2nd grade TN English Language Arts Standards

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Tennessee English Language Arts Standards
2009-2010 Implementation

Internet Resources

Checks for Understanding (Formative/Summative Assessment)
1.1 | 1.2 | 1.3 | 1.4 | 1.5 | 1.6 | 1.7 | 1.8 | 1.9 | 1.10 | 1.11

Identify and use adjectives (i.e., descriptive, comparative, superlative), nouns (i.e., common and proper, singular and plural, possessive), pronouns (i.e., substitution for nouns), and verbs (i.e., past and present tense, action and linking, regular and irregular, subject-verb agreement) correctly.
0201.1.1

Use capitals letters correctly (i.e., first and last names, pronoun I, proper nouns, first word of a sentence).
0201.1.2

Identify and use correct punctuation at the end of declarative, exclamatory, and interrogative sentences.
0201.1.3

Form contractions correctly.
0201.1.4

Understand that a sentence is a group of words that has a subject and a verb and expresses a complete thought.
0201.1.5
Identify and write complete sentences correctly.
0201.1.6

Use commas correctly in a series.
0201.1.7

Spell simple words using developing phonetic knowledge, sounds of the alphabet, and simple consonant/vowel patterns. 0201.1.8

• Spell high frequency words correctly (e.g., Dolch list, Dr. Fry list).

• Continue to spell short and long vowel words using basic CVC, CVCE, and CVVC patterns.

• Alphabetize words to the second letter.

• Use primary dictionaries to spell words correctly and verify spelling.

• Spell regular and irregular plurals correctly (e.g., boy/boys, child/children).

• Spell diagraphs, trigraphs, and blends (e.g., -ea, -ir, -igh, -tch, -sch, fl, bl, br, st).

• Understand and spell basic words that sound the same but are spelled differently
and have different meanings (homophones- flower/flour).

Show evidence of expanding language through vocabulary growth. 0201.1.9

• Recognize common abbreviations.

• Build vocabulary by reading, listening to, and discussing a variety of literature.

• Add prefixes (e.g., re-, dis-), suffixes (e.g., -ly, -y), and endings to base words to make new words (e.g., -ed, -ing, -es).

• Identify simple multi-meaning words based on the appropriate meaning for
the context.

• Use word families and word walls.

• Recognize and identify compound words, synonyms, and antonyms.

• Identify positional words.

• Identify simple multi-meaning words in context (e.g., fly, pop, bat).

Phonemic Awareness - Maintain phonemic awareness by adhering to the following: 0201.1.10

• Change the letters of a given word to create new words (e.g., pan to nap, ten to net).

• Use sound stretching of one syllable words to identify each phoneme.

• Use sound blending of each separately spoken phoneme to make meaningful words.

• Segment one-syllable words into individual sounds and blend the sounds into whole words.

• Identify and produce rhyming words.

• Recognize words that have the same beginning, middle, and ending sounds.

• Understand words are made up of one or more syllables (e.g., students clap syllables,
move objects, etc. in words.)

• Add, delete, and change targeted sounds to change words (e.g., bed to bad, hat to bat).

Apply phonics generalizations in order to decode words in the following ways: 0201.1.11

• Read words containing r-controlled vowels (e.g., -ar, -ir, -ur).

• Apply knowledge of basic syllabication rules.

• Use letter-sound matches and structural analysis to decode grade level
words.

• Use parts of words (e.g., root/base words, compound words, contractions,
prefixes, and suffixes) to decode grade level words.

• Apply long and short vowel rules when decoding text.

• Use sounding out words, chunking words into smaller parts, looking for blends, digraphs, diphthongs, word families, etc. as a means of decoding
unfamiliar words.

• Continue to decode unknown words that are grade-level appropriate.

