Grade 2 Elementary English Language Arts and Reading
Fall Semester | ||||||
Unit Title | Unit 1: Literacy All Around Us | Unit 2: Comprehension: Purpose & Connections | Unit 3: Ponder & Predict | Unit 4: Envision It! | Unit 5: Comprehension Construction | Unit 6: Fun with Fiction & Drama |
Time | 21 Days | 15 Days | 12 Days | 7 Days | 25 Days | 16 Days |
Understandings | Phonological Awareness: Instruction will begin in Unit 2 and will then be explicitly taught in day 1 share and reflect and then will be embedded into phonics instruction across the year. | Phonological Awareness: Students begin to work on rhyme production, as well as distinguishing between long and short vowel sounds, and manipulating individual phonemes (adding, deleting, and substituting.) | Phonological Awareness: Students continue to work on rhyme production, as well as distinguishing between long and short vowel sounds, and manipulating individual phonemes (adding, deleting, and substituting.) | After the first 6 weeks of explicit PA instruction, PA skills will no longer be taught in isolation. Phonological awareness should be embedded throughout phonics instruction for the remainder of the year. At that point, PA instruction is more effective when it makes explicit how children are to apply PA skills in reading and writing tasks. | ||
Phonics: Students begin the year with a review of first grade. They will decode and spell single syllable words with short and long vowels and blends with an emphasis on closed, open, and VCe syllable patterns as well as words with inflectional endings such as -s, -es, and -ed. Understanding these inflectional endings supports the concepts of singular and plural nouns which are being taught through the lens of editing in writing. Students work with single syllable words with open, closed, and VCe syllables both in decoding and spelling. Students will begin to be introduced to multisyllabic words first by adding inflectional endings. | Phonics: Students decode and spell words with initial consonant clusters (like scr-, spr, squ-) and long a vowel teams. Other decoding and spelling skills include comparative and superlative -er and -est, and the suffix -er. | Phonics: Students also decode and spell words with closed syllable (VC, CVC, CCVC, CVCC), soft c, schwa, VCCV syllable division, long o vowel teams and will continue to review decoding of inflection endings -er, -est, -ed, -ing, -s, and -es. Grade 2 introduces the rules for dividing multisyllabic words. This unit is focused on the VCCV pattern. | Phonics: Students also decode and spell words with closed syllable (VC, CVC, CCVC, CVCC), open syllable (CV), V-CV and VC-V syllable division. Students in Grade 2 continue to work on the rules for dividing multisyllabic words. Students specifically focus on the VCV pattern where the general rule is that if the vowel is long the division comes before the consonant (e.g., fla-vor), or if the vowel is short, the division comes after the consonant (e.g., com-ic). | Phonics: In both decoding and spelling, students increase their knowledge of sound-spelling patterns as they learn how sounds can be represented with multiple patterns (variant vowels). They will learn patterns for reading and spelling words with the long e, i, and u vowels and practice their flexibility. Additionally, students are introduced to the VCCCV syllable division pattern and encoding inflectional endings. Students will also be introduced to the prefixes un-, re-, and dis-. Students continue to build their bank of high-frequency words. | Phonics: Students increase their vocabulary by decoding, spelling, and determining the meaning of words with suffixes. Students understand how adding an affix changes the meaning of the word. Students also decode and spell words using knowledge of syllable division and applying appropriate syllable patterns, including r-controlled syllables, /ar/ and /er/. Students continue to grow their bank of high-frequency words. | |
Reading: Students learn how to choose texts at home, school, and within their community and discuss how readers interact with a variety of texts for different reading purposes. Emphasis is given to how readers read with fluency while monitoring their comprehension and employ strategies when comprehension suffers. Students also begin to identify resources they can use to support their word learning. Students use context clues to determine word meaning. | Reading: Students use their growing ability to engage in dialogue and conversation with peers to support learning and understanding. Students identify and discuss author’s purpose in a variety of texts. Students look for details, facts, and ideas that reveal the author’s purpose. Students also improve comprehension by making connections to personal experiences, ideas in other texts, and society. Students continue to