Standards - English Language Arts

2021 - English Language Arts Course of Study Document
English Language Arts (2021) Grade(s): 2

ELA21.2.38h

Encode words with vowel-r combinations.

Examples: ar, or, ir, er, ur, air, ear, oar

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Knowledge

  • vowel-r combinations are a single vowel letter or vowel team followed by r that represents a unique vowel sound.

Skills

  • Encode (spell) words with vowel-r combinations, such as ar, or, ir, er, ur, air, ear, oar.

Understanding

  • When an r follows a vowel or a vowel team, the vowel sound frequently changes, and the spellings of these sounds are variable.

Vocabulary

  • Encode
  • vowel-r combinations
English Language Arts (2021) Grade(s): 2

ELA21.2.38i

Encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: wild, cold, most, colt, mind

Unpacked Content

Knowledge

  • Words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Skills

    Encode (spell) words that follow the -ild, -ost, -old, -olt, and -ind patterns, such as wild, cold, most, colt, mind.

Understanding

  • The can use the predictable spelling patterns of -ild, -ost, -old, -olt, and -ind to correctly spell words.

Vocabulary

  • Encode
  • Patterns
English Language Arts (2021) Grade(s): 2

ELA21.2.38j

Encode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

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Knowledge

  • The letter a can be used to spell different sounds, depending on the letter the precedes it.

Skills

  • Encode (spell) words that have a after w read /ä/, such as wash, water, wasp.
  • Encode (spell) words that have a before l read /â/, such as tall, all, talk, small, fall.

Understanding

  • Adjacent letters and letter position within a word can change the sound a letter produces.

Vocabulary

  • Encode
English Language Arts (2021) Grade(s): 2

ELA21.2.38k

Encode words with or after w read /er/.

Examples: world, word, worm, worst, work

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Knowledge

  • Words that are spelled with an or after w.
  • When an r follows a vowel, the vowel can make a different sound.

Skills

  • Encode (spell) words with or after w pronounced /er/, such as world, word, worm, worst, work.

Understanding

  • When the letters or come after w, they do not make the same sound as words with or after other letters, such as fork, Oreo.
  • When they hear the /er/ sound after the /w/ sound, the word will be spelled with the or vowel combination.

Vocabulary

  • Encode
English Language Arts (2021) Grade(s): 2

ELA21.2.38l

Encode words with hard and soft c and g.

Examples: carry, cent; game, giraffe

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Knowledge

  • The hard sound of c is /k/.
  • The soft sound of c is /s/.
  • The hard sound of g is /g/.
  • The soft sound of g is /j/.
  • The spelling generalizations associated with hard and soft c and g.

Skills

  • Encode (spell) words with the hard c, such as carry, and the soft c, such as cent.
  • Encode (spell) words with the hard g, such as game, and the soft g, such as giraffe.

Understanding

  • The letter that follows a c or g determines the sound that c or g will make in a word.
  • C makes a hard sound when it comes before a, o, u, or any consonant, and it makes a soft sound when it comes before i, e, or y.
  • G makes a hard sound when it comes before a, o, u, or any consonant, and it makes a soft sound when it comes before i, e, or y.

Vocabulary

  • Encode
  • Hard c
  • Soft c
  • Hard g
  • Soft g
English Language Arts (2021) Grade(s): 2

ELA21.2.38m

Encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /Ä«/ sound in one-syllable words and the long /Ä“/ sound in two-syllable words, and words with vowel y in medial position, producing the short /Ä­/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

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Knowledge

  • The letter y can represent three different vowel sounds depending on the number of syllables in the words and its position in a word.

Skills

  • Encode (spell) words with vowel y in the final position of one and two syllable words.
  • Distinguish the difference between the long /ī/ sound in one-syllable words (like fly and my) and the long /ē/ sound in two-syllable words (like baby and happy).
  • Encode (spell) words with vowel y in medial position, such as myth and gym.

