ARM 10.53.417. ENGLISH LANGUAGE ARTS AND LITERACY STANDARDS FOR SECOND GRADE

(1) Foundational reading standards for second grade are that each student will be able to: (a) demonstrate decoding skills by: (i) demonstrating knowledge of phoneme-grapheme relationships between all complex vowel phonemes and graphemes; (ii) decoding two-syllable words comprised of different syllable types that follow regular spelling patterns by breaking the words into syllables; (iii) decoding words with common prefixes and suffixes; (b) demonstrate encoding skills by: (i) encoding one-syllable words with all phoneme-grapheme patterns; (ii) encoding two-syllable words comprised of different syllable types that follow regular spelling patterns; (iii) encoding words with common prefixes and suffixes, including words that require a spelling change to the root when adding an inflectional ending; and (iv) printing upper and lowercase letters with automaticity and accuracy, including the introduction of cursive. (2) Vocabulary standards for second grade are that each student will be able to: (a) use word learning strategies, including knowledge of morphemes, to determine or clarify the meaning of unknown and multiple-meaning words and phrases; (b) develop and apply expanding word knowledge and morphological awareness through shared reading, independent reading, and classroom conversation; and (c) determine the meaning of words and phrases in a text, including those with cultural significance to Montana Indigenous Peoples. (3) Fluency standards for second grade are that each student will be able to: (a) read grade-appropriate texts with sufficient accuracy, rate, and expression to support comprehension; and (b) read common high-frequency words with accuracy and automaticity. (4) Reading comprehension standards for second grade are that each student will be able to: (a) ask and answer questions about a shared text to demonstrate an understanding of key details, including texts by and about Montana Indigenous Peoples; (b) recount a portion of a text; (c) determine the central ideas and key details in a text, including those by and about Montana Indigenous Peoples; (d) during or after a shared reading or listening experience, describe the connections between elements, events, or ideas within fiction and nonfiction texts; (e) describe the basic structure and features of different types of texts and identify the sequence of information or narrative within a text; and (f) compare differences in characters' point of view in shared reading stories, including texts by and about Montana Indigenous Peoples. (5) Writing standards for second grade are that each student will be able to: (a) write an opinion piece, providing several supporting reasons, and include a basic introduction and conclusion; (b) write an informative piece that introduces a topic, includes facts about the topic, and has a basic introduction and conclusion; (c) write a narrative that introduces a clear beginning, middle, and end, including details to describe actions, thoughts, and feelings, and uses transition words to signal sequence; (d) develop and strengthen writing by using a process including planning, drafting, revising, and implementing feedback; (e) form and expand simple and compound sentences orally and in writing; and (f) demonstrate grade-level appropriate command of the conventions of standard English grammar, capitalization, punctuation, and spelling when writing. (6) Research and inquiry standards for second grade are that each student will be able to: (a) with guidance, participate in individual research and writing projects, finding at least one topic to learn more about; (b) recall information from experiences, gather information from provided sources on a topic, and sort information into categories; and (c) with guidance, participate in individual research, using grade-appropriate sources and diverse cultural perspectives, including those by and about Montana Indigenous Peoples. (7) Speaking and listening standards for second grade are that each student will be able to: (a) participate in structured discussions and routines with a variety of partners, consider and restate their perspectives, and ask questions to clarify ideas; and (b) demonstrate grade-level appropriate command of the conventions of standard English grammar when speaking.