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Standard/Substandard

02 RL 02-RL.. Key Ideas and Details

02 RL 01 02-RL.01.

02 RL 01 a 02-RL.01.a Use prior knowledge and content to make, revise, and confirm predictions.

02 RL 02 02-RL.02. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

02 RL 02 a 02-RL.02.a Identify characteristics commonly shared by folktales and fairy tales.

02 RL 03 02-RL.03. Describe how characters in a story or gospel respond to major events and challenges.

02 RL 02-RL.. Craft and Structure02 RL 04 02-RL.04. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

02 RL 05 02-RL.05. Describe the overall structure of a story or parable, including describing how the beginning introduces the story and the ending concludes the action.

02 RL 06 02-RL.06. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

02 RL 02-RL. . Integration of Knowledge and Ideas02 RL 07 02-RL.07. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

02 RL 08 02-RL.08. Identify dialogue as words spoken by characters (usually enclosed in quotation marks) and explain what dialogue adds to a particular story or poem.

02 RL 09 02-RL.09. Compare and contrast two or more versions of the same story or gospel (e.g., Cinderella stories) by different authors or from different cultures.

02 RL 02-RL. . Range of Reading and Level of Text Complexity02 RL 10 02-RL.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.

02 RI 02-RI. . Key Ideas and Details02 RI 01 02-RI.01. 02 RI 02 02-RI.02. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

02 RI 03 02-RI.03. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

02 RI 02-RI. . Craft and Structure02 RI 04 02-RI.04. 02 RI 05 02-RI.05. 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.

02 RI 06 02-RI.06. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

02 RI 06 a 02-RI.06.a Explain the author's purpose (e.g. to persuade, to entertain, to inform) while using evidence directly from the text to.

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Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

02 RI 06 b 02.RI.06.b Distinuishes between fact and opinion.

02 RI 02-RI. . Integration of Knowledge and Ideas02 RI 07 02-RI.07. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

02 RI 08 02-RI.08. Describe how reasons support specific points the author makes in a text.

02 RI 09 02-RI.09. Compare and contrast the most important points presented by two texts on the same topic.

02 RI 02-RI. . Range of Reading and Level of Text Complexity02 RI 10 02-RI.10. By the end of year, read and comprehend informational texts, including Bible/ religious texts, 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.

02 RF 02-RF. . Phonics and Word Recognition02 RF 01 02-RF.01. (Not applicable in 2nd Grade)

02 RF 02 02-RF.02. (Not applicable in 2nd Grade)

02 RF 03 02-RF.03. Know and apply grade-level phonics and word analysis skills in decoding words.

02 RF 03 a 02-RF.03.a Distinguish long and short vowels when reading regularly spelled one-syllable words.

02 RF 03 b 02-RF.03.b Know spelling-sound correspondences for additional common vowel teams.

02 RF 03 c 02-RF.03.c Decode regularly spelled two-syllable words with long vowels.

02 RF 03 d 02-RF.03.d Decode words with common prefixes and suffixes.

02 RF 03 e 02-RF.03.e Identify words with inconsistent but common spelling-sound correspondences.

02 RF 03 f 02-RF.03.f Recognize and read grade-appropriate irregularly spelled words.

02 RF 02-RF. . Fluency02 RF 04 02-RF.04. Read with sufficient accuracy and fluency to support comprehension.

02 RF 04 a 02-RF.04.a Read grade-level text with purpose and understanding.

02 RF 04 b 02-RF.04.b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

02 RF 04 c 02-RF.04.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

02 RF 04 d 02-RF.04.d Uses knowledge of conventions (e.g. question marks, exclamation points, commas, apostrophes) to read fluently at instructional or independent reading rate.

02 W 02-W. . Test Types and Purposes02 W 01 02-W.01. 02 W 02 02-W.02. Write informative/explanatory texts in which they introduce a topic (e.g. religious topics, animals, sports, talents, etc.), use facts and definitions to develop points, and provide a concluding statement or section.

02 W 03 02-W.03. Write narratives in which they recount (e.g. special memories, sacraments, celebrations, etc.) 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.

02 W 03 a 02-W.03.a Write stories or poems with dialogue (e.g. between two characters from two different books, Jesus and St. Peter, etc.).

02 W 02-W. . Production and Distribution of Writing02 W 04 02-W.04. (begins in grade 3)

02 W 05 02-W.05. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

02 W 06 02-W.06. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

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.

02 W 02-W. . Research to Build and Present Knowledge 02 W 07 02-W.07. 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).