Checks for Understanding (Formative/Summative Assessment)
2.1 | 2.2 | 2.3 | 2.4 | 2.5 | 2.6 | 2.7 | 2.8 | 2.9 | 2.10

Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions).
0201.2.1

Listen attentively to speaker for specific information.
0201.2.2

Understand and follow multi-step oral directions.
0201.2.3

Summarize what has been heard using the logical sequence of events.
0201.2.4

Use rules for conversation (e.g., raise hands, take turns, and focus attention on speaker).
0201.2.5

Speak clearly, properly, and politely, and recognize the difference between formal and informal language.
0201.2.6

Give multi-step oral directions.
0201.2.7

Participate in group discussion.
• Work productively in group discussion for a particular purpose (e.g., respond to
literature, solve a problem).
• Ask and respond to questions from teacher and other group members.
0201.2.8

Retell a story, describing the plot, characters, and setting.
0201.2.9

Recite poems, stories, and songs.
0201.2.10

Checks for Understanding (Formative/Summative Assessment)
3.1 | 3.2 | 3.3 | 3.4 | 3.5 | 3.6 | 3.7 | 3.8 | 3.9 | 3.10 | 3.11 | 3.12 | 3.13

Write to describe, entertain, and inform.
0201.3.1

Write in response to literature (e.g., create a new ending to a story, create class books, summarize a story), compose a variety of written works (e.g., friendly letters, journal entries, reports, experience stories) and begin to compose narratives (with a beginning, middle, and end).
0201.3.2

Brainstorm ideas with teachers and peers, use graphic organizers (e.g., webs, charts, Venn diagrams) independently and/or in group, and use a variety of resources to gather information.
0201.3.3

Utilize classroom resources to support the writing process (e.g., word walls, picture dictionaries).
0201.3.4

Compose first drafts using the appropriate parts of the writing process with an emphasis on planning and self correcting.
0201.3.5

Use temporary/creative spelling to spell independently while beginning to transition to standard spelling.
0201.3.6

Arrange events in a logical and sequential order when writing.
0201.3.7

Continue to add descriptive words and details to writing.
0201.3.8

Create legible documents for reading by forming legible lower case letters utilizing correct spacing and by writing from left to write and top to bottom.
0201.3.9

Evaluate own and others’ writing through small group discussion and shared work.
0201.3.10

Incorporate suggestions from teachers and peers.
0201.3.11

Use a simple rubric to evaluate writing.
0201.3.12

Incorporate photographs or illustrations in written work.
0201.3.13

Checks for Understanding (Formative/Summative Assessment)
4.1 | 4.2 | 4.3 | 4.4 | 4.5 | 4.6

Narrow a topic so that the research process is manageable.
0201.4.1

Determine three sources to answer research question
0201.4.2

Use the family and community as sources of information
0201.4.3

Visit the library as a source of information for research.
0201.4.4

Recognize and identify a variety of print and electronic resources available for
information (e.g., books, newspapers, technology, magazines, graphs).
0201.4.5

Understand the purpose of reference materials (e.g., table of contents, glossary,
dictionary, thesaurus, atlas, encyclopedia).
0201.4.6

Write a simple research report that demonstrates a gathering of
information.
0201.4.7

Checks for Understanding (Formative/Summative Assessment)
5.1 | 5.2 | 5.3 | 5.4 | 5.5

Distinguish between fact and opinion.
0201.5.1

Given a sequence of events, choose from a list of possibilities the appropriate conclusion..
0201.5.2

Identify cause-effect relationships.
0201.5.3

Compare and contrast information and ideas.
0201.5.4

Apply sequential reasoning to a variety of written and oral contexts.
0201.5.5

Informational Text

Checks for Understanding (Formative/Summative Assessment)
6.1 | 6.2 | 6.3 | 6.4

Follow simple multi-step directions in informational texts to complete a specific task.
0201.6.1

Identify and state the main ideas and supporting details of informational texts.
0201.6.2

Explore various forms of informational texts (e.g., charts, books, newspapers, magazines, daily announcement sheets).
0201.6.3

Recognize and use text features to comprehend informational texts (e.g., time lines, graphs, charts, maps, illustrations).
0201.6.4

Checks for Understanding (Formative/Summative Assessment)
7.1 | 7.2 | 7.3 | 7.4

Understand the main idea in a visual message (e.g., pictures, cartoons, posters).
0201.7.1

