• Second Grade Common Learning Standards
    ELA
    Literature
     
     
    The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet
    each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
     
    Key Ideas and Details
    1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
    2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
    3. Describe how characters in a story respond to major events and challenges.
     
    Craft and Structure
    4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
    5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
    6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
     
    Integration of Knowledge and Ideas
    7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
    8. (Not applicable to literature)
    9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
     
    Range of Reading and Level of Text Complexity
    10. 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.
     
    Responding to Literature
    11. Make connections between self, text, and the world around them (text, media, social interaction).
     
    Information Text
    Key Ideas and Details
    1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text
    2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
    3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
     
    Craft and Structure
    4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
    5. 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.
    6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
     
    Integration of Knowledge and Ideas
    7. Describe how reasons support specific points the author makes in a text.
    8. Identify the reasons an author gives to support points in a text.
    9. Compare and contrast the most important points presented by two texts on the same topic.
     
    Range of Reading and Level of Text Complexity
    10. 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.
     
    Foundational Skills
    These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components
    of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they need to learn and not what they already know-to discern when particular children or activities warrant more or less attention.
     
    Phonics and Word Recognition
    1.Know and apply grade-level phonics and word analysis skills in decoding words.
    • a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
    • b. Know spelling-sound correspondences for additional common vowel teams.
    • c. Decode regularly spelled two-syllable words with long vowels.
    • d. Decode words with common prefixes and suffixes.
    • e. Identify words with inconsistent but common spelling-sound correspondences.
    • f. Recognize and read grade-appropriate irregularly spelled words.

    Fluency

    2. Read with sufficient accuracy and fluency to support comprehension.
    • a. Read grade-level text with purpose and understanding.
    • b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive
    • readings.
    • c. Use context to confirm or self-correct word recognition and understanding, rereading as
    • necessary.
     
    Writing
    The following standards for K-5 offer a focus for instruction each year to help endure that students gain
    adequate mastery of a range of skills and applications. Each year in their writing, students should
    demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the
    development and organization of ideas, and they should address increasingly demanding content and sources.
    Students advancing through the grades are expected to meet each year’s grade-specific standards and retain
    or further develop skills and understandings mastered in preceding grades.
     
    Text Types and Purposes
    1. 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.
    2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop
    points, and provide a concluding statement or section.
    3. 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.
     
    Production and Distribution of Writing
    4. (Begins in grade 3)
    5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by
    revising and editing.
    6. With guidance and support from adults, use a variety of digital tools to produce and publish writing,
    including in collaboration with peers.
    Research to Build and Present Knowledge
    7. 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).
    8. Recall information from experiences or gather information from provided sources to answer a question.
    9. (Begins in grade 4)
     
    Range of Writing
    10. (Begins in grade 3)
    11. Create and present a poem, narrative, play, art work, or personal response to a particular author or theme
    studied in class, with support as needed.
     
    Speaking and Listening
    The following standards for K-5 offer a focus for instruction each year to help ensure that students gain
    adequate mastery of a range of skills and applications.
     
    Comprehension and Collaboration
    1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and
    adults in small and larger groups.
    a. 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).
    b. Build on others’ talk in conversations by linking their comments to the remarks of others.
    c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
    d. Seek to understand and communicate with individuals from different cultural backgrounds.
    2. 2.Recount or describe key ideas or details from a text read aloud or information presented orally or through
    other media.
    3. 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.
    Presentation of Knowledge and Ideas
    4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly
    in coherent sentences.
    5. 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.
    6. 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 page 36 for specific expectations.)
     
    Language
    Conventions of Standard English
    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • a. Use collective nouns (e.g., group).
    • b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
    • c. Use reflexive pronouns (e.g., myself, ourselves).
    • d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
    • e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
    • f. 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).
     
    2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
    writing.
    • a. Capitalize holidays, product names, and geographic names.
    • b. Use commas in greetings and closings of letters.
    • c. Use an apostrophe to form contractions and frequently occurring possessives.
    • d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
    • e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
    • Knowledge of Language
     
    3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
    • a. Compare formal and informal uses of English.
    • Vocabulary Acquisition and Use
     
    4. 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.
    • a. Use sentence-level context as a clue to the meaning of a word or phrase.
    • b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g.,
    • happy/unhappy, tell/retell).
    • c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition,
    • additional).
    • d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g.,
    • birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
    • e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of
    • words and phrases.
     
    5. Demonstrate understanding of word relationships and nuances in word meanings.
    • a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
    • b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related
    • adjectives (e.g., thin, slender, skinny, scrawny).
     
    6. 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).