Grade 2 ELA

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade Two ELA
Scope and Sequence

Students will be actively involved in learning experiences focused on:

Reading
make reasonable predictions about what will be found in a text by using front and back covers, and chapter headings.
read fluently with expression, phrasing, and intonation.
continue to use rereading as a strategy to understanding.
consistently use multiple strategies to decode words.
recognize short and long vowel sounds, and common vowel combinations.
distinguish between main idea and details.
self select a variety of texts at appropriate levels.
show comprehension of text by:
making connections to self, ,text, or world.
making reasonable predictions about what will happen next while reading.
retelling story in sequential order.
sharing responses and asking questions in literature circles and other response formats.
identifying story elements (e.g., plot, character, setting)
use reference materials from a variety of sources to find appropriate information.
distinguish between fiction and nonfiction.
make valid observation about the use of words and visual symbols in books, charts, maps, posters, etc.
read and follow simple and some multi-step written directions.

Writing
write
stories
accounts about experiences and discoveries
response to stories and remarks
letters
develop their writing using criteria listed in the 6-Trait Writing Rubric
ideas
organization
voice
word choice
sentence fluency
conventions
formulate topic questions, locate and record information for simple research project.
develop and use the spelling skills and strategies outlined in second grade Expectations for Spelling K-4.

Speaking
practice oral presentation skills.
tell about experiences and discoveries during sharing and discussions.
respond to remarks or statements orally.
ask appropriate questions after presentations.

Listening
follow oral directions.
listen respectfully to teachers, peers and guest speakers.
respond appropriate to presenter.

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: ELA 
GRADE: 2

Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. READING:  Students read to comprehend, interpret, analyze, evaluate, and appreciate literary and expository texts by using a variety of strategies.  They connect essential ideas, evaluate arguments, and analyze the various perspectives and ideas presented in a variety of literary and expository texts..
A.1.  Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency
Students read texts, within a grade appropriate span of text complexity, and apply their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.
a. Use comprehension strategies to understand texts within a grade appropriate span of text complexity.
Implement fluency and comprehension strategies while participating in:
  • Reading groups
  • Shared reading
  • Self-selection of appropriate reading materials
  • Reading for an audience (e.g., to a partner, a parent, a teacher, and/or reading onto a tape)
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b.  Develop vocabulary using knowledge of word parts and relationships among words including action words and different words that describe similar meanings.
Use a variety of reading strategies to problem solve unknown words during and after:
  • Shared reading
  • Direct instruction for using word identification strategies
  • Independent work that highlights a specific reading strategy (e.g., worksheets requiring use of phonics, syntactic,semantic or picture clues)
  • Cloze activities
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c. Demonstrate phonemic awareness and use phonics to decode new words.
Practice using the sounds and rhythms of language by participating in activities involving: Poems, books,songs, used for: 
  • read-alouds
  • shared reading
  • guided reading
  • independent reading
  • oral reading
  • spelling activities
  • Reader's Theater
  • plays.
Demonstrate understanding of the relationship between sounds and letters by participating in: interactive writing, writing workshop, journal writing, and writing prompts.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
d.  Read fluently and accurately with appropriate pacing and expression.
Practice reading fluency by: 
  • echo reading
  • Reader's Theater
  • poetry
  • re-reading
  • listening to read alouds and books on tape.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
e. Demonstrate comprehension by making logical predictions based on text or stating connections made.
Use read alouds and guided reading books to make predictions and connections orally and in written form.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
A.2.  Literary Texts
Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity.
a.  Identify and describe settings and characters.
Identify setting, character and other story elements of literature during:
  • Group book discussions
  • Story mapping
  • Dramatization (e.g., plays, puppet shows, reader's theater)
  • Reading response journals
  • Book reports
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b.  Retell the sequence of events and include essential details.
Explain, write or illustrate main events and details from literacy texts.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c.  Answer questions about information found directly in the text.
Respond in a variety of formats to questions pertaining to text.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
d.  Read dramatic scripts with support.
Practice reading dramatic scripts using Reader's Theater.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
e.  Read a variety of poems with support.
Read and share weekly poems, Haiku and personal poems.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
A.3. Informational Texts
Students read informational texts, within a grade appropriate span of text complexity, for different purposes.
a.  Ask and answer relevant questions.
Answer relevant questions about non-fiction texts in guided reading groups.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b.  Restate facts from the text.
Identify the main idea of simple expository text during and/or after:
  • Simple research
  • Solving mathematical story problems
  • Book discussions of informational texts
  • Use of reference materials
  • Discussion of audio/visual  presentations  
  • Guest speakers presentation
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b.  Follow one-step and two-step written instructions.
Follow directions and participate in daily class work.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
A.4. Persuasive Texts
No performance indicator.
Although no performance indicators are stated, students are expected to have instructional experiences that help them to understand and explain that sometimes authors write to convince readers of soemthing.
B. WRITING:  Students write to express their ideas and emotions, to describe their experiences, to communicate information, and to present or analyze an argument.
B.1.  Interconnected Elements Students use a writing process to communicate their ideas.
a.  Select a focus for writing and develop an idea, including a beginning, middle and end.
Express experiences and discoveries orally and in writing during:
  • Writers' share
  • Journal writing
  • Writing activities - stories, journals, etc.
  • 6-Trait Writing activities, including school-wide and classroom writing prompts
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b.  Respond to clarifying questions and suggested revisions.
Edit writing to add details in 6 Trait Writing and book responses.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c.  Edit, with assistance, for correct grammar, usage, and mechanics.
Demonstrate knowledge of standard English usage by editing written work during:
  • Mini lessons
  • Writing prompt (school-wide and classroom)
  • 6-Trait writing activities involving conventions
  • D.L.R. or other editing exercises
  • Student generated projects
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
d.  Create legible final drafts.
Re-write short writing pieces, such as letters or poems.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
B.2.  Narrative  
Students write stories that describe an experience.
a.  Include descriptive details that enable the reader to create mental images.
Participate in picturing writing, writing assignments  
B.3. Argument/Analysis
Students write to inform an audience on a specific topic.
a. Write brief descriptions of objects, people, places or events.
Write autobiographies and biographies.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Record and share, in writing, information that has been gathered.
Record and share information gathered for:
  • Projects
  • Posters
  • Models
  • Reports
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
B.4. Persuasive
Students write to explain likes and dislikes.
a. Support opinions with examples.
Written book review and responses.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
B.5.  Practical Application  
Students convey simple needs in writing.
a. Write a personal letter.
Write personal letters to a variety of audiences.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Complete simple informational forms.
Fill out surveys, questionnaires and self assessments.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c. Write one-step and two-step directions for completing a simple task.
Write directions for science experiment procedures and organzational writing.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
C. RESEARCH;  Students engage in inquiry by developing research questions, accessing and verifying a variety of sources, communicating findings, and applying the conventions of documentation.  Students present findings orally, in writing, or using mixed media.
C.1. Research  
Students answer research questions by gathering information from print and non-print sources.
a. Follow an established procedure for locating sources appropriate to reading level.
Use library and Internet searching strategies to locate information:
  • Library search by subject
  • Computer lab (e.g., Grolier's, internet search)
  • Using index, table of contents
  • Identify person or place to find information
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Collect information for a specific purpose.
Formulate questions when gathering information for:
  • Group discussion and sharing time
  • Who, What, Where, When, Why,
  • How Chart
  •  Literature circles
  • K.W.L. activities
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c. Organize findings.
Use Clicker 5, Big 3, and other research strategies to organize information.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
d. Share information gathered using oral and visual examples.
Record and share information gathered for:
  • Projects
  • Posters
  • Models
  • Reports
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
D.  LANGUAGE: Students write and speak using the conventions of Standard American English.  They apply knowledge of grammar and usage when reading to aid comprehension.  They know and apply rules of mechanics and spelling to enhance the effectiveness and clarity of communication.
D.1. Grammar and Usage  
Students demonstrate an understanding of the parts of speech and simple sentence structures to communicate.
a. Identify and use nouns and verbs correctly.
Participate in Daily Language Review activities
b. Use simple sentences.
Writing activities such as:
  • 6-Trait lessons
  • Word Work lessons
  • Research
  • Journals
  • Computer lessons
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
D.2.  Mechanics  
Students apply the rules of capitalization, punctuation and spelling to communicate.
a. Use commas in the greeting and closure of a letter and in dates.
Use commas properly when letter writing and during morning messages.

