Indiana Academic Standards English Language Arts: Grade 2

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Indiana Academic StandardsEnglish Language Arts: Grade 2English Language Arts Grade 2 - Page 1 - 1/2020

IntroductionThe Indiana Academic Standards for English Language Arts are the result of a process designed to identify, evaluate, synthesize, and create the highest quality,rigorous standards for Indiana students. The standards are designed to ensure that all Indiana students, upon graduation, are prepared for both college and careeropportunities. In alignment with Indiana’s Every Student Succeeds Act (ESSA) plan, the academic standards reflect the core belief that all students can achieve ata high level.What are the Indiana Academic Standards?The Indiana Academic Standards are designed to help educators, parents, students, and community members understand what students need to know and beable to do at each grade level, and within each content strand, in order to exit high school college and career ready. The academic standards should form thebasis for strong Tier 1 instruction at each grade level and for each content area for all students, in alignment with Indiana’s vision for Multi-Tiered Systems ofSupports (MTSS). While the standards have identified the academic content or skills that Indiana students need in order to be prepared for both college andcareer, they are not an exhaustive list. Students require a wide range of physical, social, and emotional supports in order to be successful. This leads to a secondcore belief outlined in Indiana’s ESSA plan that learning requires an emphasis on the whole child.While the standards may be used as the basis for curriculum, the Indiana Academic Standards are not a curriculum. Curricular tools, including textbooks, areselected by the district/school and adopted through the local school board. However, a strong standards-based approach to instruction is encouraged, as mostcurricula will not align perfectly with the Indiana Academic Standards. Additionally, attention should be given at the district and school level to the instructionalsequence of the standards as well as to the length of time needed to teach each standard. Every standard has a unique place in the continuum of learning omitting one will certainly create gaps - but each standard will not require the same amount of time and attention. A deep understanding of the vertical articulationof the standards will enable educators to make the best instructional decisions. The Indiana Academic Standards must also be complemented by robust,evidence-based instructional practices, geared to the development of the whole child. By utilizing well-chosen instructional practices, social-emotionalcompetencies and employability skills can be developed in conjunction with the content standards.AcknowledgmentsThe Indiana Academic Standards could not have been developed without the time, dedication, and expertise of Indiana’s K-12 teachers, higher educationprofessors, and other representatives. We wish to specially acknowledge the committee members who dedicated many hours to the review and evaluation ofthese standards designed to prepare Indiana students for college and careers.English Language Arts Grade 2 - Page 2 - 1/2020

English Language Arts: Grade 2READINGGuiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts,of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demandsof society and the workplace. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Theyread a wide range of literature in many genres from a variety of time periods and cultures from around the world to build anunderstanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. They draw on their priorexperience, their interactions with other readers and writers, and reading skills that they have developed and refined.Reading: FoundationsThere are four key areas found in the Reading: Foundations section for grades K-5: Print Concepts, Phonological Awareness,Phonics, and Fluency. By demonstrating the skills listed in each section, students should be able to meet the Learning Outcome forReading: Foundations.Learning Outcome2.RF.1Develop an understanding of the five components of reading (print concepts, phonemic awareness, phonics,vocabulary, and fluency and comprehension) to build foundational reading skills.Print Concepts2.RF.2.1Students are expected to build upon and continue applying concepts learned previously.K.RF.2.1 Demonstrate understanding that print moves from left to right across the page and from top to bottom.English Language Arts Grade 2 - Page 3 - 1/2020

2.RF.2.2Students are expected to build upon and continue applying concepts learned previously.K.RF.2.2 Recognize that written words are made up of sequences of letters.2.RF.2.3Students are expected to build upon and continue applying concepts learned previously.1.RF.2.3 Recognize the components of a sentence (e.g., capitalization, first word, ending punctuation).2.RF.2.4Students are expected to build upon and continue applying concepts learned previously.1.RF.2.4 Learn and apply knowledge of alphabetical order.Phonological Awareness2.RF.3.1Students are expected to build upon and continue applying concepts learned previously.1.RF.3.1 Identify and produce rhyming words.2.RF.3.2Students are expected to build upon and continue applying concepts learned previously.1.RF.3.2 Blend sounds, including consonant blends, to produce single- and multi-syllable words.2.RF.3.3Students are expected to build upon and continue applying concepts learned previously.1.RF.3.3 Add, delete, or substitute sounds to change single-syllable words.2.RF.3.4Students are expected to build upon and continue applying concepts learned previously.1.RF.3.4 Distinguish beginning, middle (medial), and final sounds in single-syllable words.2.RF.3.5Students are expected to build upon and continue applying concepts learned previously.1.RF.3.5 Segment the individual sounds in one-syllable words.Phonics2.RF.4.1Students are expected to build upon and continue applying concepts learned previously.1.RF.4.1 Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonantEnglish Language Arts Grade 2 - Page 4 - 1/2020

blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words(e.g., cat, go, black, boat, her), independent of context.2.RF.4.2Use knowledge of the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to decode two-syllable words,independent of context.2.RF.4.3Apply knowledge of short and long vowels (including vowel teams) when reading regularly spelled one-syllable words.2.RF.4.4Recognize and read common and irregularly spelled high-frequency words and abbreviations by sight (e.g., through,tough; Jan., Fri.).Further guidance for support will be provided in the Literacy Framework.2.RF.4.5Know and use common word families when reading unfamiliar words (e.g., -ale, -est, -ine, -ock).Further guidance for support will be provided in the Literacy Framework.2.RF.4.6Read multisyllabic words composed of roots, prefixes, and suffixes; read contractions, possessives (e.g., kitten’s,sisters’), and compound words.Further guidance for support will be provided in the Literacy Framework.Fluency2.RF.5Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotescomprehension at the independent level.English Language Arts Grade 2 - Page 5 - 1/2020

