., ou, ow, ough, igh)

      frequently used irregularly spelled words (ELA-3-E5)

34.    Use spelling patterns and rules correctly (e.g., dropping silent -e before adding -ing) (ELA-3-E5)

35.    Use multiple spelling strategies (e.g., word wall, word lists, thinking about the base word, affixes) (ELA-3-E5)

36.    Alphabetize to the second letter and some third letters (ELA-3-E5)

37.    Use a dictionary and a glossary to locate correct spellings (ELA-3-E5)

Speaking & Listening: Standard 4

38.    Adjust speaking tone and volume to suit purpose, audience, and setting (ELA-4-E1)

39.    Give/relate multi-step directions to classmates (ELA-4-E2)

40.    Tell and retell stories with the following included:

      sequential order, including setting, character, and simple plot

      supportive facts and details from the story

      explicit and implicit main ideas (ELA-4-E3)

41.    Adjust language during a presentation in order to inform or explain to a specific audience (ELA-4-E4)

42.    Deliver informal presentations that demonstrate an understanding of a topic (ELA-4-E4)

43.    Give rehearsed oral presentations about general topics using eye contact, appropriate volume, clear pronunciation, and appropriate visual aids (ELA-4-E4)

44.    Use active listening strategies, including asking for clarification and explanations (ELA-4-E5)

45.    Give oral responses, including:

      telling stories and personal experiences

      giving explanations and reports (ELA-4-E5)

46.    Compare ideas from a wide variety of media (ELA-4-E6)

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47.    Discuss classroom procedures and rules and generate ideas for new procedures and rules (ELA-4-E7)

48.    Identify the role of discussion leader, contributor, and active listener (ELA-4-E7)

Information Resources: Standard

49.    Locate information using the organizational features of texts, including:

      URL addresses from the Web

      title pages

      glossaries

      indexes

      tables of contents

      chapter headings (ELA-5-E1)

50.    Locate information about a topic from a variety of sources, including children’s magazines, children’s encyclopedias, and electronic references (ELA-5-E2)

51.    Gather and arrange information in a variety of organizational forms, including graphic organizers, simple outlines, notes, and summaries (ELA-5-E3)

52.    Use technology to publish a variety of works, including simple research reports and book summaries (ELA-5-E4)

53.    Tell and write about the sources of learned information (ELA-5-E5)

54.    Locate and read information on a chart, graph, diagram, map, and simple timeline (ELA-5-E6)