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ELA: English/Language Arts (2006)
MA: Mathematics (Integrated Math 2006, All Others 2000)
SCI: Science (2010)
SS: Social Studies (2007)
DA: Fine Arts: Dance (2004)
ELP: English Language Proficiency (2003)
MU: Fine Arts: Music (2004)
TH: Fine Arts: Theatre (2003)
VA: Fine Arts: Visual Arts (2008)
HW: Health & Wellness (2007)
G: Guidance (2003)
PE: Physical Education (2008)
WL: World Language: East Asian (2007)
INTASC: New Teacher Standards (INTASC)
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High School Composition
High School Literature
High School Speech and Communication
Now displaying 1-7 of 7
EL.2.1 2006 - READING: Word Recognition, Fluency, and Vocabulary Development
Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, and word parts (-s, -ed, -ing). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading.
Demonstrate an awareness of the sounds that are made by different letters by:
• distinguishing beginning, middle, and ending sounds in words.
• rhyming words.
• clearly pronouncing blends and vowel sounds.
Identify simple multiple-meaning words (
Know and use common word families (such as
-ale, -est, -ine, -ock, -ump
) when reading unfamiliar words.
Decoding and Word Recognition:
Recognize and use knowledge of spelling patterns (such as
) when reading.
Decode (sound out) regular words with more than one syllable (
Recognize common abbreviations (
Identify and correctly use regular plural words (
) and irregular plural words (
Read aloud fluently and accurately with appropriate changes in voice and expression.
Vocabulary and Concept Development:
Understand and explain common synonyms (words with the same meaning) and antonyms (words with opposite meanings).
Use knowledge of individual words to predict the meaning of unknown compound words (
lunchtime, lunchroom, daydream, raindrop
Know the meaning of simple prefixes (word parts added at the beginning of words such as
) and suffixes (word parts added at the end of words such as
EL.2.2 2006 - READING: Comprehension and Analysis of Nonfiction and Informational Text
Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List illustrate the quality and complexity of the materials to be read by students. At Grade 2, in addition to regular classroom reading, students read a variety of nonfiction, such as books in many different subject areas, children's magazines and periodicals, dictionaries, and other reference or technical materials).
Structural Features of Informational and Technical Materials:
Use titles, tables of contents, and chapter headings to locate information in text.
Draw conclusions or confirm predictions about what will happen next in a text by identifying key words (signal words that alert the reader to a sequence of events, such as
before, first, during, while, as, at the same time, after, then, next, at last, finally, now, when
or cause and effect, such as
because, since, therefore, so
Identify text that uses sequence or other logical order (alphabetical order or time).
Analysis of Grade-Level-Appropriate Nonfiction and Informational Text:
State the purpose for reading.
Example: Read an informational text about pets to decide what kind of animal would make the best pet.
Use knowledge of the author's purpose(s) to comprehend informational text.
Example: Read an informational text that compares different people, animals, or plants, such as
What Do You Do with a Tail Like This?
by Robin Page and Steve Jenkins.
Ask and respond to questions (
when, who, where, why, what if, how
) to aid comprehension about important elements of informational texts.
Example: After reading a short account about the first man on the moon, ask and answer
why, what if
questions to understand the lunar landing.
Restate facts and details or summarize the main idea in the text to clarify and organize ideas.
Example: Summarize information learned from a text, such as detail about ant colonies stated in
by Arthur Dorros or reported about spider webs in
by Dorothy Hinshaw Patent.
Recognize cause-and-effect relationships in a text.
Example: Read an informational book that explains some common scientific causes and effects, such as the growth of a plant from a seed or the effects of different weather patterns, such as too much snow or rain at one time causing flooding.
Interpret information from diagrams, charts, and graphs.
Example: Use a five-day weather chart or a weather chart on the Internet to determine the weather for the coming weekend.
Follow two-step written instructions.
Use context (the meaning of the surrounding text) to understand word and sentence meanings.
EL.2.3 2006 - READING: Comprehension and Analysis of Literary Text
Students read and respond to a wide variety of significant works of children's literature. The selections in the Indiana Reading List illustrate the quality and complexity of the materials to be read by students. At Grade 2, students read a wide variety of fiction, such as classic and contemporary stories, poems, folktales, songs, plays, and other genres.
Analysis of Grade-Level Appropriate Literary Text:
Compare plots, settings, and characters presented by different authors.
Example: Read and compare
, an old Italian folktale retold by Tomie DePaola, with
by Donald Hall.
Create different endings to stories and identify the problem and the impact of the different ending.
Example: Read a story, such as
Fin M'Coul - The Giant of Knockmany Hill
, Tomie DePaola's retelling of an Irish folktale. Then, discuss different possible endings to the story, such as how the story would change if Fin's wife had not helped him or if Fin were not a giant.
Compare and contrast versions of same stories from different cultures.
Example: Compare fairy tales and folktales that have been retold by different cultures, such as
The Three Little Pigs
and the southwestern/Latino version
The Three Little Javelinas
by Susan Lowell, or
and the African version,
Mufaro's Beautiful Daughters
by John Steptoe.
Identify the use of rhythm, rhyme, and alliteration (using words with repeating consonant sounds) in poetry or fiction.
