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Rhyming Words Kindergarten English Language Arts
Word Families Kindergarten English Language Arts

Oklahoma Standards for Second Grade English Language Arts

OK.2.R. Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

2.R.1: Phonological/Phonemic Awareness - The student will demonstrate the ability to hear, identify, and manipulate words, syllables, onsets, rimes, and individual sounds (phonemes) in spoken words.

2.R.1:1. Demonstrate an awareness of the sounds that are made by different letters by distinguishing beginning, middle, and ending sounds in words, rhyming words, and clearly pronouncing blends and vowel sounds.
2.R.1:1.a. Segment and blend the phonemes of one- and two-syllable words.

2.R.2: Phonics/Decoding - The student will apply sound-symbol relationships to decode unknown words.

2.R.2:1. Phonetic Analysis
2.R.2:1.a. Use consonant sounds in beginning, medial, and final positions.
2.R.2:1.b. Use short, long, and r-controlled vowel sounds.
2.R.2:1.c. Use blends, digraphs, and diphthongs.
2.R.2:2. Structural Analysis
2.R.2:2.a. Build and understand compound words, contractions, and base words using prefixes and suffixes.
2.R.2:2.b. Apply knowledge of basic syllabication rules to decode words in text.

2.R.3: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase vocabulary.

2.R.3:2. Synonyms, Antonyms, and Homonyms/Homophones - Understand and explain common antonyms (words with opposite meanings), synonyms (words with the same meanings), and homonyms/homophones (words which sound the same but have different spellings and meanings, e.g., bear and bare).
2.R.3:3. Affixes - Know the meaning of simple prefixes and suffixes.

2.R.4: Fluency - The student will identify words rapidly so that attention is directed at the meaning of the text.

2.R.4:4. Accurately and fluently read 200-300 high frequency and/or irregularly spelled words in meaningful text.
2.R.4:5. Use punctuation cues in text (i.e., commas, periods, question marks, and exclamation points) as a guide to understanding meaning.

2.R.5: Comprehension/Critical Literacy - The student will interact with the words and concepts in a text to construct an appropriate meaning.

2.R.5:1. Literal Understanding
2.R.5:1.b. Use prereading strategies to preview, activate prior knowledge, make predictions, use picture clues, and establish the purpose for reading (i.e., graphic organizers).
2.R.5:2. Inferences and Interpretation
2.R.5:2.a. Make inferences about events, characters, and ideas in fictional texts by connecting knowledge and experience to the story.
2.R.5:2.b. Support interpretations or conclusions with examples taken from the text.
2.R.5:3. Summary and Generalization
2.R.5:3.a. Retell or act out narrative text by identifying story elements and sequencing the events.
2.R.5:3.b. Produce oral or written summaries of text selections by discussing who, what, when, where, why, and how to identify the main idea and significant supporting details of a text.
2.R.5:4. Analysis and Evaluation
2.R.5:4.a. Identify cause and effect relationships in a text.
2.R.5:4.b. Make comparisons and draw conclusions based on what is read.
2.R.5:4.c. Describe character traits, changes, and relationships.

2.R.6: Literature: The student will read to construct meaning and respond to a wide variety of literary forms.

2.R.6:2. Literary Elements - Demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work.
2.R.6:2.a. Compare different endings to stories and identify the reasons and the impact of the different ending.
2.R.6:2.c. Infer the lesson or moral in a variety of texts (e.g., multicultural tales, fables, legends, and myths).

2.R.7: Research and Information - The student will conduct research and organize information.

2.R.7:1. Accessing Information - Select the best source for a given purpose.
2.R.7:1.a. Identify the purposes of various reference materials such as a dictionary, a thesaurus, and an atlas.
2.R.7:1.b. Alphabetize to the second letter.
2.R.7:1.c. Use guide words to locate words in dictionaries and topics in encyclopedias.
2.R.7:1.d. Use title page, table of contents, glossary, and index to locate information.
2.R.7:1.e. Use and interpret charts, maps, graphs, schedules, and directions.

OK.2.V. Visual Literacy: The student will interpret, evaluate, and compose visual messages.

2.V.1: Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators, and news photographers, represent meaning.

2.V.1:2. Identify the differences in facts and opinions in print and nonprint media.

OK.2.W. Writing/Grammar/Usage and Mechanics - The student will express ideas effectively in written modes for a variety of purposes and audiences.

2.W.1: Writing Process - The student will use the writing process to write coherently.

2.W.1:1. Introduce a variety of prewriting activities such as brainstorming, clustering, illustrating, using graphic organizers, and webbing.
2.W.1:2. Use a process approach to write coherently, using developmentally appropriate steps of the writing process: prewriting, drafting, revising, editing/proofreading, and publishing or presenting the final product.
2.W.1:3. Begin writing an independent first draft with a clear beginning, middle, and ending.
2.W.1:4. Use the revision process and continue to use the standard editing marks and proofreading skills introduced in the first grade.

2.W.2: Modes and Forms of Writing. Communicate through a variety of written forms, for various purposes, and to a specific audience or person.

2.W.2:3. Write thank you notes"

2.W.3: Grammar/Usage and Mechanics - The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.

2.W.3:1. Grammar/Usage: Students are expected to recognize subject (naming part), and predicate (action part), correctly use nouns, pronouns, verbs, contractions, and adjectives in their writing.
2.W.3:1.a. Subject (naming part) and predicate (action part)
2.W.3:1.b. Singular and plural nouns
2.W.3:1.c. Common and proper nouns
2.W.3:1.d. Singular, plural, and personal pronouns
2.W.3:1.f. Present and past tense verbs
2.W.3:1.g. Helping verbs
2.W.3:1.h. Adjectives
2.W.3:1.i. Contractions (e.g., I'm, You're)
2.W.3:2. Mechanics: Students are expected to demonstrate appropriate language mechanics in writing.
2.W.3:2.a. Capitalize correctly the first word in a sentence and the pronoun I."
2.W.3:2.b. Capitalize all proper nouns (names of specific people or things, such as Mike, Indian, Jeep).
2.W.3:2.c. Capitalize greetings (Dear Sir).
2.W.3:2.e. Capitalize titles (Dr., Mr., and Mrs.).
2.W.3:2.f. Capitalize initials of people (A.J. Smith).
2.W.3:3. Punctuation: Students are expected to demonstrate appropriate punctuation in writing.
2.W.3:3.a. Correctly use terminal (end) punctuation.
2.W.3:3.b. Use commas correctly in dates.
2.W.3:3.c. Use apostrophes correctly in contractions.
2.W.3:3.d. Use quotation marks to show that someone is speaking.
2.W.3:3.e. Use period in common abbreviations.
2.W.3:5. Spelling: Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing.
2.W.3:5.a. Spell correctly words with short and long vowel sounds, r-controlled vowels, and consonant vowel patterns.
2.W.3:5.b. Spell frequently used words with irregular spelling patterns.
2.W.3:5.c. Spell prefixes and suffixes correctly.
2.W.3:5.d. Recognize the use of homophones/homonyms in spelling.

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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