Grade 2 Reading Continuum

• Uses pictures as a support to the story line in the text.
• Integrates meaning, sentence structure, and letter/sound relationship information to predict text with increasing accuracy and automaticity.
• Uses most contractions and some abbreviations.
• Locates nouns, verbs, describing words, and connecting words
• Makes flexible use of vowels and common vowel patterns to confirm and predict text. Long and short vowels, other combinations. oa, ai, ie, ei, ue, ui, ee, ea, au, ai, oy, ay, aw, wa, al, all, ew. ow. pi. ar. er. or. ur. ir
• Uses known words to figure out unknown words with similar parts (i.e. phonograms, larger chunks of words).
• Uses word parts as decoding cues:
  • compound words
  • syllables
  • some prefixes and suffixes
• Monitor and cross checks different sources of information with each other and uses this information to self-correct.

• Expands sight vocabulary to 250-300 words.
• Uses primary dictionary and glossary, with teacher assistance, to check meanings and build new vocabulary.
• Understands some simple multi-meaning words, i.e., can; and some homonyms, i.e. hear/here
• Builds vocabulary.

• Use appropriate directionality on more complex texts and graphic layouts.
• Uses punctuation marks to support sentence structure, comprehension, and oral reading fluency and expression.
• Able to read silently

• Can articulate some features which distinguish fiction and nonfiction text.
• Recognizes story elements across a variety of realistic and fantasy materials:
  • Character
  • Setting
  • Problem
  • Events
  • Solution
• Appreciate some literary techniques such as various story patterns, and similes.
• Shows awareness of mood and characterization and attends to these in oral reading and responses.

• Uses table of contents, glossary, and index to locate information with teacher guidance.
• Explores a variety of nonfiction features such as titles/headings, labels/captions, simple pie charts, bar graphs and diagrams, maps and map keys, to understand specific information.

EALR #2: The student understands the meaning of what is read.

• Reads orally with expression, reflecting personal interpretation of text.
• Activates and uses prior knowledge with a decreasing amount of guidance.
• Understands importance of sequence of events or information
• Recalls and retells specific events, ideas or information to explain meaning or reaction to text.
• Makes inferences and predicts and classifies from illustrations and text details.
• Previews using such text features as cover information, illustrations, labels/captions, title page, table of contents and chapter headings.

• Copes with a number of characters, incidents, and scene changes within a text.
• Compare/contrasts, finds patterns, sequence, important elements of what is read.
• Responds to what is read with increasingly elaborate illustrations, drama, writing, and discussion.
• Retells with elaboration.

• Notices and discusses some special literary techniques used by author, i.e., rhyme, patterns, similes, humor, exaggeration.
• Compares/contrasts some different writing and illustration styles.
• Explore the style and use of language across multiple titles by the same author
• Considers how different illustrative or text forms present a different view of or emphasis on the same content or theme.

• Initiates own informational reading and returns to it as needed to locate specific information.
• Uses labels and captions from a variety of sources to gain information.
• Locates information to learn more about a variety of content areas or to pursue a topic of personal interest.
• Begins to use dictionary and glossary to gain new information about words (pronunciation, multiple meanings, usage, etc.

• Reads and follows directions and task cards.
• Locates information in a range of texts and illustrations to complete a task or solve a problem.

• Explores several literacy genre.
• Initiates and sustains own literary reading for increasing periods of time.
• Participates in Reader’s Theater with group support.

• Understands how reading is used as a tool in some occupations.

• Enjoys several types of reading materials.
• Makes time to read for pleasure and tells others about these reading experiences.
• Develops special interests in certain subjects or types of books while continuing to explore on a regular basis a variety of self-selected material.

EALR #4: The student sets goals and evaluates progress to improve reading.

• Meets new reading challenges with confidence, trying a variety of strategies and identifying gaps in own knowledge or skills.
• Rereads and reads on to search for and confirm meaning, sentence structure, and visual information.
• Explains strategies used to confirm or self-correct.

• Suggests and accepts useful strategies when working with others to problem solve while reading.