ELA Grade 2 Course Overview
Course title: Second Grade English Language Arts
Second graders recognize features of different reading and writing genres and, in classroom discussions,
can compare works by different authors within a genre. They are able to build ideas together as a group,
argue respectfully and logically with one another and attend more carefully to the language of texts.
Proficient second-grade writers can elaborate more on a single topic, exploring the subject and trying
different ways of writing about it.
School-wide Expectations (THS only):
Learning Goals (reference to appropriate national or state standards):
Phonological Awareness

Segment one-syllable words into individual phonemes. (RF.2.3)

Blend phonemes to make words. (RF.2.3)

Add, delete and/or substitute phonemes to change words. (RF.2.3)
Phonics

Know letter-sound correspondences of long vowels, silent letters, blends, digraphs, hard & soft
C, diphthongs, irregular vowels and r-controlled vowels. (RF.2.3)

Read regularly spelled one and two syllable words automatically. (RF.2.3)

Recognize about 100 high frequency words as they encounter words in reading. (RF.2.3)
Accuracy and Fluency

Independently read aloud unfamiliar text level 28 nonfiction books with 95% accuracy or better.
(RL.2.10) (RI.2.10)

Read aloud narrative and informational text with appropriate pacing, intonation, and
expression. (RF.2.4)

Independently apply guided reading skills/strategies. (RF.2.4)
Comprehension

Apply these comprehension strategies to grade level texts: visualizing, questioning, predicting,
making connections, inferring and determining importance at a second grade level.

Able to identify story elements of character, plot, setting and events.
Independent and Assisted Reading, Being Read To



Read one or two short books or long chapters every day and discuss what is read with another
student or group
Read their own writing and the writing of their classmates, including pieces compiled in class
books or placed on public display.
Read functional and instructional messages they see in the classroom environment.
Discussing Books & Responding to Literature

Give reactions to a book with backup reasons (connect to story elements).
Vocabulary

Learn new words every day from their reading and discussions at a second grade level.
Writing: Narrative Writing

Write with clear organizational structure (B,M,E) at a second grade level.
Writing: Responding to Literature

Provide a written summary to a piece read
Writing: Language Use and Conventions










Reproduce sentence structure found in various genres they are reading with support.
Produce writing that contains a large proportion of correctly spelled high- frequency words.
Correctly spell most words with regularly spelled patterns such as C-V-C, C-V-C silent e and one
syllable words with blends and simple two syllable words (open, closed)
Use specific strategies during the writing process (i.e. check the word wall, think about bases,
prefixes and suffixes they know).
Engage in the editing process, perhaps with a partner to correct spelling efforts.
Apply knowledge of structure patterns to daily written work.
Apply grade level rules of punctuation as stated in the grammar scope and sequence found in
the LA Resource Binder.
Apply grade level rules of capitalization as stated in the grammar scope and sequence found in
the LA Resource Binder.
Apply various parts of speech appropriately as stated in the grammar scope and sequence
found in the LA Resource Binder.
Use a variety of sentence types as found in the LA Resource Binder.
Course Content (list of topics covered):
Phonemic Awareness/Phonics/Word Study, Accuracy and Fluency, Self Monitoring and Self-Correcting
Strategies, Comprehension, Independent and Assisted Reading, Discussing Books, Responding to
Literature, Vocabulary, Writing Habits and Processes, Writing Purposes and Resulting Genre, Writing and
Responding to Literature, Writing Language Use and Conventions
*Common Assessments (benchmark assessments, summative assessment, if applicable):
DRA2, Prompt Writing, Spelling Inventory, DRP, Word Identification
Major Resources (program, anchor text, or other BOE approved resource):
Good Habits Great Readers
Various works by Nancy Boyles
Comprehension Toolkit Grades K-2
Units of Study for Primary Writing: A Yearlong Curriculum K-2