Web Resources Supporting the Maryland Voluntary State Curriculum

Reading/English Language Arts - Grade 2

Reading | Informational | Literary | Writing | Language | Listening | Speaking

READING

Standard 1.0 General Reading Processes
Topic
B. Phonics

Indicator
1. Identify letters and their corresponding sounds

Objective

a. Identify digraphs, such as ch, ph, sh, th, and wh

b. Identify diphthongs, such as oy, ow, ay

Indicator
2. Decode words in grade-level texts

Objectives

a. Use phonics to decode words

b. Break compound words, contractions, and inflectional endings into known parts

c. Identify and apply vowel patterns to read words, such as CVC, CVCE, CVVC

d. Read blends fluently, such as spl, str

Reading List for Elementary Children

This is a link to the Strive for 25 web page that is provided by the Office of Library Sciences. Teachers are able to view literary works, the topics they cover and the suggested reading level. (visual)

CVC Words

Students are able to learn about vowel patterns. (auditory, visual, active, reflective, sequential, global understanding)

Snap

Interactive activity where students can test their vowel cognition. (auditory, visual, active, reflective, sequential, global understanding)

Drag 'n Spell

Children are able to reenforce their knowledge of vowel sounds and spelling. (auditory, visual, active, reflective, sequential, global understanding)

Topic
C. Fluency

Indicator
1. Read orally from familiar text at an appropriate rate

Objective

a. Listen to models of fluent reading

b. Read familiar text at a rate that is conversational and consistent

c. Reread text multiple times to increase familiarity with words

Indicator
2. Read familiar text at a rate that is conversational and consistent

Objectives

a. Reread and self-correct while reading

b. Decode words automatically

c. Use word context clues (meaning), sentence structure (syntax), and visual clues to guide self-correction

d. Read sight words automatically

Indicator
3. Read grade-level text with expression

Objectives

a. Demonstrate appropriate use of phrasing when reading both familiar and unfamiliar text

  • Use punctuation marks to guide expression
  • Use intonation (emphasis on certain words) to convey meaning

Reading List for Elementary Children

This is a link to the Strive for 25 web page that is provided by the Office of Library Sciences. Teachers are able to view literary works, the topics they cover and the suggested reading level. (visual)

Topic
D. Vocabulary

Indicator
1. Develop and apply vocabulary through exposure to a variety of texts

Objectives

a. Acquire new vocabulary through listening to and independently reading a variety of literary and informational texts

b. Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation

c. Make connections to prior knowledge and new vocabulary by listening, reading, and responding to a variety of texts

d. Make inferences about the meaning of a word based on its use in a sentence

e. Identify simple multiple meaning words

f.Learn 8-12 new words each week (independent reading)

Indicator
2.Develop a conceptual understanding of new words

Objectives

a. Classify and categorize words into sets and groups, such as animals, adult/baby

b. Identify and explain common antonyms, synonyms, and homophones to increase vocabulary skills

c. Identify and correctly use new words acquired through study of their relationship to other words

Indicator
3. Understand, acquire, and use new vocabulary

Objectives

a. Determine the meaning of unknown words

  • Reread
  • Use context clues
  • Read on
  • Use text features

b. Use unfamiliar words introduced in literary and informational texts

c. Use word structure to determine meanings of words

  • Prefixes
  • Suffixes
  • Root/base words

d. Use resources to determine meaning of unknown words

  • Dictionaries
  • Textbook glossaries
  • Thesauruses

 
Topic
E. General Reading Comprehension

Indicator
1. Develop comprehension skills through exposure to a variety of texts

Objectives

a. Listen to, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas, such as race, gender, disability, religion, and socio-economic background

b. Self-select appropriate text for a variety of purposes

c.Read a minimum of 25-30 self-selected and/or assigned books representing various genres

d. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations

Indicator
2. Use strategies to prepare for reading (before reading)

Objectives

a. Make and explain the connections made from prior knowledge and experiences with the text

b. Make predictions or ask questions about the text by examining the title, cover, illustrations/photographs/text, and familiar author or topic

c. Set a purpose for reading and identify type of text (fiction or nonfiction)

Indicator
3. Use strategies to make meaning from text (during reading)