Apply concepts presented in daily Word Work lessons.


  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Capitalize proper nouns and words at the beginning of sentences.
Demonstrate knowledge of standard English spelling and usage by editing written work.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c. Use periods, question marks and exclamation points.
Demonstrate knowledge of standard English spelling and usage by editing written work.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
d. Spell high frequency grade-level words.  
Spell high-frequency words during daily word work lessons, mini lessons, word wall activities.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
e. Use phonics patterns to aid in spelling.
E. LISTENING AND SPEAKING: Students listen to comprehend and speak to communicate effectively.
E.1. Listening  
Students use early active listening skills.
a. Ask relevant questions at appropriate times.
Respond to remarks or statements through:
  • Morning Meeting Share
  • Book discussions
  • Book responses
  • Class discussion
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Converse without interrupting.
Participate in responsive classroom program.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c. Follow one-step and two-step oral instructions.
Follow oral directions during daily classroon activities.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
E.2. Speaking  
Students use speaking skills to communicate.
a. Make clear requests at appropriate times.
Participate in responsive classroom program.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Make simple presentations using eye contact.
Make simple presentations when in morning meeting or when sharing.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c. Use voice level appropriate to the situation.
Demonstrate use of appropriate oral language during:
  • Morning Meeting
  • Responsive Classroom practices
  • Oral Book Reports
  • Class discussion
  • Interaction with field trip guide and guest speakers
  • Assemblies
  • Oral presentations
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
d. Share stories and information and support opinions using oral and visual examples.
Communicate and make conslusions using oral and written information:  
  •    Science discussions
  •    Math discussions
  •    Writer's share
  •    Morning meeting
  •    Book discussions
  •    Writing activities - stories, science notebooks, journals, etc.
  •    6-Trait Writing activities including school-wide and classroom writing prompts
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
F. MEDIA:  Students recognize and can explain the effects that both print and non-print sources have on listeners, viewers, and readers, in order to develop an awareness of the effects that the media have on forming opinions and making decisions.
F.1. Analysis of Media  
Students understand that there are differences among the kinds of information in different forms of media.
a. Identify the different types of media in the daily lives of most people.
Discuss various types of media while completing social studies activities.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Describe their reactions to a variety of print and/or non-print sources.
Respond to remarks or statements during class discussions.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays


469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.