Curriculum‎ > ‎Second Grade‎ > ‎

Language Arts

This curriculum is a guide for teaching all the language arts. It includes listening and speaking as necessary parts of reading and writing. It presents a variety of literary experiences to foster a sense of meaning and enjoyment in learning to read and write. The goal of the Language Arts curriculum is to teach children to use language thoughtfully and to express and receive information and ideas. The following objectives have been adopted by the SAU 70 Language Arts Curriculum Committee:

  • Students will read fluently, understand what they read, and appreciate its importance
  • Students will demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understandings, and they will understand that a single text will elicit a variety of valid responses
  • Students will write effectively for a variety of purposes and audiences
  • Students will listen and view attentively and critically
  • Students will use reading, writing, speaking, and listening to gather and organize information, communicate effectively, and succeed in educational social, and everyday settings



  • Listen critically to peers and adults, recognizing that people have different points of view
  • Listen for a specific purpose
  • Attend to a group activity for at least 20 minutes
  • Listen for and follow 2-3 step directions without prompting
  • Recognize speech sounds, words, and word patterns to develop a listening vocabulary

  • Show respect for and empathy with the audience, including their use of nonverbal cues and body language
  • Speak for a specific purpose, practicing various methods of delivery
  • Stay on topic before a group
  • Establish a specific role (facilitator, formal speaker, entertainer) with teacher support for communication with an audience
  • Enjoy using multiple forms of language (drama, choral reading, singing, plays, chanting of poems)

  • Respect and listen carefully to the input of others, take turns speaking, and express ideas and feelings
  • Offer ideas, information, and questions as part of a focused discussion
  • Speak clearly and expressively while participating in a discussion using articulation, pronunciation, volume, rate, intonation, and vocabulary effectively


  • Retell a story including the setting and main character description
  • Recognize beginning, middle, and end of a story
  • Gather facts from non fiction texts


  • Relate text to personal experiences (text to self connection)
  • Relate text to other stories (text to text connection)
  • Relate text to world beyond self (text to world connection)
  • Develop comprehension – building questions
  • Express opinions about a text: make predictions
Genre Recognition

  • Recognize the defining features of fiction, non-fiction, and poetry


Word Analysis/Phonetic

  • Apply skills necessary to decode phonetically regular words
  • Use consonants, long and short vowel sounds, blends and digraphs
  • Use “r” controlled vowels, irregular vowels, and silent letters to read unfamiliar words

Word Analysis/Structural

  • Recognize word families, compound words, root words, prefixes, suffixes, contractions, and syllables
  • Recognize possessives, plurals, and abbreviations

Word Analysis/Contextual

  • Use reading strategies (illustrations, self correction, semantics, phonetic clues, and syntax) to decipher new words

Phonological Awareness

  • Identify and make oral rhymes
  • Identify and work with syllables in spoken words: clapping syllables
  • Identify and work with onsets and rimes in spoken syllables: identifying first and last part of words (i.e. black is bl/ack)
  • Identify and work with individual phonemes in spoken words (i.e. the first sound in sun is /s/)

Writing Dimensions/Purpose

  • Demonstrate an awareness of self as an author with a purpose and an audience
Writing Dimensions/Writing Process

  • Begin to develop writing fluency, practice prewriting strategies (story planning and brainstorming topics), and make simple revisions

Writing Dimensions/Organization

  • Begin to use a sequence and appropriate details in writing
Writing Dimensions/Voice

  • Develop an awareness of voice and begin to recognize different authors’ voices
Writing Genres

  • Use the writing process to write simple stories, each with a beginning, middle and end
  • Begin to develop fluency in expressing personal experiences and feelings when writing in response to academic subject matter
  • Research, organize, and convey information and ideas with teacher assistance
  • Write letters that exhibit a sense of purpose
Writing Conventions

  • Spell phonetically predictable and commonly used words correctly
  • Begin to learn about nouns, verbs, and adjectives
  • Capitalize the beginning of sentences, use end-of-sentence punctuation, and begin to use internal punctuation
  • Begin to write complete sentences and group sentences around a single idea
Handwriting/Traditional Manuscript

  • Use proper writing position and correct pencil grip
  • Write left-to-right and top-to-bottom
  • Use upper and lower-case manuscript correctly
  • Use proper spacing, size, slant, and shape
  • Begin cursive writing

Information Skills

  • Utilize background knowledge
  • Know how to find appropriate information
  • Organize information using graphic organizers
  • Use dictionary skills (alphabetizing, guide words)

Library Skills

  • Recognize that the library is a multimedia center
  • Borrow materials from library using proper borrowing procedures
  • Take proper care of books and library materials
  • Know parts of a book (cover, title, author, illustrator, table of contents)
  • Locate books in library according to author’s last name
  • Locate and use a variety of non-fiction materials in library/media center
  • Build confidence in using the library