L.2.1Demonstrate command of grammar and usage7 sub-parts
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.2.1a
Use collective nouns
Use collective nouns (e.g., group).
L.2.1b
Form/use irregular plural nouns
Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
L.2.1c
Use reflexive pronouns
Use reflexive pronouns (e.g., myself, ourselves).
L.2.1d
Form/use past tense of irregular verbs
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
L.2.1e
Use adjectives and adverbs correctly
Use adjectives and adverbs, and choose between them depending on what is to be modified.
L.2.1f
Produce, expand, rearrange sentences
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).
L.2.1g
Create readable documents with legible print
Create readable documents with legible print. CA
L.2.2Demonstrate command of capitalization/punctuation/spelling5 sub-parts
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Capitalize holidays, product names, and geographic names.
L.2.2b
Use commas in greetings/closings of letters
Use commas in greetings and closings of letters.
L.2.2c
Use apostrophe for contractions/possessives
Use an apostrophe to form contractions and frequently occurring possessives.
L.2.2d
Generalize learned spelling patterns
Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil).
L.2.2e
Consult reference materials for spelling
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.2.3Use knowledge of language and conventions1 sub-part
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.2.3a
Compare formal and informal English
Compare formal and informal uses of English.
L.2.4Determine meaning of unknown/multiple-meaning words5 sub-parts
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.
L.2.4a
Use sentence-level context as a clue
Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4b
Determine meaning of word with known prefix
Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
L.2.4c
Use known root word as a clue
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
L.2.4d
Use word meaning to predict compound words
Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
L.2.4e
Use glossaries/dictionaries to clarify meaning
Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases in all content areas. CA
L.2.5Demonstrate understanding of word relationships2 sub-parts
Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5a
Identify real-life connections between words
Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.5b
Distinguish shades of meaning among related words
Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6
Use acquired words and phrases
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).
📌Reading Standards for Foundational Skills (RF)11 standards
RF.2.3Apply grade-level phonics and word analysis6 sub-parts
Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA
RF.2.3a
Distinguish long/short vowels
Distinguish long and short vowels when reading regularly spelled one-syllable words.
RF.2.3b
Know spelling-sound correspondences for vowel teams
Know spelling-sound correspondences for additional common vowel teams.
RF.2.3c
Decode two-syllable words with long vowels
Decode regularly spelled two-syllable words with long vowels.
RF.2.3d
Decode words with prefixes/suffixes
Decode words with common prefixes and suffixes.
RF.2.3e
Identify inconsistent spelling-sound words
Identify words with inconsistent but common spelling-sound correspondences.
RF.2.3f
Read grade-appropriate irregular words
Recognize and read grade-appropriate irregularly spelled words.
RF.2.4Read with accuracy and fluency3 sub-parts
Read with sufficient accuracy and fluency to support comprehension.
RF.2.4a
Read on-level text with understanding
Read on-level text with purpose and understanding.
RF.2.4b
Read on-level text orally with accuracy
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.2.4c
Use context to self-correct
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
📌Reading Standards for Informational Text (RI)10 standards
RI.2.1
Ask/answer who,what,where,when,why,how
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI.2.2
Identify main topic and paragraph focus
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
RI.2.3
Describe connections between events/ideas
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.2.4
Determine meaning of words/phrases
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (See grade 2 Language standards 4-6 for additional expectations.) CA
RI.2.5
Use text features to locate information
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI.2.6
Identify main purpose of a text
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI.2.7
Explain how images contribute to text
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.8
Describe how reasons support points
Describe how reasons support specific points the author makes in a text.
RI.2.9
Compare/contrast points in two texts
Compare and contrast the most important points presented by two texts on the same topic.
RI.2.10
Read and comprehend informational texts
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
📌Reading Standards for Literature (RL)9 standards
RL.2.1
Ask/answer who,what,where,when,why,how
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.2
Recount stories, determine central message
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.3
Describe how characters respond to events
Describe how characters in a story respond to major events and challenges.
RL.2.4
Describe how words/phrases supply rhythm
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (See grade 2 Language standards 4-6 for additional expectations.) CA
RL.2.5
Describe overall structure of a story
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.6
Acknowledge differences in points of view
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RL.2.7
Use illustrations/words to understand text
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
RL.2.9
Compare/contrast versions of same story
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
RL.2.10
Read and comprehend literature proficiently
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
📌Speaking and Listening Standards (SL)11 standards
SL.2.1Participate in collaborative conversations3 sub-parts
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a
Follow agreed-upon discussion rules
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.2.1b
Build on others' talk by linking comments
Build on others' talk in conversations by linking their comments to the remarks of others.
SL.2.1c
Ask for clarification and further explanation
Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.2Recount key ideas from a text or media1 sub-part
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.2a
Give and follow three/four-step directions
Give and follow three- and four-step oral directions. CA
SL.2.3
Ask/answer questions to clarify comprehension
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
SL.2.4Tell a story or recount an experience1 sub-part
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
SL.2.4a
Plan and deliver a narrative presentation
Plan and deliver a narrative presentation that: recounts a well-elaborated event, includes details, reflects a logical sequence, and provides a conclusion. CA
SL.2.5
Create audio recordings and add visuals
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
SL.2.6
Produce complete sentences for detail/clarification
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)
📌Writing Standards (W)9 standards
W.2.1
Write opinion pieces with linking words
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
W.2.2
Write informative/explanatory texts
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
W.2.3
Write narratives with temporal words
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
W.2.4
Produce writing appropriate to task/purpose
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CA
W.2.5
Focus on topic, revise and edit
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.6
Use digital tools to publish writing
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.2.7
Participate in shared research projects
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.2.8
Recall or gather information to answer a question
Recall information from experiences or gather information from provided sources to answer a question.
W.2.10
Write routinely for various tasks
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CA