Understanding

    Y can represent three vowel sounds: long /ī/, long /ē/, and short /ĭ/.
  • Letter y represents the long /ī/ sound in one syllable words when the y is in the final position.
  • Letter y makes the long /ē/ sound in two-syllable words when the y is in the final position.
  • Letter y represents the short /ĭ/ sound when the y is in the medial position of the word.

Vocabulary

  • Encode
  • Vowel y
  • Medial position
  • Final position
  • One-syllable words
  • Two-syllable words
  • Long /ī/ sound
  • Long /ē/ sound
  • Short /ĭ/ sound
English Language Arts (2021) Grade(s): 2

ELA21.2.38n

Encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: pro-, trans-, non-, mid-, -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly

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Knowledge

  • Prefixes are word parts that can be added to the beginning of a word to change the meaning of the word.
  • Suffixes are word parts that can be added at the end of the word to change the meaning of the word.
  • Some base words require changes in spelling before a suffix is added.

Skills

  • Encode (spell) words with prefixes, suffixes, or both.
  • Change the endings of words by dropping the e when adding suffixes or changing the y-to-i, when appropriate.

Understanding

  • Prefixes are added to the beginning of a base word and some have predictable spelling patterns, like pro-, trans-, non-, mid-.
  • Suffixes are added to the end of a base word and some have predictable spelling patterns, like -ful, -less, -ness, -ed.
  • Words can be spelled by identifying the prefixes or suffixes within the word.
  • Some base words require changes before a suffix is added.

Vocabulary

  • Encode
  • Prefixes
  • Suffixes
  • Suffix addition
English Language Arts (2021) Grade(s): 2

ELA21.2.38o

Encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.

Examples: decodable - number, way, my, than, word;

decodable except for one irregularity - other (o is schwa); from- (o is schwa); what- (a is schwa or short o depending on dialect)

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Knowledge

  • Grade-appropriate high frequency words that follow predictable, decodable phoneme-grapheme correspondences, as well as those that have one irregularity.

Skills

  • Encode (spell) grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, such as number, way, my, than, word.
  • Encode (spell) grade-appropriate high frequency words that are spelled with one irregularity, such as other, from, what.

Understanding

  • Some high frequency words have irregular spelling patterns that they must learn to be able to spell the words accurately.

Vocabulary

  • Encode
  • Grade-appropriate high frequency words
  • Predictable
  • Decodable
  • Phoneme-grapheme correspondences
  • Irregularity
English Language Arts (2021) Grade(s): 2

ELA21.2.38p

Encode contractions with am, is, has, not, have, would, and will, using apostrophes appropriately.

Examples: I’m, he’s, she’s, isn’t, don’t, I’ve, he’d, they’ll

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Knowledge

  • Contractions with am, is, has, not, have, would, and will, such as I'm, he's, she's, isn't, don't, I've, he'd, they'll.

Skills

  • Encode (spell) contractions with am, is, has, not, have, would, and will, such as I'm, he's, she's, isn't, don't, I've, he'd, they'll, with correct apostrophe usage.

Understanding

  • Contractions are made up of two words that are shortened by combining the two words and replacing the omitted letters with an apostrophe.
  • Accurate spelling of contractions requires correct apostrophe usage.

Vocabulary

  • Encode
  • Contractions
  • Apostrophes
English Language Arts (2021) Grade(s): 2

ELA21.2.38q

Encode frequently confused homophones accurately, using knowledge of English orthography and meaning to facilitate learning.

Examples: their/they’re/there; eight/ate; cent/scent/sent

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Knowledge

  • Homophones are words that sound the same, but have different spellings and meanings.
  • Frequently confused homophones, such as their/they're/there; eight/ate; cent/scent/sent.

Skills

  • Encode (spell) homophones using knowledge of English orthography and word meaning.

Understanding

  • Homophones are words that are pronounced the same but have different spellings and meanings.
  • It is important to spell homophones accurately to convey their intended message.