Objectives

a Recall and discuss what they understand

b. Identify and question what did not make sense

c. Reread difficult parts slowly and carefully and use own words to restate difficult parts

d. Read on, revisit, and restate the difficult parts in your own words

e. Make, confirm, or adjust predictions

f. Ask and answer questions about the text

g. Periodically summarize while reading

h. Visualize what was read

i. Look back through the text to search for connections between and among ideas

j. Explain personal connections to the topics, events, characters, and actions in texts

Indicator
4. Use strategies to demonstrate understanding of the text (after reading)

Objectives

a. Review/restate and explain what the text is mainly about

b. Identify and explain what is directly stated in the text (details, literal meaning)

c. Identify and explain what is not stated in the text (implied or inferential meaning)

d. Summarize the text orally

e. Confirm, refute, or make predictions to form new ideas

f. Connect the text to prior knowledge or personal experience

g. Engage in conversation to understand what has been read

h. Retell explicit and implicit main ideas of texts

i. Answer questions (what if, why, and how) in writing

Storybook Web

Children can view and listen to a story or they can select to play a spelling game. (auditory, visual, reflective, global understanding, active, sequential)

Five Finger Test

Children learn the basics about selecting their own books. (visual, reflective, active)

Reading List for Elementary Children

This is a link to the Strive for 25 web page that is provided by the Office of Library Sciences. Teachers are able to view literary works, the topics they cover and the suggested reading level. (visual)

Rabbit Hill Garden

This after reading activity forRabbit Hill by Robert Lawson gives students a chance to determine whether the New Folks really needed to plant so many vegetables. This link is provided by BCPS. This assignment is recommended for GT students. (visual, active, reflective, global understanding, tactile)

Country Mouse Comes to Tea...

This after reading activity gives children a chance to explain what animals they would like to meet and why. This link is provided by BCPS. (visual, active, reflective, global understanding, tactile)

INFORMATIONAL

Standard 2.0 Comprehension of Informational Text

Students will read, comprehend, interpret, analyze, and evaluate informational text.
Topic
A. Comprehension of Informational Text

Indicator
1. Develop comprehension skills by reading a variety of self-selected and assigned informational texts

Objectives

a. Read and recognize nonfiction materials to gain information and content knowledge

  • Textbooks
  • Trade books
  • Grade-appropriate reference materials
  • Newspapers
  • Articles
  • Questionnaires/interviews
  • Multimedia resources

b. Read and identify functional documents

  • Sets of directions
  • Science investigations
  • Posters
  • Flyers
  • Forms
  • Invitations
  • Menus
  • Maps
  • Recipes
  • Rules
  • Classroom schedules
  • Surveys

c. Select and read personal interest materials, such as brochures, books, magazines, and web sites

Indicator
2.Identify and use text features to facilitate understanding of informational texts

Objectives

a. Use print features

  • Large bold print
  • Font size/type
  • Italics
  • Colored print
  • Headings and chapter titles
  • Labels
  • Captions
  • Numbered steps

b .Use graphic aids

  • Illustrations
  • Pictures
  • Photographs
  • Drawings
  • Maps
  • Graphs
  • Charts/tables
  • Diagrams
  • Materials list

c. Use informational aids

  • Materials lists
  • Timelines
  • Captions
  • Glossed words
  • Labels
  • Numbered steps

d. Use organizational aids when reading

  • Title
  • Table of contents
  • Numbered steps
  • Glossaries
  • Headings
  • Transition words

Indicator
3. Develop knowledge of organizational structure of informational text to understand what is read

Objectives

a. Distinguish between fiction and nonfiction text

b. Recognize words that signal the structure of informational text

c. Recognize sequential and chronological order

d. Recognize cause/effect relationships

e. Recognize similarities and differences

f. Recognize description

g. Recognize and use main idea and supporting details

Indicator
4. Determine important ideas and messages in informational texts

Objectives

a. Identify the author's/text's purpose

b. Identify main ideas/messages

c. Identify information not related to the main idea

d. Draw conclusions and generalizations from text to form new understanding

e. Distinguish between a fact and an opinion

f. Identify how someone might use the text

g. Summarize the text or a portion of the text

h. Identify prior knowledge that clarifies the main idea of the text

Indicator
5. Identify and explain the author's use of language

Objectives

a. Identify words and phrases with a specific effect on meaning (similes, metaphors)

b. Recognize specific words and punctuation that create tone

c. Recognize repetition of words

Indicator
6. Read critically to evaluate informational text

Objectives

a. State whether the text fulfills the reading purpose

b. Explain what the author could have done to make the text easier to understand

c. Explain whether the author's ideas are clear

d. Identify words that affect the reader's feelings

Valiant Chris James

A read aloud story from the Reading is Fundamental web site. A young knight is bold and brave enough to help a sick dragon. See how the dragon repays Chris' kindness. Teachers can even pause the story so that children can make predictions and answer questions. (auditory, visual, global understanding, reflective, sequential)