Example: Listen to or read the rhymes for each letter of the alphabet in
A My Name Is Alice
by Jane Bayer. Tell what effects the writer uses to make the poems fun to hear.
Confirm predictions about what will happen next in a story.
Recognize the difference between fantasy and reality.
Identify the meaning or lesson of a story.
EL.2.4 2006 - WRITING: Processes and Features
Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.
Organization and Focus:
Create a list of ideas for writing.
Organize related ideas together to maintain a consistent focus.
Research Process and Technology:
Find ideas for writing stories and descriptions in pictures or books.
Understand the purposes of various reference materials (such as a dictionary, thesaurus, or atlas).
Use a computer to draft, revise, and publish writing.
Evaluation and Revision:
Review, evaluate, and revise writing for meaning and clarity.
Proofread one's own writing, as well as that of others, using an editing checklist or list of rules.
Revise original drafts to improve sequence (the order of events) or to provide more descriptive detail.
EL.2.5 2006 - WRITING: Applications
At Grade 2, students are introduced to letter writing. Students continue to write compositions that describe and explain familiar objects, events, and experiences. Students continue to write simple rhymes and poems. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 - Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.
Write brief narratives based on experiences that:
• move through a logical sequence of events (chronological order, order of importance).
• describe the setting, characters, objects, and events in detail.
Example: Write a story about an experience that took place during a certain season in the year: spring, summer, fall, or winter. Tell the story in the order that it happened and describe it in enough detail so that the reader can picture clearly the place, people, and events.
Write a brief description of a familiar object, person, place, or event that:
• develops a main idea.
• uses details to support the main idea.
Example: Write a descriptive piece on a topic, such as
Houses Come in Different Shapes and Sizes
Write a friendly letter complete with the date, salutation (greeting, such as
Dear Mr. Smith
), body, closing, and signature.
Example: Write a letter to the police department in your town asking if someone can come to your classroom to talk about bicycle safety.
Write rhymes and simple poems.
Use descriptive words when writing.
Write for different purposes and to a specific audience or person.
Example: Write a description of your favorite book to recommend the book to a friend.
Write responses to literature that:
• demonstrate an understanding of what is read.
• support statements with evidence from the text.
Example: Write a description of a favorite character in a book. Include examples from the book to show why this character is such a favorite.
Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that:
• uses a variety of resources (books, technology, pictures, charts, tables of contents, diagrams) and documents sources (titles and authors).
• organizes information by categorizing it into single categories (such as size or color) or inclues information gained through observation.
Example: After making observations and completing research at the library, write a report about animals that live in water or about different modes of transportation.
EL.2.6 2006 - WRITING: English Language Conventions
Students write using Standard English conventions appropriate to this grade level.
Form letters correctly and space words and sentences properly so that writing can be read easily by another person.
Distinguish between complete (
When Tom hit the ball, he was proud.
) and incomplete sentences (
When Tom hit the ball
Use the correct word order in written sentences.
Identify and correctly write various parts of speech, including nouns (words that name people, places, or things) and verbs (words that express action or help make a statement).
Example: Identify the noun and verb in a sentence, such as
and a friend
for a long time
Use commas in the greeting (
) and closure of a letter (
) and with dates (
March 22, 2000
) and items in a series (
Tony, Steve, and Bill
Use quotation marks correctly to show that someone is speaking.
• Correct: "You may go home now," she said.
• Incorrect: "You may go home now she said."
Capitalize all proper nouns (names of specific people or things, such as
Mike, Indiana, Jeep
), words at the beginning of sentences and greetings, months and days of the week, and titles (
Dr., Mr., Mrs., Miss
) and initials in names.
Spell correctly words like
was, were, says, said, who, what,
, which are used frequently but do not fit common spelling patterns.
Spell correctly words with short and long vowel sounds (
a, e, i, o, u
), r-controlled vowels (
ar, er, ir, or, ur
), and consonant-blend patterns (
bl, dr, st
• short vowels:
• long vowels:
• r-controlled: p
• consonant blends:
EL.2.7 2006 - LISTENING AND SPEAKING: Skills, Strategies, and Applications
Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a point of view or thesis statement. Students use the same Standard English conventions for oral speech that they use in their writing.
Determine the purpose or purposes of listening (such as to obtain information, to solve problems, or to enjoy humor).
Recount experiences or present stories that:
• move through a logical sequence of events (chronological order, order of importance, spatial order).
• describe story elements, including characters, plot, and setting.
Report on a topic with facts and details, drawing from several sources of information.
Use descriptive words when speaking about people, places, things, and events.
Recite poems, rhymes, songs, and stories.
Provide descriptions with careful attention to sensory detail.
Ask for clarification and explanation of stories and ideas
Paraphrase (restate in own words) information that has been shared orally by others.
Give and follow three- and four-step oral directions.
Organization and Delivery of Oral Communication:
Organize presentations to maintain a clear focus.
Speak clearly and at an appropriate pace for the type of communication (such as an informal discussion or a report to class).
Tell experiences in a logical order (chronological order, order of importance, spatial order).
Retell stories, including characters, setting, and plot.
Report on a topic with supportive facts and details.
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Indiana Department of Education