use strategies to establish their own purposes for reading and monitor their comprehension in order to support understanding of texts. Students demonstrate their understanding by describing their connections, retelling, and interacting with texts through writing and illustrating. Understanding of texts is further supported through use of resources and context clues to identify and learn the meaning of unfamiliar words. Students are also introduced to alphabetizing to the first letter as well as continue to use print and digital resources to determine word meaning. | Reading: Students continue to identify and discuss author’s purpose for writing including how authors use text/print and graphic features for specific purposes. Students also incorporate the strategy of asking questions before, during, and after reading to increase comprehension as well as to monitor understanding. Additionally, students make, correct, and/or confirm predictions while reading. This includes using text/print and graphic features when predicting. Students continue to use context clues as well as print and digital resources to determine word meaning. Students begin to understand that these comprehension strategies are interconnected and simultaneous rather than step by step and isolated. Students should use the strategies flexibly and rely on them as needed to improve comprehension. | Reading: Students add to their reading strategies by creating mental images while both listening to and reading a variety of texts. Students examine and discuss how authors use descriptive, literal, and figurative language in order to create meaning and help the reader visualize. Students are continuing to develop and integrate comprehension strategies to increase their ability to monitor and adjust for comprehension. Additionally, students continue to practice using both context clues and print and digital resources to determine the pronunciation of unknown words. | Reading: Students add to their reading comprehension strategies by making inferences and using text evidence to deepen comprehension. Students also evaluate details and determine which ideas are most important in order to increase understanding. Additionally, students synthesize details, ideas, and information to create new understandings, perspectives, and/or insights. Students practice alphabetizing and use context clues and resources to determine word meaning. Students are also introduced to the basic skills necessary for research and inquiry. Students generate questions on a research topic. Students evaluate the quality of their questions and determine which sources are best suited to gaining information regarding questions. Students then apply all the comprehension strategies they have learned to gather information from their sources. Students demonstrate an understanding of information gathered from sources and reevaluate their questions and sources. | Reading: Students explore a variety of fictional texts, including drama. They read, respond, and discuss their understanding of text by flexibly employing previously learned reading strategies that support comprehension. Students identify and describe characters’ internal and external traits, plot elements, and the importance of setting. Understanding these elements allows students to understand the topic and theme of a piece of writing as well as the author’s purpose. Recognizing author’s purpose is further supported by an understanding of text structure, print and graphic features, use of language, and point of view. Students also recognize these same literary elements and devices in drama, specifically zeroing in on the use of dialogue to develop the story. Students interact and respond to texts by retelling and paraphrasing using text evidence, including brief written comments. Students use resources such as a dictionary or thesaurus to learn how to pronounce unfamiliar words and to build their vocabulary, including learning new antonyms and synonyms. | |
Writing: Students begin learning about the writing process with time devoted to the importance of prewriting, planning, and drafting. Students collect and generate ideas about possible writing topics, examine how ideas can be evaluated, and if needed further develop and share those ideas with peers for feedback and suggestions. Writers recognize that through thoughtful planning, drafting is facilitated, and writers are better able to communicate with the world around them. Students also edit their writing for complete sentences with subject-verb agreement, including a look at the use of singular and plural nouns, and ensuring capitalization at the beginning of sentences and proper punctuation at the end of sentences. | Writing: Students continue creating personal narrative books relying on their planning to transfer ideas into draft form, while paying