English Language Arts, Grade 2

Use: Writes sentences in an order that supports a main idea or story

I can write my sentences in an order that keeps to one main idea or tells a story from start to finish.

Use: In simple sentences by using subject, verb, modifier

I can write a simple sentence with a subject and a verb, and add words that tell more.

Use: In syntactic structures that carry meaning

I can build a question, an apology and a polite request so that each one does its job.

Use: Uses vocabulary and/or terminology related to the type of writing

I can choose words that fit the kind of writing I am doing, and spot a word that does not belong.

Use: Uses invented spelling by choosing letters on the basis of sound for unknown or challenging words

I can spell a word I do not know by its sounds and keep my writing going.

Use: Understands the purpose for reading, listening to and/or viewing

I can say why I am reading something and read it in the way that fits that reason.

Use: Makes explicit connections between own personal experiences and story experiences

I can tell how a story is like my own life and how that helps me understand a character.

Use: Constructs a personal response to the text

I can give my own response to a story and back it up with a part of the text.

Use: Understands the purpose for the writing

I can choose my purpose before I write and keep my writing on that purpose.

Use: Writes to a specific familiar audience of family, friends and teacher

I can write for a reader I know and change my words to suit that person.

Notice: Rereads for clarity

With help, I can reread my writing out loud and find a part that does not make sense.

Use: Selects personally significant pieces of writing to publish

I can choose a piece of my writing to publish, say why it matters to me, and get it ready for readers.

Notice: Uses appropriate technology resources for the specific production as needed

With help, I can pick a tool, like a camera or a recorder, that fits what we are making, and try it out first.

Use: Thank-you notes

I can write a short thank-you note on my own that names what I am thankful for and says how it helped.

Use: Invitations

I can write an invitation that tells my guest everything they need and asks them to reply.

Use: Greeting cards

I can write my own message in a card that fits the occasion and the person.

Use: Friendly letters

I can write a friendly letter that shares my news and asks about my reader's news.

Use: Salutation, body and closing in a friendly letter

I can write a letter with the greeting, the body and the closing each in the right place.

Use: Relevant details such as time, place and location in an invitation

I can put every detail a guest needs into an invitation: the day, the time, the place and how to get there.

Use: Suitable message, given the communication context, in thank-you notes and greeting cards

I can write a card or a note whose message fits the person, the reason and the occasion.

Use: Nursery rhymes

I can read and say nursery rhymes, find the rhyming words and use the rhyme to guess what comes next.

Use: Illustrated wordless and picture books written for younger children

I can tell the story in a wordless book from its pictures, and read a picture book using both the words and the pictures.

Use: Stories based on ideas, experiences and events

I can turn something that happened to me, or an idea I had, into a story.

Use: Predictable story patterns

I can find the pattern in a predictable story, use it to predict, and notice when it changes.

Use: Sequence of events

I can retell a story's events in order and say how one event leads to the next.

Use: Understands the use of talk to compose a first draft of thoughts, ideas, and information

I can say my ideas out loud first, write them down, and check that my writing matches what I said.

Notice: Understands the use of talk to clarify the steps in a procedure or an organizational plan

With help, I can talk through the steps of a plan, share ideas, sort them into groups and ask a question that helps.

Use: Directions and instructions

I can give spoken directions for a game or a job that someone else can follow step by step.

Notice: Explanation of reasons for a decision

With help, I can say what I decided and give a real reason with 'because'.

Use: Spoken reports based on family, community or school experiences

I can give a spoken report about something real I did, telling my listeners what they do not already know.

Notice: Spoken reports that describe the way things are or were

With help, I can tell what I saw in an experiment, or what I learned about a topic, in order.

Use: Nonfiction that describes and reports details about a topic

I can read a nonfiction book about a topic, find the page I need and learn new details.

Use: Reports on personal experiences in family, classroom, or school (e.g. an anecdotal report)

I can report one true thing that happened to me, saying when, where and why it mattered.

Use: Reports on topics/subjects of personal interest

I can write a short report about a topic I care about, using true facts I found.

Use: Title to indicate contents

I can write a title that tells exactly what my report is about.

Use: Popular signs and symbols, such as logos of popular food chains, clothing

I can say what a logo or a symbol stands for and how it tries to get me to buy something.

Use: Packaging for popular products aimed at children

I can explain how a cereal box or a toy package tries to make children want what is inside.

Notice: Promotional posters or flyers

With help, I can say what a poster or a flyer wants me to do and find its important facts.