Experience and respond to a variety of media (e.g., books, audio tapes, video, film, computer, illustrations).
0201.7.2

Visit libraries/media centers and regularly check out materials.
0201.7.3

Begin to utilize technology to publish and present writing.
0201.7.4

Checks for Understanding (Formative/Summative Assessment)
8.1 | 8.2 | 8.3 | 8.4 | 8.5 | 8.6 | 8.7 | 8.8 | 8.9 | 8.10 | 8.11 | 8.12 | 8.13 | 8.14 | 8.15 | 8.16 | 8.17 | 8.18 | 8.19 | 8.20 | 8.21 |

Writing
Checks for Understanding (Formative/Summative Assessment) 3.1 \| 3.2 \| 3.3 \| 3.4 \| 3.5 \| 3.6 \| 3.7 \| 3.8 \| 3.9 \| 3.10 \| 3.11 \| 3.12 \| 3.13
Write to describe, entertain, and inform. 0201.3.1	Draw a Math Story: From the Concrete to the Symbolic - Use this lesson plan to instruct students on how to identify key mathematical vocabulary terms, model math story writing, and then gives an opportunity to write addition and subtraction stories Writing Descriptive Sentences - Lesson plan - students use adjectives to write descriptive sentences. This is a unit plan that takes 4 or 5 complete lesson periods.
Write in response to literature (e.g., create a new ending to a story, create class books, summarize a story), compose a variety of written works (e.g., friendly letters, journal entries, reports, experience stories) and begin to compose narratives (with a beginning, middle, and end). 0201.3.2	Compare and Contrast WebQuest - Mother Goose has been told that all of her fairytales and rhymes are too old. She is looking for boys and girls to help her rewrite a few of her old stories into newer or modern ones. Friendly Letter - Outline to follow while writing a friendly letter Friendly Letter - Type a Friendly Letter template Friendly Letter - interactive board to place parts of a letter in the correct place. Make Your Own Story - choose a story, select pictures and then type five sentences Note Writing - Lesson plan helping students create family notes everyday. Scrambled Stories - students select one of six stories, select from a list of words, and then see the story that they scrambled Scrambled Stories Teacher's Guide - suggestions on how to use the stories in grades K-6 Stories - to read and summarize Summarize a story - using a story pyramid. Write a Friendly Letter - interactive lesson on parts of a letter. Write an invitation - Worksheet that helps students create their own invitations.
Brainstorm ideas with teachers and peers, use graphic organizers (e.g., webs, charts, Venn diagrams) independently and/or in group, and use a variety of resources to gather information. 0201.3.3	Follow the Clues - a graphic organizer to help your students make predictions about a story (K-2 and 3-5 activities included) Graphic Organizers - from Enchanted Learning Graphic Organizers from Education Place Index of Graphic Organizers - from Inspiration Instructions on how to use Excel to create a graphic organizer Kinds of Concept Maps - examples of four major categories of concept maps Story Board - a graphic organizer to help your students make predictions about a story (K-2 and 3-5 activities included) Tips on Making Your Own Concept Maps
Utilize classroom resources to support the writing process (e.g., word walls, picture dictionaries). 0201.3.4	4 Blocks Literacy Framework - Provides templates, lesson ideas and plans which would assist in the implementation of 4 Blocks. Be sure to check out the Word Wall Grade Level Lists. Word Wall Activities - A word wall is a systematically organized collection of words displayed in large letters on a wall or other large display place in the classroom. It is a tool to use, not just display. Word walls are designed to promote group learning and be shared by a classroom of children. Check here for ideas on how to use your word wall interactively.
Compose first drafts using the appropriate parts of the writing process with an emphasis on planning and self correcting. 0201.3.5	Prompts with Pictures - Select from the story elements There's no bad first draft - tips for teaching. The Writing Process -simple explanation
Use temporary/creative spelling to spell independently while beginning to transition to standard spelling. 0201.3.6	Using inventive spelling - guidelines to follow when you use inventive spelling Invented Spelling - To help you decode what your child has written; a chart showing the sound that your child may be trying to produce with different letters
Arrange events in a logical and sequential order when writing. 0201.3.7	I Can Wah Dishes - The pictures on this sheet are supposed to tell a story but are in the wrong order. Monkey Business: Rain Forest Run Around - Click on the words to put them in correct order. (from Game Goo - Learning That Sticks!) Sequence of Events - [this page opens in a new window] arrange events in chronological order. (Author - Lois Davis) Sequence the Story - drag the pictures in the correct order - (students can have the story read to them if necessary) Sequencing - Number the pictures in the correct order Sequencing Worksheet - Read each sentence. Use the numbers 1, 2, and 3 to show the sequence. Tale of Peter Rabbit – Click on Picture Order and then put the pictures in order to tell the story. (three pictures are presented at a time)
Continue to add descriptive words and details to writing. 0201.3.8	Sentence Quest: Using Parts of Speech to Write Descriptive Sentences - uses students' speaking vocabularies to help them learn about complete sentence Interesting Sentences - use adjectives to make their sentences more interesting.
Create legible documents for reading by forming legible lower case letters utilizing correct spacing and by writing from left to write and top to bottom. 0201.3.9	Handwriting Practice Worksheets Letters (Upper and Lower Case) - Scroll to the bottom of the handwriting section and look for the titles. Handwriting Practice Worksheets Dot Print Letters (Lower Case) - Scroll to the bottom of the handwriting section and look for the titles. Handwriting Practice Worksheets Dot Print Letters (Upper Case) - Scroll to the bottom of the handwriting section and look for the titles. Handwriting Worksheet Maker - Write the child's first and last name and create a worksheet Letter formation guide for teachers and parents - This sheet shows how to form individual letters correctly. Tracing Paper - Type in your child's name or any word. The program automatically opens a new window and then fills the page of the name or words to be printed and traced Writing the Alphabet - Zaner-Bloser letters, showing student how to form letters, capital and small with tablet line placement. Select a letter at the bottom to see an animation of the strokes to write the letters of the alphabet Cursive: Lowercase - Alphabet Animation - To see the animation, move your mouse over a letter on this page. (from the site, Handwriting for Kids)
Evaluate own and others’ writing through small group discussion and shared work. 0201.3.10	Dear Author - create a note on this worksheet telling him/her what part you liked best in the story.
Incorporate suggestions from teachers and peers. 0201.3.11
Use a simple rubric to evaluate writing. 0201.3.12	Handwriting rubric - create a rubric Handwriting Rubric - Word document Handwriting Rubric - use this rubric to evaluate progress
Incorporate photographs or illustrations in written work. 0201.3.13	Writing paper with room for drawings - templates
return to the top of the page

