Georgia Performance Standards
Grade Two
Second graders begin a transition from learning to read to reading to learn. They begin to read more fluently. Having a firmer grasp on phonics, second graders begin more complex word studies. They begin to read longer, more complex texts, including chapter books. They continue to read every day and have books read to them.
Writing becomes more independent for second graders, and they become much more conscientious about editing and revising their work. Second graders begin to use more symbolic language such as concepts (courage, freedom, time, seasons) in their writing and verbal interactions. Conventions become a part of the everyday writing experience for second graders. They learn important parts of speech and how to manipulate language to suit their contexts. They expand sentences and learn new sentence structures and the punctuation that occurs with them. Their written and spoken language becomes much more complex. Second graders show evidence of a vastly expanding language repertoire, including the use of a variety of language registers. They engage in a variety of language and speaking, and listening.
(Georgia Department of Education Kathy Cox, State Superintendent of Schools 8/29/2006 1:12 PM Page 1 of 5 All Rights Reserved Revised July 13, 2006)Reading
Reading, writing, speaking, and listening skills are necessary tools for effective communication. The mastery of these skills is essential for enrichment and lifelong learning. Several years of research has yielded much information about how readers over time, students need multiple opportunities to build essential skills. In their formative years of instruction, children must be read to and provided opportunities to practice independent reading. Children must develop their ability to read with fluency and understanding in order to build their knowledge of the world.
Comprehension
ELA2R4 - The student uses a variety of strategies to gain meaning from grade-level text. The student
a. reads a variety of texts for information and pleasure.
b. makes predictions from text content.
c. generates questions before, during, and after reading.
d. recalls explicit facts and infers implicit facts.
e. summarizes text content.
f. distinguishes fact from fiction in a text.
g. interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.
h. makes connections between texts and/or personal experiences.
i. identifies and infers main idea and supporting details.
j. self-monitors comprehension and attempts to clarify meaning.
k. identifies and infers cause-and-effect relationships.
l. recognizes plot, setting, and character within text, and compares and contrasts these elements among texts.
m. recognizes the basic elements of a variety of genres (e.g., poetry, fables, folktales).
n. uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text.
o. recognizes the author's purpose.
p. uses word parts to determine meanings.
q. uses dictionary, thesaurus, and glossary skills to determine word meanings.
Phonics/Word Identification
ELA2R1 - The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student
a. reads words containing blends (two letters together to make two sounds (bl, cl, dr), diagraphs (two letters together that
make one sound (consonant ch, sh, wh, th, ng, sh, tch, vowel oo/ue ), and dipthongs (sound - beginning or end - oi (toy, boil),
ch (chip)).
b. recognizes, reads, and writes words containing regular plurals (s, es), irregular plurals (f to v), y to ies, man/men), and
possessives.
c. reads compound words and contractions in grade appropriate texts.
d. reads and spells words containing r-controlled vowels (ar (arm), or (horn), ur (fur), er (reader), ir (girl) and silent
letters (a with silent e (ate), i with e (bite), u with e (cube), e with e (Pete), o with e (home).
e. reads and spells words containing irregular vowel patterns .
f. reads multisyllabic words.
g. applies learned phonics skills when reading and writing words, sentences, and stories.
Fluency
ELA2R2 - The student demonstrates the ability to read orally with speed, accuracy, and expression. The student
a. applies letter-sound knowledge to decode quickly and accurately.
b. automatically recognizes additional high frequency and familiar words within texts.
c. reads familiar text with expression.
d. reads second-grade texts at a target rate of 90 words correct per minute.
e. uses self-correction when subsequent reading indicates and earlier misreading within grade-level text.
Vocabulary
ELA2R3 - The student acquires and uses grade-level words to communicate effectively. The student
a. reads a variety of texts and uses new words in oral and written language.
b. recognizes grade appropriate words with multiple meanings.
c. recognizes and applies the appropriate use of homophones, homographs, antonyms, and synonyms.
d. determines the meaning of unknown words on the basis of their context.
Writing
ELA2W - The student demonstrates competency in the writing process. The student
a. writes text of a length appropriate to address a topic and tell the story.
b. uses traditional organizational patters for conveying information (chronological order, similar/difference)
c. uses transition words and phrases.
d. begins to create graphic features (charts, tables, graphs).
e. begins to use appropriate formatting conventions for letter writing (date, salutation, body, closing)
f. begins to write a response to literature that demonstrates understanding of the text and expresses and supports an
opinion.
g. begins to write a persuasive piece that states and supports an opinion.
h. prewrites to generate ideas orally.
i. uses planning ideas to produce a rough draft.
j. rereads writing to self and others, revises to add details, and edits to make corrections.
k. creates documents with legible handwriting.
l. consistently writes in complete sentences with correct subject/verb agreement.
m. uses nouns (singular, plural, and possessive) correctly.
n. uses singular possessive pronouns.
o. uses singular and plural personal pronouns.
p. uses increasingly complex sentence structure.
q. uses common rules of spelling.
r. uses appropriate capitalization and punctuation at the end of sentences (different types).
s. begins to use commas (letters, cities, states) and periods after appropriate abbreviations.
t. uses a variety of resources (encyclopedia, internet, books) to research and share information on a topic.
u. recognizes appropriate uses of quotation marks.
v. uses the dictionary and thesaurus to support word choices.