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© 2008 by Mahomet-Seymour Schools.
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Mahomet-Seymour Schools

Curriculum

Language Arts - Grade 2

 

Reading/Word Study

 

The learner will be able to develop the use of syntactic cues to make meaning of print: a) understand base (root words) b)suffixes; for example: s, es, er, est, ing, ed, or, ful, ly, less, y; c) prefixes; for example: un, re; d) compound words; e) contractions; f) syllables; g) singular and plural possessives.

 

  

 

The learner will be able to develop the use of semantic cues to make meaning of print: antonyms, synonyms, homonyms/homophones, multiple meaning of words, classify and categorize.

 

  

 

The learner will be able to develop the use of consonant sounds at the beginning, middle and end of words to make meaning of print.

 

  

 

The learner will be able to develop the use of initial and ending consonant combinations to make meaning of print.

 

  

 

The learner will be able to develop the use of vowels to decode words (short, long, final e, all long vowel combination, r controlled, and irregular combinations).

 

The learner will use a variety of resources (e.g., context, dictionaries, glossaries, ask others) to determine and clarify meanings of unkown words.

 

The learner will be able to recognize 300 high frequency sight words.

 

The learner will interpret text information gathered from diagrams, graphs, or maps.

 

  

 

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Reading Strategies for Comprehension

 

The learner will be able to develop personal strategies for making sense of print such as rereading, using picture clues, recognizing known parts in words, etc.

 

The learner will be understand and apply comprehension strategies: prior knowledge, making connections, predicting, retelling, summarizing, questioning, and inferring

 

  

 

The learner will be able to recall details of a selection.

 

The learner will be able to retell a story using various methods (e.g. orally, written, using illustrations and drama).

 

  

 

The learner will be able to sequence story elements.

 

  

 

The learner will be able to identify the main idea.

 

The learner will be able to draw conclusions using a variety of strategies.

 

  

 

The learner will be able to distinguish between fact and opinion.

 

  

 

The learner will be able to identify the author's purpose.

 

The learner will participate in a variety of fluency building activities (Reader’s Theatre, choral readings, chants, poems, and rereading).

 

The learner will be able to compare and investigate books by the same author, with the same theme, and from various cultures.

 

The learner will be exposed to new vocabulary through independent and group activities.

 

 

  

 

 

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Literature

 

The learner will be able to recognize and enjoy reading a variety of genres including fiction, nonfiction, poetry, and plays.

 

The learner will be able to distinguish between “make-believe” and realistic narrative.

 

The learner will be able to recognize literary elements including characters, setting, and plot.

 

The learner will be able to discover poetry using poetic devised (e.g., rhyme, rhythm, alliteration, repetition, simile, metaphors and onomatopoeia).

 

 

 

 

 

 

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Writing

 

The learner will construct complete sentences that demonstrate use of the various parts of speech (e.g. nouns, pronouns, verbs, subject-verb agreement, adjectives). 

 

The learner will apply sentence knowledge to develop a paragraph using proper form (e.g. , topic sentences, details, summary/conclusion).

 

The learner will demonstrate accurate use of capitalization and punctuation. 

 

The learner will demonstrate correct spelling of high frequency words. 

 

The learner will use phonemic clues, phonetic and/or developmental spelling to spell unfamiliar words. 

 

The learner will use appropriate prewriting strategies (e.g. drawing, webbing, brainstorming, listing, note taking, graphic organizing) to generate and organize ideas with teacher assistance. 

 

The learner will use the stages of the writing process (e.g. prewriting, drafting, revising, editing, publishing) to develop organized paragraphs. 

 

The learner will use transitional and time cue words to support the flow of writing. 

 

The learner will use details, facts, and illustrations to support his or her writing.

 

The learner will revise and edit so that writing will make sense through conference with self, peer, volunteer, or teacher. 

 

The learner will begin to use the writing process for many different purposes (e.g. personal narratives, reports, persuasion).

 

The learner will experiment with different forms of creative writing. 

 

 

 

  

 

 

  

 

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