attention to their own purpose as a writer. Students will learn a few revision techniques to elaborate their stories. As students engage in editing, they analyze their work for conventions and spelling with the understanding that writers edit their work to improve a reader’s ability to comprehend the text. Specifically, they will be editing for complete sentences with subject-verb agreement, singular, plural, common, and proper nouns, spelling, and ensuring capitalization at the beginning of sentences and proper punctuation at the end of sentences. | Writing: Students will think like scientists by conducting an investigation in order to compose a lab report. Students increase their understanding of the conventions of language by developing an understanding of verb tense (past, present, or future) and capitalization of months of the year and days of the week. Throughout the writing process, students use listening and speaking skills to discuss and share their writing. | Writing: Students will continue working through the writing process by composing a lab report for a new investigation. Students continuously edit their work for correct use of adjectives, commas in a series and in dates, and spelling as well as all previously taught grammar skills. This is now a regular part of the writing process. | Writing: Students use the writing process to create informational books that have an organized structure as well as focused, pertinent details. Students revise their writing with an understanding that through revision writers improve the clarity of their work. Authors revise by adding, deleting, or rearranging words, phrases, and sentences. Through this careful and deliberate work, writing is improved. Additionally, students continue to grow their understanding of conventions to create pieces that flow. Students should edit their work for spelling and appropriate use of coordinating conjunctions in compound predicates, commas in a series, prepositional phrases, and adverbs of time. Previously learned conventions should be a part of editing as well. Writing is published and shared in a variety of formats and to a wide range of audiences. | Writing: Students use the writing process to compose personal narratives. Time is devoted to prewriting and planning with the characteristics of the fictional text in mind, building on conversations and elements addressed in reading. Students look for pronouns and compound sentences when editing as well as previous taught conventions. | |
Grammar: Students use correct subject-verb agreement when writing a sentence. Students use plural nouns to show more than one person, place, or thing. | Grammar: Students use common and proper nouns in their sentences and capitalize proper nouns to show the names of people, places and things. | Grammar: Students capitalize months and days of the week. Students use verbs to show time (past, present, and future). | Grammar: Students use coordinating conjunctions to form compound sentences (They use and to join subjects together.) | Grammar: Students use coordinating conjunctions to form compound predicates. (They use one subject and two verbs to form a compound predicate.) Students use commas to separate three or more items in a list. Students also use prepositions to explain where and when and will use adverbs to show when something happens. | Grammar: Students match their pronouns by number, person, and ownership (Subject, Objective, and Possessive Pronouns). Students use a comma and an and to join two sentences. (Compound Sentences using and) | |
Handwriting: Students reinforce and practice correct formation of specific letters (manuscript). | Handwriting: Students continue to reinforce and practice correct formation of specific letters (manuscript). | Handwriting: Students will complete their manuscript work and begin to learn and practice the formation of letters in cursive. | Handwriting: Students will complete their manuscript work and begin to learn and practice the formation of letters in cursive. | Handwriting: Students continue to practice and review letter formation and edit their letters for legibility. | Handwriting: Students continue to practice and review letter formation and edit their letters for legibility. | |
TEKS | Phonological Awareness: N/A | Phonological Awareness: 2.2Ai, 2.2Aii, 2.2Aiii, 2.2Aiv | Phonological Awareness: 2.2Ai, 2.2Aii, 2.2Aiii, 2.2Aiv
| Phonological Awareness: 2.2Aii, 2.2Aiii | Phonological Awareness: 2.2Ai, 2.2Aii, 2.2Aiii, 2.2Aiv | Phonological Awareness: 2.2Ai, 2.2Aii, 2.2Aiii, 2.2Aiv |
Phonics: 2.2Bi, 2.2Bvi, 2.2Bvii, 2.2Ci, 2.2Cvi | Phonics: 2.2Bi, 2.2Biv, 2.2Bvi, 2.2Bvii, 2.2Ci, 2.2Ciii, 2.2Civ, 2.2Cvi, 2.3C | Phonics: 2.2Bi, 2.2Biii, 2.2Bv, 2.2Bvi, 2.2Bvii, 2.2Ci, 2.2Civ, 2.2Cv, 2.2Cvi | Phonics: 2.2Bi, 2.2Biii, 2.2Bv, 2.2Bvii, 2.2Ci, 2.2Civ, 2.2Cv, 2.2Cvi | Phonics: 2.2Bi, 2.2Biii, 2.2Bv, 2.2Bvi, 2.2Bvii, 2.2Ci, 2.2Civ, 2.2Cv, 2.2Cvi | Phonics: 2.2Bi, 2.2Biii, 2.2Bvi, 2.2Bvii, 2.2Ci, 2.2Civ, 2.2Cvi, 2.3C | |