Reading: LiteratureThere are three key areas found in the Reading: Literature section for grades K-5: Key Ideas and Textual Support, StructuralElements and Organization, and Synthesis and Connection of Ideas. By demonstrating the skills listed in each section, studentsshould be able to meet the Learning Outcome for Reading: Literature.Learning Outcome2.RL.1Read and comprehend a variety of literature within a range of complexity appropriate for grades 2-3. By the end ofgrade 2, students interact with texts proficiently and independently at the low end of the range and with scaffolding asneeded at the high end.Key Ideas and Textual Support2.RL.2.1Ask and answer questions (e.g., who was the story about; why did an event happen; where did the story happen) todemonstrate understanding of main idea and key details in a text.2.RL.2.2Recount the beginning, middle, and ending of stories, including fables and folktales from diverse cultures, anddetermine their central message, lesson, or moral.Further guidance for support will be provided in the Literacy Framework.2.RL.2.3Describe how characters in a story respond to major events and how characters affect the plot.2.RL.2.4Make predictions about the content of text using prior knowledge of text features, explaining whether they wereconfirmed or not confirmed and why.Structural Elements and OrganizationEnglish Language Arts Grade 2 - Page 6 - 1/2020

2.RL.3.1Describe the overall structure of a story, including describing how the beginning introduces the story and the endingconcludes the action.2.RL.3.2Acknowledge differences in the points of view of characters and identify dialogue as words spoken by characters,usually enclosed in quotation marks.Synthesis and Connection of Ideas2.RL.4.1Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of itscharacters, setting, or plot.2.RL.4.2Compare and contrast versions of the same stories from different authors, time periods, or cultures from around theworld.English Language Arts Grade 2 - Page 7 - 1/2020

Reading: NonfictionThere are three key areas found in the Reading: Nonfiction section for grades K-5: Key Ideas and Textual Support, StructuralElements and Organization, and Synthesis and Connection of Ideas. By demonstrating the skills listed in each section, studentsshould be able to meet the Learning Outcome for Reading: Nonfiction.Learning Outcome2.RN.1Read and comprehend a variety of nonfiction within a range of complexity appropriate for grades 2-3. By the end ofgrade 2, students interact with texts proficiently and independently at the low end of the range and with scaffolding asneeded at the high end.Key Ideas and Textual Support2.RN.2.1Ask and answer questions about the main idea and supporting facts and details in a text to confirm understanding.2.RN.2.2Identify the main idea of a multiparagraph text and the topic of each paragraph.2.RN.2.3Describe the connection between a series of historical events, scientific ideas or concepts, and steps in a process orprocedure in a text.Structural Elements and Organization2.RN.3.1Use various text features (e.g., table of contents, index, headings, captions) to locate key facts or information andexplain how they contribute to and clarify a text.2.RN.3.2Identify how a nonfiction text can be structured to compare and contrast, to describe a procedure, and to explain acause and effect relationship.English Language Arts Grade 2 - Page 8 - 1/2020

2.RN.3.3Identify what the author wants the reader to answer, explain, or describe in the text.Structural Elements and Organization2.RN.4.1Describe how an author uses facts to support specific points in a text.2.RN.4.2Compare and contrast the most important points presented by two texts on the same topic.2.RN.4.3Standard begins at sixth grade:6.RN.4.3: Compare and contrast one author’s presentation of events with that of another.English Language Arts Grade 2 - Page 9 - 1/2020

Reading:Vocabulary There are two key areas found in the Reading: Vocabulary section for grades K-5: Vocabulary Building and Vocabulary in Literatureand Nonfiction Texts. By demonstrating the skills listed in each section, students should be able to meet the Learning Outcome forReading: Vocabulary.Learning Outcome2.RV.1Use words, phrases, and strategies acquired through conversations, reading and being read to, and responding toliterature and nonfiction texts to build and apply vocabulary.Vocabulary Building2.RV.2.1Use context clues (e.g., words and sentence clues) and text features (e.g., table of contents, headings) to determinethe meanings of unknown words.2.RV.2.2Identify relationships among words, including common synonyms and antonyms, and simple multiple-meaning words(e.g., change, duck).2.RV.2.3Standard begins at sixth grade.6.RV.2.3: Distinguish among the connotations of words with similar denotations.2.RV.2.4Use a known root word as a clue to the meaning of an unknown word with the same root, and identify when a commonaffix is added to a known word.Further guidance for support will be provided in the Literacy Framework.2.RV.2.5Consult reference materials, both print and digital (e.g., dictionary), to determine or clarify the meanings of words andphrases.Vocabulary in Literature and Nonfiction TextsEnglish Language Arts Grade 2 - Page 10 - 1/2020

2.RV.3.1Recognize that authors use words (e.g., regular beats, repeating lines, simile, alliteration, onomatopoeia, idioms) toprovide rhythm and meaning in a story, poem, or song.2.RV.3.2Determine the meanings of words and phrases in a nonfiction text relevant to a second grade topic or subject area.2.RV.3.3Standard begins at third grade.3.RV.3.3: Recognize the meanings of idioms in context.English Language Arts Grade 2 - Page 11 - 1/2020

WRITINGGuiding Principle: Students employ a wide range of strategies as they write and use different writing process elements appropriately tocommunicate with different audiences for a variety of purposes. Students apply knowledge of language structure, languageconventions, media techniques, figurative language, and genre to create, critique, and discuss writing. Students conduct research onissues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data f