Vocabulary

  • Encode
  • Frequently confused homophones
  • English orthography
  • Meaning
  • Facilitate
English Language Arts (2021) Grade(s): 2

ELA21.2.39

Organize a list of words into alphabetical order according to first, second, and third letters.

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Knowledge

Students know:
  • The order of the letters of the alphabet.
  • Alphabetical order to the first, second, and third letter.

Skills

Students are able to:
  • Organize a list of words in alphabetical order according to the first, second, and third letters.
  • Identify when to use the second or third letter for alphabetical order.

Understanding

Students understand that:
  • The alphabet has an exact order which can be used to organize a list of words.
  • They must use the second letter of the word when the first letters are the same, and the third letter of the word, if the first two letters are the same.

Vocabulary

  • Organize
  • List
  • Alphabetical order
  • First letter
  • Second letter
  • Third letter

Aligned Learning Resources

What Is Alphabetical Order?
English Language Arts (2021) Grade(s): 2

ELA21.2.40

Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure.

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Knowledge

Students know:
  • A narrative is a piece of writing that tells a story.
  • A narrative story describes a sequence of events in a logical order (beginning, middle, end).
  • A narrative story describes the actions, thoughts, and feelings of the characters.

Skills

Students are able to:
  • Write a personal narrative that recalls a personal experience or write a fictional narrative with a made-up story.
  • Write a narrative with a logical sequence of events and provide details that describe how the character feels, acts, and thinks.
  • Write a narrative that ends with a sense of closure.

Understanding

Students understand that:
  • Narrative writing includes predictable elements, like a logical sequence of events and an ending that provides the reader with a sense of closure.
  • Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.

Vocabulary

  • Personal narrative
  • Fictional narrative
  • Logical
  • Sequence of events
  • Details
  • Actions
  • Thoughts
  • Feelings
  • Closure

Aligned Learning Resources

Time After Time: How Can We Use Timelines to Reconstruct the Past? Part 4
Completing the Circle: The Craft of Circular Plot Structure
Engaging With Cause-and-Effect Relationships Through Creating Comic Strips
Music and the Elements of a Story
Elephants in Tutus
Introduce: Personal Narrative
Peg + Cat: Romeo & Juliet
Writing a Fractured Fairy Tale From a Different Point of View
Weak or Strong Statements: That Is the Question
English Language Arts (2021) Grade(s): 2

ELA21.2.41

Write informative or explanatory texts, introducing the topic, providing facts and relevant details to develop points, and providing a conclusion.

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Knowledge

Students know:
  • Informative or explanatory text is a piece of writing that provides factual information.
  • Informative or explanatory text begins by introducing the topic, provides facts and relevant details, and ends with a conclusion.

Skills

Students are able to:
  • Write an informative or explanatory text.
  • Write an informative or explanatory text that begins with introducing the topic, provides facts and details about the topic, and ends with a conclusion.

Understanding

Students understand that:
  • Informative or explanatory writing follows a predictable text structure that includes introducing the topic, providing facts or additional details about the topic, and ends with a conclusion.
  • Informative or explanatory writing can be used to tell facts about a topic.

Vocabulary

  • Informative text
  • Explanatory text
  • Topic
  • Facts
  • Relevant details
  • Develop
  • Points
  • Conclusion

Aligned Learning Resources

Investigating Animals: Using Nonfiction for Inquiry-Based Research
Meet the Families
Algorithms and Sequencing
English Language Arts (2021) Grade(s): 2

ELA21.2.42

Write an opinion piece about a topic or text with details to support the opinion, using transitional words and providing a sense of closure.

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Knowledge

Students know:
  • An opinion piece is a writing that provides an opinion about a topic or text and provides reasons for the opinion.
  • Opinion pieces often include transitional words.

Skills

Students are able to:
  • Write an opinion piece about a topic or text using details to support the opinion, transitional words, and a concluding statement.

Understanding

Students understand that:
  • Opinion writing follows a predictable structure which includes, stating the opinion, providing details to support the opinion, and ends with a conclusion.
  • Opinion pieces often include transitional words.
  • Opinion writing can be used to explain their opinions and the reasons they have the opinion.