Research
Checks for Understanding (Formative/Summative Assessment) 4.1 \| 4.2 \| 4.3 \| 4.4 \| 4.5 \| 4.6
Narrow a topic so that the research process is manageable. 0201.4.1
Determine three sources to answer research question 0201.4.2	Composing Cinquain Poems: A Quick-Writing Activity - students write simple cinquain of their own as a follow-up to a subject they have been exploring in class.
Use the family and community as sources of information 0201.4.3
Visit the library as a source of information for research. 0201.4.4	Animal Study: From Fiction to Facts - listen to read-alouds of nonfiction texts to identify and confirm factual information which is recorded on charts and graphic organizers. They also use the Internet to gather additional information about the animal. Creating Question and Answer Books through Guided Research - designed to teach research strategies
Recognize and identify a variety of print and electronic resources available for information (e.g., books, newspapers, technology, magazines, graphs). 0201.4.5	Martin Luther King, Jr. and Me: Identifying with a Hero - helping them build connections between their own lives and the lives of the people they are studying.
Understand the purpose of reference materials (e.g., table of contents, glossary, dictionary, thesaurus, atlas, encyclopedia). 0201.4.6	Chapter Headings - lesson online with exercises for practice Chapter Headings Quiz - online quiz Explore the parts of a book - Click on each of the pictures on this page to learn more about that part of the book. After you finish exploring the parts of a book go to Who Am I to see how much you know! Little Explorers Picture Dictionary with links. Some of the links are pages to color, every entry has a link to a definition. The site also has a link to classroom activities that use Little Explorers. Make Your Own Book - There are many fabulous books that you can make all by yourself. Let your imagination run wild with some simple, step-by-step instructions, with illustrations, to show you how to make some very creative and very fun books! Merpy.com Stories - animated stories to be read online Parts of a Book - online quiz Title of a Book - lesson online with exercises for practice Using the Parts of a Book - a worksheet from Teach-nology Using an Index for Information - a worksheet from Teach-nology Using an Index - lesson online with exercises for practice Using a Table of Contents - a worksheet from Teach-nology
Write a simple research report that demonstrates a gathering of information. 0201.4.7	Reading and Writing About Whales Using Fiction and Nonfiction Texts - formulate research questions and write letters

