ELAR+Teks

spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. ||  ||   || context by applying common letter-sound correspondences including: || http://www.bbc.co.uk/skillswise/words/spelling/recognising/letterpatterns/game.shtml ||   ||
 * 2.1 Students are expected to distinguish features of a sentence || http://www.bbc.co.uk/skillswise/words/grammar/sentencebasics/whatisasentence/game.shtml ||  ||
 * 2.2 Students use the relationships between letters and sounds,
 * 2.2 Students use the relationships between letters and sounds,
 * 2.2a decode multisyllabic words in context and independent of
 * 2.2a (i) single letters (consonants and vowels); ||  ||   ||
 * 2.2a (ii) consonant blends (e.g., thr, spl); || http://www.firstschoolyears.com/literacy/word/phonics/clusters/interactive/initial/initial.htm ||  ||
 * 2.2a (iii) consonant digraphs (e.g., ng, ck, ph); and || http://www.firstschoolyears.com/literacy/word/phonics/clusters/interactive/complete/clusters.htm ||  ||
 * 2.2a (iv) vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou); ||  ||   ||
 * 2.2b use common syllabication patterns to decode words including: ||  ||   ||
 * 2.2b (i) closed syllable (CVC) (e.g., pic-nic, mon-ster); || http://www.bbc.co.uk/skillswise/words/spelling/soundandspell/syllables/game.shtml ||  ||
 * 2.2b (ii) open syllable (CV) (e.g., ti-ger); || http://www.bbc.co.uk/skillswise/words/spelling/soundandspell/syllables/game.shtml ||  ||
 * 2.2b (iii) final stable syllable (e.g., sta-tion, tum-ble); ||  ||   ||
 * 2.2b (iv) vowel-consonant-silent "e" words (VCe) (e.g., in-vite, cape); ||  ||   ||
 * 2.2b (v) r-controlled vowels (e.g., per-fect, cor-ner); and || http://rbeaudoin333.homestead.com/bossy_r_s_1.html ||  ||
 * 2.2b (vi) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal); || http://www.sadlier-oxford.com/phonics/grade2_3/pg_142/middle_dia.htm ||  ||
 * 2.2c decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant); || http://www.bbc.co.uk/skillswise/words/spelling/recognising/letterpatterns/game.shtml ||  ||
 * 2.2d read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful); || http://www.bbc.co.uk/apps/ifl/skillswise/mod_quizzes/words/spelling/wordbuilding/prefixes/quizengine?quiz=simplequiz1;templateStyle=simplequiz;pagerType=pages;pagerData=1 ||  ||
 * 2.2e identify and read abbreviations (e.g., Mr., Ave.); ||  ||   ||
 * 2.2f identify and read contractions (e.g., haven't, it's); || http://www.sadlier-oxford.com/phonics/flyby/flyby1.htm

http://www.learninggamesforkids.com/vocabulary_games/contractions.html http://a4esl.org/q/h/lb/dontdoesnt.html ||  ||
 * 2.2g identify and read at least 300 high-frequency words from a commonly used list; and || http://www.sadlier-oxford.com/phonics/grade2_3/frequency/highfreq2_3.htm ||  ||
 * 2.2h monitor accuracy of decoding. ||  ||   ||
 * 2.3 Students comprehend a variety of texts drawing on useful strategies as needed. ||  ||   ||
 * 2.3a use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions; ||  ||   ||
 * 2.3b ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and ||  ||   ||
 * 2.3c establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). ||  ||   ||
 * 2.4 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. ||  ||   ||
 * 2.5 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: ||  ||   ||
 * 2.5a use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow); || http://www.oswego.org/ocsd-web/match/matchgeneric.asp?filename=jwildeprefix2

http://a4esl.org/q/h/vm/negprefix.html

http://www.sadlier-oxford.com/phonics/grade2_3/suffixes/suffix.htm ||  ||
 * 2.5b use context to determine the relevant meaning of unfamiliar words or multiple-meaning words; || http://www.manatee.k12.fl.us/sites/elementary/samoset/ccdirect.htm ||  ||
 * 2.5c identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning; and || http://school.eb.com/lm/games/GE_4_4/GE_4_4.htm

http://pbskids.org/lions/games/synsam.html ||  ||
 * 2.5d alphabetize a series of words and use a dictionary or a glossary to find words. ||  ||   ||
 * 2.6 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: ||  ||   ||
 * 2.6a identify moral lessons as themes in well-known fables, legends, myths, or stories; and ||  ||   ||
 * 2.6b compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot. ||  ||   ||
 * 2.7 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe how rhyme, rhythm, and repetition interact to create images in poetry. ||  ||   ||
 * 2.8 Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to identify the elements of dialogue and use them in informal plays. ||  ||   ||
 * 2.9 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: ||  ||   ||
 * 2.9a describe similarities and differences in the plots and settings of several works by the same author; and ||  ||   ||
 * 2.9b describe main characters in works of fiction, including their traits, motivations, and feelings. ||  ||   ||
 * 2.10 Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to distinguish between fiction and nonfiction. ||  ||   ||
 * 2.11 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to recognize that some words and phrases have literal and non-literal meanings (e.g., take steps). ||  ||   ||
 * 2.12 Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning. ||  ||   ||
 * 2.13 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and explain the author's purpose in writing the text. ||  ||   ||
 * 2.14 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding. Students are expected to: ||  ||   ||
 * 2.14a identify the main idea in a text and distinguish it from the topic; ||  ||   ||
 * 2.14b locate the facts that are clearly stated in a text; ||  ||   ||
 * 2.14c describe the order of events or ideas in a text; and ||  ||   ||
 * 2.14d use text features (e.g., table of contents, index, headings) to locate specific information in text. ||  ||   ||
 * 2.15 Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. Students are expected to: ||  ||   ||
 * 2.15a follow written multi-step directions; and ||  ||   ||
 * 2.15b use common graphic features to assist in the interpretation of text (e.g., captions, illustrations). ||  ||   ||
 * 2.16 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: ||  ||   ||
 * 2.16a recognize different purposes of media (e.g., informational, entertainment); ||  ||   ||
 * 2.16b describe techniques used to create media messages (e.g., sound, graphics); and ||  ||   ||
 * 2.16c identify various written conventions for using digital media (e.g., e-mail, website, video game). ||  ||   ||
 * 2.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. ||  ||   ||
 * 2.17a plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas); ||  ||   ||
 * 2.17b develop drafts by sequencing ideas through writing sentences; ||  ||   ||
 * 2.17c revise drafts by adding or deleting words, phrases, or sentences; ||  ||   ||
 * 2.17d edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and ||  ||   ||
 * 2.17e publish and share writing with others. ||  ||   ||
 * 2.18 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: ||  ||   ||
 * 2.18a write brief stories that include a beginning, middle, and end; and ||  ||   ||
 * 2.18b write short poems that convey sensory details. ||  ||   ||
 * 2.19 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: ||  ||   ||
 * 2.19a write brief compositions about topics of interest to the student; ||  ||   ||
 * 2.19b write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing); and ||  ||   ||
 * 2.19c write brief comments on literary or informational texts. ||  ||   ||
 * 2.20 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community. ||  ||   ||