Vocabulary

  • Opinion
  • Topic
  • Text
  • Details
  • Transitional words
  • Closure

Aligned Learning Resources

Giddy Up Cinderella
Acrostic Poems: All About Me and My Favorite Things
Rhythm and Repetition
Peter and the Wolf
English Language Arts (2021) Grade(s): 2

ELA21.2.43

Write complete sentences demonstrating knowledge of punctuation conventions.

Unpacked Content

Knowledge

Students know:
  • A complete sentence expresses a complete thought and contains at minimum one subject and one predicate.
  • A complete sentence ends with one of three ending punctuation marks: a period, a question mark, or an exclamation mark.

Skills

Students are able to:
  • Write complete sentences with appropriate ending punctuation marks.

Understanding

Students understand that:
  • Complete sentences express a complete thought and contain at least one subject and one predicate.
  • Sentences that are statements or demands end with a period.
  • Sentences that are interrogative end with a question mark.
  • Exclamatory sentences end with an exclamation mark.

Vocabulary

  • Complete sentences
  • Punctuation conventions

Aligned Learning Resources

The Exclamation Point
The Period
The Question Mark
English Language Arts (2021) Grade(s): 2

ELA21.2.43a

Utilize commas with words in a series in a sentence.

Unpacked Content

Knowledge

  • Commas are used to separate groups of words.

Skills

  • Write sentences that correctly use commas to separate words in a series, such as cat, dog, turtle, etc.

Understanding

  • Commas are used to separate a group of words in a series.

Vocabulary

  • Commas
  • Series
English Language Arts (2021) Grade(s): 2

ELA21.2.43b

Use apostrophes to form contractions and possessives.

Examples: contractions with am, is, has, not (I’m, she’s, don’t)

Unpacked Content

Knowledge

  • Contractions are made of two words, shortened with an apostrophe taking the place of the missing letters.
  • Possessives show ownership and an apostrophe is used in the formation of possessives.

Skills

  • Use apostrophes accurately when forming contractions and possessives.

Understanding

  • An apostrophe is a punctuation mark that is used when forming contractions and possessives.

Vocabulary

  • Apostrophes
  • Contractions
  • Possessives
English Language Arts (2021) Grade(s): 2

ELA21.2.43c

Use punctuation to set off interjections.

Unpacked Content

Knowledge

  • Interjections show emotion.

Skills

  • Use correct punctuation to set off interjections, such as Ah! or Well,.

Understanding

  • An interjection shows feeling or emotion, rather than expressing meaning within a sentence, so it must be set apart from the rest of the sentence with a punctuation mark.

Vocabulary

  • Punctuation
  • Interjections
English Language Arts (2021) Grade(s): 2

ELA21.2.43d

Expand sentences using frequently-occurring conjunctions.

Examples: because, so, but

Unpacked Content

Knowledge

  • Conjunctions are words that join ideas together in a sentence.

Skills

  • Form and expand sentences using conjunctions, like because, so, but.

Understanding

  • Conjunctions are words that can join ideas in a sentence, and they can be used to expand their sentences to make them more complex or to include more ideas.

Vocabulary

  • Expand
  • Conjunctions
English Language Arts (2021) Grade(s): 2

ELA21.2.44

With prompting and support, compose and develop a well-organized paragraph with a topic sentence, details to support, and a concluding sentence.

Unpacked Content

Knowledge

Students know:
  • A well-organized paragraph has a topic sentence, supporting details, and a concluding sentence.

Skills

Students are able to:
  • With prompting and support, write a well-organized paragraph that consists of a topic sentence, supporting details, and a concluding sentence.

Understanding

Students understand that:
  • A well-written paragraph includes a topic sentence to introduce the topic, provides supporting details to explain the topic, and ends with a concluding sentence.

