Second Grade


During second grade, children continue to develop communication skills, continue learning how to read and write and develop math skills.  The following are expectations for second grade children.  Portions of this information is taken from A Guide to School Services in Speech-Language Pathology by Trici Schraeder, ...)

Talking:
  • Uses 5 to 7 words in a sentence
  • Produces all speech sounds correctly, except for /s/ and /z/.  (The /r/ sound is typically developed by 8 years of age.)
  • Uses correct grammar in conversation (including correct word order).
  • Uses compound sentences joined by conjunctions such as and, but, or.
  • Uses prepositions (around, between)
  • Uses adverbs, adjectives and negatives
  • Uses time/order transitions in story telling
  • Creates a story to share with others
  • Summarizes information presented orally by others
  • Creates and participates in oral dramatic activities
  • Defines objects by use
  • Initiates communication with others, engages in conversation with turn taking, adapts or changes conversation to fit the circumstance, stays on topic for 7 to 12 minutes, requests clarification, gives clarification
  • Gives synonyms and antonyms 

Listening:
  • Responds to questions 80% of the time
  • Answers who, what, where, when, why, and how questions
  • Follows three and four step directions
  • Adds or deletes sounds to make new words, counts syllables in 3 syllable words, creates a rhyme, blends ouns to make word parts and words with 1 to 3 syllables
Speaking/Listening Common Core Standards:

Language Common Core Standards:
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Uses collective nouns (e.g., group)
    • Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
    • Uses reflexive pronouns (e.g., myself, ourselves).
    • Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
    • Use adjectives and adverbs, and choose betweeen them depending on what is to be modified.
    • Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy.)
  • Use knowledge of language and its conventions when writing, speaking, reading, or listening.
    • Compare formal and informal uses of English
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
    • Use sentence-level context as a clue to the meaing of a word or phrase.
    • Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy; tell/retell).
    • Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
    • Use knowledge of the meaning of individual words two predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
    • Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
  • Demonstrate understanding of word relationships and nuances in word meanings.
    • Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy)
    • Distinguih shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
  • Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).



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