Logic
Checks for Understanding (Formative/Summative Assessment) 5.1 \| 5.2 \| 5.3 \| 5.4 \| 5.5
Distinguish between fact and opinion. 0201.5.1	Binky's Fact and Opinion - game Fact and opinion quiz - from Quia Fact or opinion - 30 questions Fact or opinion - read sentences and select fact or opinion Fact and opinion - Rags to Riches quiz game Fact or Opinion - Read the sentences below and write either fact or opinion after the sentence.
Given a sequence of events, choose from a list of possibilities the appropriate conclusion.. 0201.5.2	And Then... - Look at each picture, and then underline the sentence that tells what will probably happen next. (K-2) Making Predictions - Read the paragraph and make a prediction on what most likely will happen next.
Identify cause-effect relationships. 0201.5.3	Cause and Effect Book list - These books are great for studying cause and effect.
Compare and contrast information and ideas. 0201.5.4	Compare and Contrast WebQuest - Mother Goose has been told that all of her fairytales and rhymes are too old. She is looking for boys and girls to help her rewrite a few of her old stories into newer or modern ones.
Apply sequential reasoning to a variety of written and oral contexts. 0201.5.5	Story Scramble - drag the pictures in the correct order - Students can have the story read to them if necessary. (beware of long intro and loud clapping) Logical sequence - put in order from smallest to largest. Logical sequence - put in age order from youngest to oldest Logical sequence - order from earliest to latest within the same year on a calendar. Using an elevator - put items in sequence

Media
Checks for Understanding (Formative/Summative Assessment) 7.1 \| 7.2 \| 7.3 \| 7.4
Understand the main idea in a visual message (e.g., pictures, cartoons, posters). 0201.7.1	Get The Idea - [this page opens in a new window] read text to determine the main idea or essential message and identify relevant supporting details and facts (Author - Lois Davis) Tell Your Own Neighborhood Story - Click on three pictures and then make your own story. What would happen first, next, and last? What's My Job? - Select the right job to go along with the sentence.
Experience and respond to a variety of media (e.g., books, audio tapes, video, film, computer, illustrations). 0201.7.2	What's My Job? - Select the right job to go along with the sentence. Making Predictions - Use the illustrations to predict text. Book Sorting: Using Observation and Comprehension to Categorize Books - observe details in illustrations and explain similarities of text and subject matter may help them see that a book might fit into more than one category, and also that categories can change
Visit libraries/media centers and regularly check out materials. 0201.7.3
Begin to utilize technology to publish and present writing. 0201.7.4	Make Your Own Book - There are many fabulous books that you can make all by yourself. Let your imagination run wild with some simple, step-by-step instructions, with illustrations, to show you how to make some very creative and very fun books!

Literature
Checks for Understanding (Formative/Summative Assessment) 8.1 \| 8.2 \| 8.3 \| 8.4 \| 8.5 \| 8.6 \| 8.7 \| 8.8 \| 8.9 \| 8.10 \| 8.11 \| 8.12 \| 8.13 \| 8.14 \| 8.15 \| 8.16 \| 8.17 \| 8.18 \| 8.19 \| 8.20 \| 8.21 \|