Reading: 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.3B, 2.4A, 2.5A, 2.6A, 2.6I, 2.7E | Reading: 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.2D, 2.3A, 2.3B, 2.4A, 2.5A, 2.6A, 2.6E, 2.6I, 2.7A, 2.7C, 2.7D, 2.7E, 2.7F, 2.10A | Reading: 2.1A, 2.1B, 2.1C, 2.1E, 2.2D, 2.3A, 2.3B, 2.5A, 2.6B, 2.6C, 2.6I, 2.7C, 2.7E, 2.7F, 2.10A, 2.10C, 2.10F | Reading: 2.1A, 2.1C, 2.1D, 2.2D, 2.3A, 2.3B, 2.6D, 2.6I, 2.7C, 2.7E, 2.7F, 2.10D | Reading: 2.1A, 2.1C, 2.1D, 2.1E, 2.2D, 2.3A, 2.3B, 2.3D, 2.5A, 2.6F, 2.6G, 2.6H, 2.6I, 2.7C, 2.7D, 2.7E, 2.13A, 2.13C, 2.13E | Reading: 2.2D, 2.3A, 2.3B, 2.3D, 2.4A, 2.5A, 2.6C, 2.6F, 2.6G, 2.6I, 2.7B, 2.7C, 2.7D, 2.7E, 2.8A, 2.8B, 2.8C, 2.8D, 2.9C, 2.9F, 2.10A, 2.10B, 2.10C, 2.10D, 2.10E | |
Writing: 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.11A, 2.11B, 2.11C, 2.11Di, 2.11Diii, 2.11E, 2.12A | Writing: 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.11A, 2.11Bi, 2.11Bii, 2.11C, 2.11D, 2.11Diii, 2.11Dxi, 2.11E, 2.12A | Writing: 2.11A, 2.11Bi, 2.11Bii, 2.11C, 2.11D, 2.11Dii, 2.11Dix, 2.11Dxi, 2.12B | Writing: 2.11A, 2.11Bi, 2.11Bii, 2.11C, 2.11Dviii, 2.11E, 2.12B | Writing: 2.7B, 2.11A, 2.11Bi, 2.11Bii, 2.11C, 2.11D, 2.11Dv, 2.11Dvi, 2.11Dviii, 2.11Dx, 2.11Dxi, 2.11E, 2.12B | Writing: 2.11A, 2.11Bi, 2.11Bii, 2.11C, 2.11D, 2.11Dvii, 2.11Dxi, 2.12A | |
Grammar: 2.11Di, 2.11Diii | Grammar: 2.11Diii | Grammar: 2.11Dii, 2.11Dix | Grammar: 2.11Dviii | Grammar: 2.11Dv, 2.11Dvi, 2.11Dviii, 2.11Dx | Grammar: 2.11Dvii | |
Handwriting: 2.2E | Handwriting: 2.2E | Handwriting: 2.2E
| Handwriting: 2.2E | Handwriting: 2.2E | Handwriting: 2.2E | |
Spring Semester | |||||
Unit Title | Unit 7: Once Upon a Time in Second | Unit 8: Information: Read All About It! | Unit 9: Poetry: Big Thoughts, Small Packages | Unit 10: Convince Us! | Unit 11: Ready to Research? |
Time | 14 Days | 17 Days | 16 Days | 15 Days | 16 Days |
Understandings | Phonics: Students increase their vocabulary by decoding, spelling, and determining the meaning of words with a review of suffix -ly and closed compound words. Students understand how adding an affix changes the meaning of the word. Students also decode and spell words using knowledge of syllable division and applying appropriate syllable patterns, including r-controlled syllables, /or/, /ār/ and /ēr/. Students continue to grow their bank of high-frequency words. | Phonics: Students increase their vocabulary by decoding and spelling using knowledge of syllable division and applying appropriate syllable patterns, including final stable consonant plus le (C+le), -ture, -age, tion, and -sion. Students continue to grow their bank of high-frequency words. | Phonics: Students continue to develop their knowledge of phonics rules and patterns to assist them in decoding and spelling words. Students will learn silent letters, wr jn, gn, mb, and gh. | Phonics: Students continue to develop their knowledge of phonics rules and patterns to assist them in decoding and spelling words. Students will continue to work with digraphs oo, au, aw, al/all and contractions not, am, is, are, will, have, and has. | Phonics: Students continue to develop their knowledge of phonics rules and patterns to assist them in decoding and spelling words. Students will learn common abbreviations and open compound words. |
Reading: Students begin examining the specific characteristics of traditional literature such as folktales, fables, and fairy tales. Students identify and describe characters’ internal and external traits, plot elements, and the importance of setting within traditional literature. Understanding these elements allows students to understand the topic and theme of a piece of writing as well as the author’s purpose. Analysis of text structure, print and graphic features, use of language, and point of view, all support students’ awareness of author’s purpose. Students interact and respond to texts by retelling, paraphrasing, and using text evidence in brief written and oral comments. Additionally, students continue to incorporate ongoing reading strategies when necessary in order to improve comprehension. Additionally, students learn to identify, use, and explain idioms. | Reading: Students explore characteristics and structures of informational text, including: central idea and supportive evidence, text features, and organizational patterns such as cause and effect and chronological order to facilitate and increase comprehension of texts. Students also examine the characteristics of procedural texts to serve as models for writing. Students continue to incorporate ongoing reading strategies when necessary in order to improve comprehension. Additionally, students learn to identify, use, and explain the use of