Vocabulary

  • Compose
  • Develop
  • Well-organized paragraph
  • Topic sentence
  • Details
  • Concluding sentence
  • Prompting
  • Support
English Language Arts (2021) Grade(s): 2

ELA21.2.45

Demonstrate understanding of standard English language conventions when writing.

Unpacked Content

Knowledge

Students know:
  • The English language has grammatical conventions that must be followed when writing.

Skills

Students are able to:
  • Correctly use standard English language conventions in writing.

Understanding

Students understand that:
  • To clearly communicate through writing, they must use standard English language conventions.

Vocabulary

  • English Language conventions

Aligned Learning Resources

Down With the Nouns
Let's Describe! (Adjectives Lesson)
Singular or Plural?
Regular vs. Irregular Verbs
Beach Jeep
Say What?!
Kid Heroes Verbs
Action Verbs
Adjectives
Singular and Plural Nouns
Tense Form of Verbs
What Are Adjectives?
English Language Arts (2021) Grade(s): 2

ELA21.2.45a

Identify the role of a noun, verb, adjective, and adverb within a sentence and explain the type of the information it conveys.

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Knowledge

  • There are different types of words within a sentence, and each word provides a particular type of information.
  • The role of a noun, verb, adjective, and adverb within a sentence.

Skills

  • Identify a noun, verb, adjective, and adverb in a sentence.
  • Explain the type of information nouns, verbs, adjectives, and adverbs provide in a sentence.

Understanding

  • Each word in a sentence plays an important role in conveying meaning.
  • A noun names a person, place, thing, or idea and tells who or what the sentence is about.
  • A verb expresses an action or a state of being and tells what the noun is doing.
  • An adjective describes a noun or a pronoun and tells attributes of the noun.
  • An adverb describes a verb, adjective, or adverb, and provides more description about another word in the sentence.

Vocabulary

  • Noun
  • Verb
  • Adjective
  • Adverb
  • Conveys
English Language Arts (2021) Grade(s): 2

ELA21.2.45b

Form regular nouns and verbs by adding -s or -es.

Unpacked Content

Knowledge

  • Regular nouns and verbs are formed by adding an -s or -es suffix.

Skills

  • Correctly form regular nouns and verbs by adding an -s or -es suffix.

Understanding

  • An -s or -es suffix is added to the end of regular nouns and verbs for subject-verb agreement and to form plurals.

Vocabulary

  • Regular nouns
  • Regular verbs
English Language Arts (2021) Grade(s): 2

ELA21.2.45c

Form and use simple present and past verb tenses.

Unpacked Content

Knowledge

  • Present tense verbs tell about something that is happening currently or continuously.
  • Past tense verbs tell about something that already happened.
  • Different suffixes must be added to the end of verbs to show when the action happened.

Skills

  • Form and use simple present and past verb tenses in writing.

Understanding

  • The simple present verb tense is used to describe things that are happening right now, and the suffix -s or -es is usually added to the end of the base word.
  • The simple past verb tense is used to describe things that have already happened, and the suffix -ed is usually added to the end of the base word.

Vocabulary

  • Verb tenses
  • Simple present
  • Simple past
English Language Arts (2021) Grade(s): 2

ELA21.2.45d

Form plurals by changing -y to -ies.

Unpacked Content

Knowledge

  • A plural shows there is more than one of something.
  • Base words that end in y must be changed before adding the plural suffix.

Skills

  • Form plurals by changing -y to -ies when the base word ends in y.

Understanding

  • To form a plural of a word that end in y, the y must be changed to -ies.

Vocabulary

  • Plurals
English Language Arts (2021) Grade(s): 2

ELA21.2.45e

Form and use frequently-occurring irregular plural nouns and verbs.

Unpacked Content

Knowledge

  • Some nouns and verbs do not follow the regular pattern when forming a plural.

Skills

  • Form and use frequently-occurring irregular plural nouns, such as feet, children, mice, fish, teeth.
  • Form and use frequently-occurring irregular plural verbs.

