Reading

These are a few of our reading standards that should help you understand many of the things we will be doing as second graders.  Our county adopted a new reading series called Journeys. Our Anchor text has really great stories. Trust us when we say that we stay extremely busy! There are lots of things to learn in second grade but don't worry! We are so bright you might need to wear shades! :)

 




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, digraphs, and diphthongs.
b. Recognizes, reads, and writes words containing regular plurals, irregular plurals, and possessives.
c. Reads compound words and contractions in grade appropriate texts.
d. Reads and spells words containing r-controlled vowels and silent letters.
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 an 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 usage of homophones, homographs, antonyms, and synonyms.
d. Determines the meaning of unknown words on the basis of context.

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. 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 children learn to read. This research tells us that to become more skilled and confident 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.