Second Grade Word Reading List

http://readinglady.com/
http://www.readingonline.org/
http://www.rigby.com/corrlevel/level/charts/readlevel.asp
http://www.theschoolbell.com/Links/Dolch/Dolch.html
1. Understand the concept of story.
• Relating personal experiences to text
• Identifying with characters or events in a story
• Recognizing elements of a story
http://www.scottforesman.com/
http://www.literaturecircles.com/

2. Demonstrate the ability to use decoding skills to blend sounds and form words.
• Recognizing and correcting word-recognition errors
Examples: substituting, reversing, deleting, omitting
• Using knowledge of print-sound correspondence to decode unknown words
http://www.spellingpolice.com/index.html

3. Manipulate the sounds of the English language.
• Counting the number of syllables in words
• Using songs, poems, word-sound games, and verbal rhythmic activities
http://www.wordcentral.com/home.html

4. Read material across the curriculum by applying appropriate strategies.
• Applying teacher-modeled thought processes to reading and writing
• Creating mental pictures
• Following simple sequences (2-3 events) in a story
• Recalling information
Examples: plot/story beginning, middle, and end; characters; character traits; setting; main ideas; details; topic
• Responding to comprehension questions
Examples: inferences, generalizations, cause and effect, details, appropriate conclusions, outcomes
• Exhibiting increased ability to monitor own reading by predicting, rereading, and seeking help if needed
• Comparing, contrasting, and identifying with characters or events in stories
• Asking questions for clarification
• Connecting messages heard, text read, and material viewed to prior knowledge and experience
• Recognizing high-frequency words
http://www.teach-nology.com/web_tools/graphic_org/
http://www.theschoolbell.com/Links/Dolch/Dolch.html
5. Use patterns in language to create meaning.
• Developing story structures
• Recognizing patterns in sentences
• Applying structural analysis strategies
• Using semantic cues
• Using syntactic cues
• Using graphophonemic cues

6. Exhibit the habit of reading for a substantial amount of time daily, including assigned and self-selected materials at their independent and instructional levels.
Author Study Links

7. Read and comprehend a variety of material.
• Selecting recreational reading material
• Reading and interpreting textual material
Examples: classroom text, maps, graphs, atlases, encyclopedias
• Recognizing words in the environment
• Using predictable text
• Reading and interpreting functional materials
Examples: maps, schedules, recipes, instructions, directions, manuals, diagrams
http://www.yahooligans.com/School_Bell/Language_Arts/Authors/

8. Demonstrate reading improvement gained through substantial amounts of daily reading.

9. Demonstrate an interest in and enjoyment of literature in a variety of forms and contexts.
• Selecting books for enjoyment and knowledge
• Sharing books and ideas encountered in print and other media
• Using books and media responsibly
• Reading independently for increasingly longer periods of time

10. Read orally with accuracy, fluency, and comprehension.
• Making self-corrections
• Reading with expression
• Applying mental operations involved in comprehension
Examples: make inferences, relate to prior experience, recognize cause and effect, draw conclusions
Creative Drama  http://www.teach-nology.com/web_tools/graphic_org/

11. Associate knowledge learned in the language arts program to life situations.
Examples: using books and other media to understand real events, writing social notes

12. Identify values, beliefs, and interests reflected in literature and other materials from various cultures.
Examples: videos, author studies, children’s literature, educational television, read-alouds, interactive videos, on-line resources

13. Demonstrate appropriate listening and communicating behaviors.
• Focusing on the listening task
Examples: conversation, classroom instruction, group discussion, rhymes, read-alouds
• Establishing eye contact with the speaker and/or audience
• Interpreting the nonverbal communication of the speaker and/or audience
Example: facial expressions
• Asking appropriate questions to gain and to clarify information
• Using appropriate oral language behaviors
Example: adjusting tone and volume of voice in storytelling
• Attending with interest to works of literature presented orally

14. Exhibit expanded vocabulary and sentence awareness.
• Participating in shared reading and writing
Examples: choral reading, big books, journals, language experience
• Responding to questions
Examples: elements of a story, fact and fantasy, appropriate conclusion, simple sequence of events
• Engaging in word-study activities
Examples: synonyms, antonyms, homonyms, multiple-meaning words, concept mapping and webbing, context clues, affixes, root words, analogies
• Incorporating new vocabulary as a part of daily spoken and written language
http://www.wordcentral.com/home.html
http://pw1.netcom.com/~rlederer/rllink.htm

15. Apply study strategies.
• Identifying sections of a book
• Classifying ideas
• Utilizing test-taking strategies
• Creating graphic organizers
• Alphabetizing
• Using dictionary skills
• Skimming and scanning
• Adjusting reading rate
• Taking notes
• Summarizing
http://www.wordcentral.com/home.html

16. Use appropriate sources for obtaining information.
Examples: newspapers, electronic media, resource people, graphs, pictures, books, maps, dictionaries, diagrams, telephone directories, glossaries
http://www.wordcentral.com/home.html

17. Use the writing process when creating different forms of written expression.
• Prewriting
Examples: teacher-led brainstorming, webbing and mapping, reading, using personal experiences as sources of ideas
• Drafting
Examples: using complete sentences to express thought, connecting sentences in paragraphs, using approximate spellings and standard spellings
• Revising
Examples: revising own and others’ work, accepting feedback from classmates, adding to stories, conferencing
• Editing*
Examples: beginning to apply knowledge of sentence structure, grammar, usage, and mechanics; using simple checklists for self-evaluation
• Publishing
Example: sharing own work with others
http://www.angelfire.com/wi/writingprocess/
http://pw1.netcom.com/~rlederer/rllink.htm

* See standards 17 and 18 for specific concepts.

18. Use conventional mechanics and spelling when editing written expression.
• Capitalizing proper nouns (titles of people, months of year, days of week, and holidays), pronoun I, and first word in sentence
• Punctuating by using periods, exclamation marks, question marks, apostrophes with contractions and possessives, and commas with items in a series
• Spelling correctly the patterns and words previously studied
• Using correct abbreviations
http://www.wordcentral.com/home.html
http://www.spellingpolice.com/index.html

19. Apply principles of grammar in written expression.
• Subject-verb agreement
• Adjective
• Adverb
• Noun
• Verb
• Pronoun
http://pw1.netcom.com/~rlederer/rllink.htm

20. Use descriptive and narrative writing to clarify thinking in all disciplines.
• Observing modeled writing
• Using self-selected and teacher-generated topics
• Sharing writing with others
Examples: journal writing, non-fictional report, creative book report, interview, story ending, description of a science experiment, problem-solving situation
http://home.att.net/~lpstern/FourSquare.html

21. Write using legible manuscript.
• Forming letters legibly
• Spacing appropriately
http://www.spellingpolice.com/index.html

22. Use available technology for expression.
• Word processing
• Multimedia presentations

23. Exhibit an increased facility in self-expression in a variety of forms.
• Sharing experiences, facts, and information
Examples: book sharing, collaboration on projects
• Retelling stories
• Creating and publishing original stories
Examples: personal narratives, rebus stories
• Dramatizing
Example: using puppetry to act out narratives or poetry
• Staying on topic when speaking
• Using appropriate language conventions
Grammar including sentence structure
Usage
Mechanics

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created by Janet Vines

May 2, 2002

updated

Madison County Board of Education

Mt. Carmel Elementary