Understanding

  • Some nouns and verbs are made plural by changing vowels, changing the entire word, or adding a different ending.

Vocabulary

  • Irregular plural nouns
  • Irregular plural verbs

Aligned Learning Resources

Reducing the Impact of a Flood
Getting to Know You: Developing Short Biographies to Build Community
Comics in the Classroom as an Introduction to Narrative Structure
To, Too, or Two: Developing an Understanding of Homophones
Opening the Door for Reading: Sharing Favorite Texts to Build Community
American Folklore: A Jigsaw Character Study
Musical Patterns
English Language Arts (2021) Grade(s): 2

ELA21.2.45f

Use plural possessives.

Unpacked Content

Knowledge

  • A plural possessive is used when a plural noun has ownership, or possession, of something.

Skills

  • Accurately use plural possessives in writing.

Understanding

  • Plural possessive nouns show that a plural noun has ownership and that an apostrophe or -s apostrophe is added to the end of the word.

Vocabulary

  • Plural possessives
English Language Arts (2021) Grade(s): 2

ELA21.2.46

Gather and use research to answer questions to complete a research product.

Unpacked Content

Knowledge

Students know:
  • Information must be gathered from a variety of sources, and the information can be used to answer questions.

Skills

Students are able to:
  • Gather and use the research to answer questions and create a research product.

Understanding

Students understand that:
  • A research product requires gathering information from a variety of sources and using the research to answer questions.

Vocabulary

  • Gather
  • Research
  • Questions

Aligned Learning Resources

Lesson 1 - If We Ran the Zoo: How Do Animals Impact Our Environment?
Lesson 2 - If We Ran the Zoo: How Do Animals Impact Our Environment? Research/Zoo Book
Which Direction? Latitude and Longitude
Shared Research: Habitats
Researching Wetlands Ecosystem Reflection
Digging Up Details on Worms: Using the Language of Science in an Inquiry Study
Predicting and Gathering Information With Nonfiction Texts
I Wonder: Writing Scientific Explanations With Students
Our Community: Creating ABC Books as Assessment
Investigating Animals: Using Nonfiction for Inquiry-Based Research
English Language Arts (2021) Grade(s): 2

ELA21.2.46a

Create topics of interest for a research project.

Unpacked Content

Knowledge

  • A topic of interest must be selected before beginning a research project.

Skills

  • Generate a list of interesting topics for a research project.

Understanding

  • Creating topics of interest prepares them for the writing process.
  • By creating topics of interest for a research project, they are completing the brainstorming part of a research project.

Vocabulary

  • Create
  • Topics
  • Research project
English Language Arts (2021) Grade(s): 2

ELA21.2.46b

Create questions to gather information for a research project.

Unpacked Content

Knowledge

  • Generating questions and finding information to answer those questions is an important component of a research project.

Skills

  • Create questions and gather information to answer those questions to complete a research project.

Understanding

  • Asking questions helps get information for their research projects.
  • Creating questions helps guide their research and that questions may be changed or added based on answers to previous questions.

Vocabulary

  • Questions
English Language Arts (2021) Grade(s): 2

ELA21.2.46c

Find information from a variety of sources.

Examples: books, magazines, newspapers, digital media

Unpacked Content

Knowledge

  • A variety of sources can be used to find information and answer research questions.

Skills

  • Find information to answer research questions using a variety of sources, such as books, magazines, newspapers, or digital media.

Understanding

  • Information can come from a variety of sources.
  • They should use different sources to gather information for a research project.

Vocabulary

  • Variety of sources
English Language Arts (2021) Grade(s): 2

ELA21.2.46d

Define plagiarism and explain the importance of using their own words.

Unpacked Content

Knowledge

  • Plagiarism is presenting someone else's words or ideas as their own without crediting the source.

Skills

  • Define plagiarism.
  • Explain the importance of using their own words in their writing.

Understanding

  • It is important to use their own words and ideas in writing and/or presentations.

Vocabulary

  • Plagiarism

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