Curriculum » NC Standard Course of Study & aligned resources
English Language Development — Grade 2
Goal 2. Speaking
Select a proficiency level:
- Novice Low
- Students will use various forms of non-verbal communication to express ideas and demonstrate basic comprehension. They may point, touch, match, draw, act out, demonstrate an action, or play games to show their understanding. Learning objectives focus on greetings, classroom objects, letters, recognizing and writing own name, identifying characters in simple text, copying simple words and phrases, distinguishing upper and lowercase letters, and following one-step directions with prompting.
- Novice High
- Students will begin to use simple words and phrases, while continuing to use forms of non-verbal communication to express ideas and demonstrate comprehension. They may use pictures, actions, and limited verbal responses to show their understanding. Learning objectives focus on familiar stories and retelling them with gestures and simple words, identifying parts of a book, identifying basic elements of a story, recognizing all letters of the alphabet in spoken and written form, distinguishing upper and lowercase letters, reading simple text aloud, writing his or her own name, composing simple sentences, and following one-step and two-step directions.
- Intermediate Low
- Students will begin to use limited vocabulary to participate in discussions on familiar topics spoken at normal speed with periods of momentary silence. In addition, they may use forms of non-verbal communication to demonstrate comprehension. Learning objectives focus on identifying all upper and lowercase letters, distinguishing between short and long vowel sounds, beginning to produce word families, making simple statements, retelling stories and texts using some adjectives, identifying main idea and other elements of a story, identifying all parts of a book, making predictions, recognizing basic punctuation, paraphrasing, speaking in comprehensible English, correcting own writing, and following one-step and two-step directions.
- Intermediate High
- Students will begin to use expanded vocabulary to participate effectively in social and academic conversations and presentations with occasional difficulty. They may continue to use forms of non-verbal communication to demonstrate comprehension, but will rely more upon verbal skills. Learning objectives focus on sequencing, distinguishing long and short vowels and self-correcting them, retelling stories and grade-level text with richer vocabulary and adjectives, making predictions, incorporating grammatical rules, writing all letters of the alphabet, writing simple sentences and editing them, reading aloud with fluency, following one-step and two-step directions, and comprehending English spoken at a normal speed.
- Advanced
- Students will use expanded vocabulary effectively in social and academic settings with few errors and will rely much less on forms of non-verbal communication. Learning objectives focus on narration and retelling using details and adjectives, comprehending oral presentations on familiar and unfamiliar topics, responding to interrogatives, paraphrasing events in detail, speaking using consistent grammatical forms, speaking with correct intonation and modulation, using punctuation marks correctly, composing more complex sentences, following two-step and three-step directions, increasing reading stamina, and reading or interpreting own writing with few errors.
- Superior
- Students will interpret conversational and academic expressions of grade-level concepts when spoken at a normal speed with no difficulties. Learning objectives focus on retelling grade-level text by using facts and details, comprehending oral presentations on all topics, narrating without difficulty, paraphrasing with fluency, speaking with correct intonation and modulation without errors, producing rhyming words independently, recognizing environmental print, demonstrating familiarity with a variety of types of literature, following three-step directions with no difficulties, composing written work in response to grade-level text, increasing reading stamina, and reading or interpreting own writing with very few errors.