homographs. | Reading: Students explore the genre characteristics of poetry. Students explain visual patterns and structures by reading a variety of poems in different poetry forms. Students discover author’s purpose of poetry through evaluating how structure and language influence the author’s purpose and message (theme). Additionally, students continue to incorporate ongoing reading strategies when necessary in order to improve comprehension. | Reading: Students examine the characteristics of various types of persuasive texts, including stating what the author is trying to persuade the reader to think or do and distinguishing facts from opinions. Students examine author’s craft in persuasive text including how authors convey their message; use detailed reasoning for their position on a particular topic/issue; choose particular words, phrases, and sentences that make an impact on their readers; and use particular text structures and text features to support their position. Additionally, students continue to incorporate ongoing reading strategies as necessary to maintain and improve comprehension. | Reading: Students engage in inquiry and research. With adult assistance, students generate questions for inquiry as they develop and follow a research plan. Through this process, students demonstrate an understanding of information as they answer their pre-generated questions of inquiry. For the purpose of research, students identify and gather relevant primary and secondary sources which they will cite appropriately. Additionally, students continue to incorporate ongoing reading strategies when necessary in order to improve comprehension. | |
Writing: Students proceed through the writing process to compose personal narratives that are well organized and engaging. Emphasis is placed on the revision, as students incorporate craft moves from authors into their personal narratives. When revising, students may add details, delete details, or move ideas around. Students edit their drafts for apostrophes and previously learned conventions and spelling. Students will publish their writing for an intended audience using what they have learned about cursive handwriting. | Writing: Students proceed through the writing process to create their own procedural texts. Ample time is devoted to prewriting and planning with the characteristics of the genre incorporated, building on conversations and elements addressed in reading. Students revise to improve their drafts by adding, deleting, or rearranging ideas and details. Students edit for spelling as well as previously taught conventions. Students also continue to share and publish their writing.
| Writing: Students utilize the writing process to compose original poems by using what they have learned in reading about the genre characteristics and structural elements of poetry as well as how poets use language to convey their purpose and message. Students revise their poems based on self, peer, and teacher feedback. Students edit for spelling and previously learned mechanics and conventions. Students publish and share their poems with others. | Writing: Students use the writing process to compose letters about the books they are reading, formulating opinions, providing reasons, and using examples from the text. Students revise their writing to ensure their message is clear. When revising, students may add details, delete details, or move text. Previously taught conventions are also incorporated into the editing process, with an emphasis on learning the new skill of capitalizing the salutation and conclusion of a letter as well as compound sentences. | Writing: Students use the writing process to deliver their research findings. Students plan how they would like to present and report their findings. Using that plan, students compose a draft and revise for both clarity and coherence. When revising, students may add details, delete details, or move text. Previously taught conventions are also incorporated into the editing process. Students publish and present their research findings to an audience. | |
Grammar: Students use apostrophes in contractions. | Grammar: Students use a comma and so to join two sentences with a cause/effect relationship. (Compound Sentence with so.) Students use adverbs to show where something happens. (Adverbs of place)
| Grammar: Students use adjectives to tell what kind and how many. They use articles a or an to show how many and the to show which one.
| Grammar: Students capitalize the first letter of a letter greeting and closing and use commas to separate the day of the week and month and/or between the date and the year. Students use a comma and but to join two contrasting sentences. (Coordinating Conjunction) | Grammar: Students will apply the grammar and conventions learned throughout the year to their research project.
