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IL ELA Standards (Grade 2)

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📌 Language Standards (L): Conventions of Standard English 13 standards
L.2.1 Demonstrate command of grammar and usage 6 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 and 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 and 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 appropriately
Use adjectives and adverbs, and choose between them depending on what is to be modified.
L.2.1f
Produce, expand, and 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.2.2 Demonstrate command of capitalization, punctuation, spelling 5 sub-parts
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.2.2a
Capitalize holidays, product names, geographic names
Capitalize holidays, product names, and geographic names.
L.2.2b
Use commas in greetings and closings of letters
Use commas in greetings and closings of letters.
L.2.2c
Use apostrophe for contractions and 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 to check spelling
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
📌 Language Standards (L): Knowledge of Language 2 standards
L.2.3 Use knowledge of language and its conventions 1 sub-part
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.2.3a
Compare formal and informal uses of English
Compare formal and informal uses of English.
📌 Language Standards (L): Vocabulary Acquisition and Use 10 standards
L.2.4 Determine meaning of unknown and multiple-meaning words 5 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 prefixed words
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 root word as clue to unknown word meaning
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
Predict meaning of 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 and dictionaries to clarify meaning
Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.5 Demonstrate understanding of word relationships 2 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 words and phrases acquired through conversation
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 Informational Text (RI): Craft and Structure 3 standards
RI.2.4
Determine meaning of words relevant to grade 2 topic
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5
Use text features to locate facts efficiently
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 the main purpose of a text
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
📌 Reading Standards for Informational Text (RI): Integration of Knowledge and Ideas 3 standards
RI.2.7
Explain how images contribute to and clarify a 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 author's points
Describe how reasons support specific points the author makes in a text.
RI.2.9
Compare and contrast points from two texts
Compare and contrast the most important points presented by two texts on the same topic.
📌 Reading Standards for Informational Text (RI): Key Ideas and Details 3 standards
RI.2.1
Ask and 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 of multiparagraph text
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 historical/scientific events
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
📌 Reading Standards for Informational Text (RI): Range of Reading and Level of Text Complexity 1 standard
RI.2.10
Read and comprehend informational texts in grades 2-3 band
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): Craft and Structure 3 standards
RL.2.4
Describe how words/phrases supply rhythm and meaning
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
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.
📌 Reading Standards for Literature (RL): Integration of Knowledge and Ideas 3 standards
RL.2.7
Use illustrations and 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.2.8
Not applicable to literature
(Not applicable to literature)
RL.2.9
Compare and contrast versions of the same story
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
📌 Reading Standards for Literature (RL): Key Ideas and Details 3 standards
RL.2.1
Ask and 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 and 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.
📌 Reading Standards for Literature (RL): Range of Reading and Level of Text Complexity 1 standard
RL.2.10
Read and comprehend literature in grades 2-3 band
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.
📌 Reading Standards: Foundational Skills (RF): Fluency 4 standards
RF.2.4 Read with accuracy and fluency to support comprehension 3 sub-parts
Read with sufficient accuracy and fluency to support comprehension.
RF.2.4a
Read on-level text with purpose
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 word recognition
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
📌 Reading Standards: Foundational Skills (RF): Phonics and Word Recognition 7 standards
RF.2.3 Apply grade-level phonics and word analysis 6 sub-parts
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3a
Distinguish long and 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 common prefixes and suffixes
Decode words with common prefixes and suffixes.
RF.2.3e
Identify words with inconsistent spelling-sound correspondences
Identify words with inconsistent but common spelling-sound correspondences.
RF.2.3f
Recognize grade-appropriate irregularly spelled words
Recognize and read grade-appropriate irregularly spelled words.
📌 Speaking and Listening Standards (SL): Comprehension and Collaboration 6 standards
SL.2.1 Participate in collaborative conversations 3 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 rules for discussions
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.2.2
Recount key ideas from a text read aloud
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.3
Ask and 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.
📌 Speaking and Listening Standards (SL): Presentation of Knowledge and Ideas 3 standards
SL.2.4
Tell a story or recount an experience
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
SL.2.5
Create audio recordings and add visual displays
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 to provide detail
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 on pages 26 and 27 for specific expectations.)
📌 Writing Standards (W): Production and Distribution of Writing 2 standards
W.2.5
Strengthen writing by revising and editing
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 produce and publish writing
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
📌 Writing Standards (W): Research to Build and Present Knowledge 2 standards
W.2.7
Participate in shared research and writing 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 information to answer a question
Recall information from experiences or gather information from provided sources to answer a question.
📌 Writing Standards (W): Text Types and Purposes 3 standards
W.2.1
Write opinion pieces with reasons and closure
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 with facts
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 well-elaborated events
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.