Reading a Newspaper

Tim and Moby explain how to read a newspaper. This site is provided by BrainPop. (auditory, visual, reflective, global understanding)

Kendra's Coloring Book

An interactive web site where children can color pictures.(visual, reflective, global understanding, kinesthetic, tactile)

Snoopy.com CityCenter

Children have an opportunity to determine which letter is not used for a set of words. The extra letters are used to create a new word that can be used for classroom discussion. (visual, reflective, global understanding, kinesthetic, tactile, sequential)

The Author Page

Before, during or after reading a work, children can read about about the characters and meanings in some of their favorite books. (visual, reflective, global understanding, sequential)

LITERARY

Standard 3.0 Comprehension of Literary Text

Students will read, comprehend, interpret, analyze, and evaluate literary texts.

Topic
A. Comprehension of Literary Text

Indicator
1. Develop comprehension skills by reading a variety of self-selected and assigned literary texts

Objectives

a. Listen to, read, and discuss a variety of literary texts representing diverse cultures, perspectives, ethnicities, and time periods

b. Listen to, read, and discuss a variety of different types of fiction and nonfiction texts

c. Identify characteristics of, different types of fictional literary texts, such as plays, poems, stories (folktale's, fairy tales, fantasy, fables, realistic fiction, and historical fiction)

Indicator
2. Use text features to facilitate understanding of literary texts

Objectives

a. Identify and explain how the title contributes to meaning

b. Identify and explain how text features, such as illustrations, punctuation, and print features, contribute to meaning

Indicator
3. Use elements of narrative texts to facilitate understanding

Objectives

a. Identify and explain the elements of a story, including the problem, the sequence of events, and the solution to the problem

b. Identify the setting and explain its importance to the story

c. Identify the main character(s) and explain their importance in the story

d. Identify characters' actions, motives, emotions, traits, and feelings

e. Identify and explain relationships between and among characters, setting, and events

Indicator
4. Use elements of poetry to facilitate understanding

Objectives

a. Identify the structure, shape, and form of a variety of poetic texts, including their lines and stanzas

b. Analyze the meaning of words, lines and stanzas

c. Identify and use sound elements of poetry, such as rhyme, no rhyme, and rhythm

Indicator
5. Use elements of drama to facilitate understanding

Objectives

a. Identify the structure of a play, including characters, costumes, dialogue, and scenery

Indicator
6. Determine important ideas and messages in literary texts

Objectives

a. Recognize the main idea or message of the text

b. Recognize a similar message in more than one text

c. Retell the text or part of the text

d. Summarize the text

e. Identify personal connections to the text

Indicator
7. Identify and describe the author's use of language

Objectives

a. Explain how the use of dialogue contributes to a story

b. Identify specific words and phrases that contribute to the meaning of a text

c. Identify specific words and punctuation that create tone

d. Identify language that appeals to the senses and feelings

e. Identify repetition and exaggeration

 

 

Introduction to Little Plays

A short introduction about plays. The children can then go to watch a series of mini plays while they learn new words. (auditory, visual, reflective, global understanding, kinesthetic, sequential)

Fiction/Nonfiction

Children are able to view, listen and read short stories, as well as a nonfiction work. (auditory, visual, reflective, global understanding, sequential)

Folktales

Children can read, listen and watch a variety of folk tales come to life. (auditory, visual, reflective, global understanding)

Comics

With the use of comics, children are able to determine the meaning of the text. ( visual, reflective, global understanding, sequential)

Nursery rhymes

A large selection of nursery rhymes. (auditory, visual, reflective)

Aesop's Fables

Children are able to read Aesop's fables. Some of the fables are read aloud. (auditory, visual, global understanding)