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Handwriting: Students continue to practice and review letter formation and edit their letters for legibility. | Handwriting: Students continue to practice and review letter formation and edit their letters for legibility. | Handwriting: Students continue to practice and review letter formation and edit their letters for legibility. | Handwriting: Students continue to practice and review letter formation and edit their letters for legibility. | Handwriting: Students continue to practice and review letter formation and edit their letters for legibility. | |
TEKS | Phonological Awareness: 2.2Ai, 2.2Aii, 2.2Aiii, 2.2Aiv | Phonological Awareness: 2.2Ai, 2.2Aii, 2.2Aiii, 2.2Aiv | Phonological Awareness: 2.2Aii, 2.2Aiv | Phonological Awareness: 2.2Ai, 2.2Aii, 2.2Aiii, 2.2Aiv | Phonological Awareness: 2.2Ai, 2.2Aii, 2.2Aiii, 2.2Aiv |
Phonics: 2.2Biii, 2.2Biv, 2.2Bv, 2.2Bvi, 2.2Bvii, 2.2Ci, 2.2Ciii, 2.2Civ, 2.3C | Phonics: 2.2Biii, 2.2Bvii, 2.2Ci, 2.2Civ, 2.2Cv, 2.3C | Phonics: 2.2Bii, 2.2Biii, 2.2Bv, 2.2Bvii, 2.2Ci, 2.2Cii, 2.2Civ, 2.2Cv | Phonics: 2.2Bi, 2.2Biii, 2.2Biv, 2.2Bv, 2.2Bvii, 2.2Ci, 2.2Ciii, 2.2Civ | Phonics: 2.2Bi, 2.2Biii, 2.2Biv, 2.2Bvii, 2.2Ci, 2.2Ciii, 2.2Civ, 2.2Cv, 2.2Cvi | |
Reading: 2.3B, 2.3D, 2.6F, 2.6G, 2.7B, 2.7C, 2.7D, 2.7E, 2.8A, 2.8B, 2.8C, 2.8D, 2.9A, 2.10A, 2.10B, 2.10D, 2.10E
| Reading: 2.3A, 2.3B, 2.3D, 2.6F, 2.6G, 2.7B, 2.7C, 2.7D, 2.7E, 2.9D, 2.9Di, 2.9Dii, 2.9Diii, 2.9F, 2.10A, 2.10B, 2.10C
| Reading: 2.4A, 2.6D, 2.6F, 2.6I, 2.7B, 2.7C, 2.7E, 2.8A, 2.9B, 2.9F, 2.10A, 2.10B, 2.10D, 2.10E, 2.10F
| Reading: 2.6F, 2.7B, 2.7C, 2.7E, 2.9E, 2.9Ei, 2.9Eii, 2.9F, 2.10A, 2.10B, 2.10C, 2.10D, 2.10F
| Reading: 2.1A, 2.1C, 2.1D, 2.6A, 2.6B, 2.6F, 2.6G, 2.6H, 2.7B, 2.7C, 2.7E, 2.9Di, 2.9Dii, 2.9Diii, 2.10A, 2.10B, 2.10C, 2.11Bi, 2.11Bii, 2.11C, 2.11D, 2.11E, 2.12B, 2.13A, 2.13B, 2.13C, 2.13D, 2.13E, 2.13F, 2.13G | |
Writing: 2.1A, 2.1C, 2.1D, 2.7B, 2.7E, 2.10D, 2.11C, 2.11D, 2.11Dx, 2.11Dxi, 2.11E, 2.12A | Writing: 2.1A, 2.1B, 2.1C, 2.11A, 2.11Bi, 2.11Bii, 2.11C, 2.11D, 2.11Dv, 2.11Dxi, 2.11E, 2.12B
| Writing: 2.1D, 2.11A, 2.11Bi, 2.11Bii, 2.11C, 2.11D, 2.11Div, 2.11Dxi, 2.11E, 2.12A | Writing: 2.1A, 2.1D, 2.11A, 2.11Bi, 2.11Bii, 2.11C, 2.11D, 2.11Dix, 2.11Dx, 2.11Dxi, 2.11E, 2.12C | Writing: 2.1A, 2.1C, 2.1D, 2.6A, 2.6B, 2.6F, 2.6G, 2.6H, 2.7B, 2.7C, 2.7E, 2.9Di, 2.9Dii, 2.9Diii, 2.10A, 2.10B, 2.10C, 2.11Bi, 2.11Bii, 2.11C, 2.11D, 2.11E, 2.12B, 2.13A, 2.13B, 2.13C, 2.13D, 2.13E, 2.13F, 2.13G | |
Grammar: 2.11Dx | Grammar: 2.11Dv | Grammar: 2.11Div | Grammar: 2.11Dix, 2.11Dx | Grammar: N/A | |
Handwriting: 2.2E | Handwriting: 2.2E | Handwriting: 2.2E | Handwriting: 2.2E | Handwriting: 2.2E | |