Rhyme Time

Interactive game where children can test their knowledge of rhyming words. Children can also play Rhyme with the Lamb, or teachers can also printRhyme Print so that children can circle the rhyming words or to Various Rhymes and print nursery rhymes to use in the classroom. (visual, global understanding, reflective, tactile)

WRITING

Standard 4.0 Writing

Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.
Topic
A. Writing
Indicator
1. Compose texts using the prewriting and drafting strategies of effective writers and speakers

Objectives

a. Generate ideas and topics and make a plan before writing

b. Write a first draft with a main idea and supporting details

c. Organize related ideas into a simple paragraph

Indicator
2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade

Objectives

a. Write to express personal ideas using a variety of forms, such as journals, narratives, letters, and reports

b. Contribute to a shared writing experience or topic of interest

c. Use sensory details to expand ideas

d. Compose to inform using major points and examples to support a main idea

e. Write persuasive text to support a stated opinion

f. Write a variety of responses to text, such as response logs, journals, and constructed responses l

Indicator
3. Compose texts using the revising and editing strategies of effective writers and speakers

Objectives

a. Improve writing by

  • Maintaining a topic
  • Adding ideas
  • Deleting unrelated ideas

b. Proofread and edit writing for

  • Complete sentences
  • Capitalization at the beginning of sentences
  • Capitalization of proper nouns
  • Punctuation at the end of sentences
  • Commas with dates, salutations, and closing, and items in a series
  • Apostrophes in contractions
  • Quotation marks in simple dialogue

c. Prepare writing for publication

Indicator
4. Identify how language choices in writing and speaking affect thoughts and feelings

Objectives

a. Use colorful language to convey thoughts and feelings in formal and informal writing

b. Acquire and use new vocabulary

Indicator
5. Use effective details, words, and figurative language in the student's own composing

Objectives

a. Use sensory words and other details to expand and improve student's own writing

b. Examine and use basic transitions, such as "and," "but," "or," "first," "second," and "last"

Indicator
6. Explain how textual changes in a work clarify meaning or fulfill a purpose

Objectives

a. Revise own text for word choice

Indicator
7. Locate, retrieve, and use information from various sources to accomplish a purpose

Objectives

a. Identify and use sources of information on a topic

b. Use various information retrieval sources (traditional and/or electronic) to obtain information on a topic

c. Use note taking and organizational strategies to record and organize information

  • Participate in teacher-directed note taking and organization of information

d. Use information to fulfill a given purpose

Paragraphs

PowerPoint that explains paragraphs. (visual, reflective, sequential, global understanding)

Evaluation Station

Children can go here and discover how to self edit their work. ( visual, reflective, global understanding, sequential)

Power Proofreader

An interactive site where children can edit text in the screen. ( visual, reflective, global understanding, kinesthetic, tactile, sequential)

Wacky Web Tales

Children can apply their knowledge of grammar to create their own tales. (visual, reflective, global understanding, kinesthetic, tactile, sequential)

Contractions

Tim and Moby explain contractions. This link is provided by BrainPop. (auditory, visual, reflective, global understanding, tactile)

Sentence Fragments

Tim and Moby discuss sentence fragments. This link is provided by BrainPop. (auditory, visual, reflective, global understanding, tactile)

 

Description: Robin Family

Children view a picture and write a description. Instructions ( Make Them Laugh is another prompt that can be used.

( visual, reflective, global understanding, kinesthetic, tactile, sequential)

Writing in Sequence

Tim and Moby explain how to use basic transitions words in their writing. This link is provided by BrainPop. (auditory, visual, kinesthetic, active, reflective,sequential)

LANGUAGE

Standard 5.0 Controlling Language
Students will control language by applying the conventions of Standard English in speaking and writing.

Topic
A. Grammar

Indicator
1. Identify and use grammar concepts and skills that strengthen oral and written language

Objectives

a. Identify and use various parts of speech, such as nouns, pronouns, verbs, and adjectives

b. Compose declarative, interrogative, imperative, and exclamatory sentences

c. Identify and use verb forms, such as helping verbs

d. Identify and use verb tenses, such as present, past, and future

Wow! Grammar

By selecting Clean Up Your Grammar , students can test their knowledge of homophones. (auditory, visual, tactile, global understanding, reflective

The Mysteries of Life

Learn the basic parts of speech with Tim and Moby. This link is located in BrainPop. (auditory, visual, reflective, global understanding, sequential)

Parts of Speech

PowerPoint that explains the basic parts of speech. (auditory, visual, reflective, sequential, global understanding)

Grammar Rock

Teachers can print the words to the popular Schoolhouse Rock songs, so the children can follow along. (visual, active, global understanding)

Grammar Blast

Children have a chance to enhance their knowledge of nouns and verbs. (auditory, visual, reflective, global understanding)

Types of Sentences

Tim and Moby explain the different types of sentences. This link is provided by BrainPop. (auditory, reflective, visual, global understanding)

Personal Pronouns

Tim and Moby explain personal pronouns. This link is provided by BrainPop. (auditory, visual, kinesthetic, global understanding, reflective)

Topic
B. Usage

Indicator
1. Recognize examples of conventional usage in personal and academic reading

Indicator
2. Comprehend and apply standard English usage in oral and written language

Objectives

a. Recognize and use correct subject/verb agreement and noun/pronoun agree

b. Recognize and use consistent and appropriate verb tenses, such as past, present, and future

 
Topic
C. Mechanics

Indicator
1. Explain the purpose of mechanics to make and clarify meaning in academic and personal reading and writing

Indicator
2. Comprehend and apply Standard English punctuation and capitalization in written language

Objectives

a. Use periods and other end punctuation

b. Use commas correctly in dates, addresses, salutations and closings, and items in a series

c. Use apostrophes in contractions

d. Use capital letters to identify proper nouns and to begin sentences

Grammar Blast

Children can enhance their knowledge of capitalization and punctuation. (visual, reflective, global understanding, sequential)

Punctuation

Tim and Moby explain punctuation. This link is provided by BrainPop. (auditory, visual, global understand, reflective, kinesthetic)

Topic
D. Spelling

Indicator
1. Apply conventional spelling in written language

Objectives

a. Spell non-phonetic high frequency words

b. Spell phonetically regular high frequency words

c. Spell grade level appropriate pattern words

d. Spell two syllable words that follow regular spelling patterns, including compound words

e. Spell words with simple prefixes and suffixes

f. Represent all sounds in a word when attempting unknown words

g. Access resources to spell unknown words, such as word wall, content word chart, dictionary, technology

  
Topic
E. Handwriting

Indicator
1. Produce writing that is legible to the audience

Objectives

a. Form upper and lower case cursive letters

b. Use manuscript in daily assignments to build accuracy and automaticity

c. Use connecting strokes to write continuous text

 

LISTENING

Standard 6.0 Listening

Students will demonstrate effective listening to learn, process, and analyze information.
Topic
A. Listening
Indicator
1. Demonstrate active listening strategies

Objectives

a. Attend to the speaker

b. Ask appropriate questions

c. Respond appropriately to clarify and understand

Indicator
2. Comprehend and analyze what is heard

Objectives

a. Determine whether a speaker's general purpose is to inform, to persuade, or to entertain

b. Identify rhythms and patterns of language, including alliteration, onomatopoeia, rhyme, and repetition

c. Demonstrate an understanding of what is heard by retelling, asking questions, relating prior knowledge, and summarizing

d. Follow a set of multi-step directions

e. Listen carefully to expand and enrich vocabulary

f. Make judgments based on information from the speaker

Moogle the Messy Beastie

A fun read aloud story with animation. The sentences are highlighted as they are read. (auditory, visual, reflective, global understanding, sequential)

SPEAKING

Standard 7.0 Speaking

Student will communicate effectively in a variety of situations with different audiences, purposes, and formats.
Topic
A. Speaking
Indicator
1. Use organization and delivery strategies

Objectives


a. Speak clearly enough to be heard and understood in a variety of settings

b. Use verbal and non-verbal techniques useful in communication, such as volume and/or gestures

Indicator
2. Make oral presentations

Objectives

a. Speak in a variety of situations to inform and/or relate experiences, including retelling stories

b. State a position and support it with reasons

c. Participate in dramatic presentations

d. Plan and deliver effective oral presentations

e. Use props when appropriate

Public Speaking

Tim and Moby give advice about the proper techniques to use when speaking publicly. Students can also complete quizzes and other activities on this site. This site is provided by BrainPop. (auditory, visual, kinesthetic, reflective, global understanding, sequential)