02 W 08 02-W.08. Recall information from experiences or gather information from provided sources to answer a question using students' own words.

02 W 09 02-W.09. (begins in grade 4)

02 W 02-W. . Range of Writing02 W 10 02-W.10. (begins in grade 3)

02 SL 02-SL. . Comprehension and Collaboration02 SL 01 02-SL.01. 02 SL 01 a 02-SL.01.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).

02 SL 01 b 02-SL.01.b Build on others’ talk in conversations by linking their comments to the remarks of others.

02 SL 01 c 02-SL.01.c Ask for clarification and further explanation as needed about the topics and texts under discussion.

02 SL 02 02-SL.02. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

02 SL 03 02-SL.03. 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.

02 SL 02-SL. . Presentation of Knowledge and Ideas02 SL 04 02-SL.04. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

02 SL 05 02-SL.05. 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.

02 SL 06 02-SL.06. 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)

02 L 02-L. . Conventions of Standard English02 L 01 02-L.01. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

02 L 01 a 02-L.01.a02 L 01 b 02-L.01.b02 L 01 c 02-L.01.c02 L 01 d 02-L.01.d02 L 01 e 02-L.01.e Use adjectives and adverbs, and choose between them depending on what is to be modified.

02 L 01 f 02-L.01.f02 L 01 g 02-L.01.g Read, pronounce, write and understand the meaning of common abbreviations for titles, locations, and time periods (e.g. Dr., Ms., Mrs., St., Rd., Ave., U.S., months, days of the week, a.m., p.m.).

02 L 01 h 02-L.01.h Write legibly by hand using manuscript writing.

02 L 02 02-L.02. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

02 L 02 a 02-L.02.a Capitalize holidays, product names, and geographic names.

02 L 02 b 02-L.02.b Use commas in greetings and closings of letters.

02 L 02 c 02-L.02.c Use an apostrophe to form contractions and frequently occurring possessives.

02 L 02 d 02-L.02.d

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Use collective nouns (e.g., group).

Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Use reflexive pronouns (e.g., myself, ourselves).

Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

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).

Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

02 L 02 e 02-L.02.e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

02 L 02-L. . Knowledge of Language02 L 03 02-L.03. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

02 L 03 a 02-L.03.a Compare formal and informal uses of English.

02 L 02-L. . Vocabulary Acquisition and Use02 L 04 02-L.04. 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.

02 L 04 a 02-L.04.a Use sentence-level context as a clue to the meaning of a word or phrase.

02 L 04 b 02-L.04.b02 L 04 c 02-L.04.c02 L 04 d 02-L.04.d02 L 04 e 02-L.04.e Use glossaries and beginning dictionaries, both print and digital to determine or clarify the meaning of words and phrases.

02 L 05 02-L.05 Demonstrate understanding of word relationships and nuances in word meanings.

02 L 05 a 02-L.05.a02 L 05 b 02-L.05.b02 L 05 c 02-L.05.c Identifies and uses synonyms, antonyms, and homophones to determine meaning of words.

02 L 02-L. . Vocabulary Acquisition and Use02 L 06 02-L.06.

-. . -. . -. . -. . -. . -. .

Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Identify real-life connections between words and their use (e.g.,describe foods that are spicy or juicy).

Distinguish shades of meaning among closely related verbs (e.g.,toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

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).

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Describe the overall structure of a story or parable, including describing how the beginning introduces the story and the ending concludes the action.

Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Identify dialogue as words spoken by characters (usually enclosed in quotation marks) and explain what dialogue adds to a particular story or poem.

Compare and contrast two or more versions of the same story or gospel (e.g., Cinderella stories) by different authors or from different cultures.

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.

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

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.

to demonstrate understanding of key details in a text.

to demonstrate understanding of key details in a text.

By the end of year, read and comprehend informational texts, including Bible/ religious texts, 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.

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Uses knowledge of conventions (e.g. question marks, exclamation points, commas, apostrophes) to read fluently at instructional or independent reading rate.

Write informative/explanatory texts in which they introduce a topic (e.g. religious topics, animals, sports, talents, etc.), use facts and definitions to develop points, and provide a concluding statement or section.

Write narratives in which they recount (e.g. special memories, sacraments, celebrations, etc.) 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.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

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.

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).

Recall information from experiences or gather information from provided sources to answer a question using students' own words.

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).

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.

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

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.

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)

Read, pronounce, write and understand the meaning of common abbreviations for titles, locations, and time periods (e.g. Dr., Ms., Mrs., St., Rd., Ave., U.S., months, days of the week, a.m., p.m.).

with peers and adults in small and larger groups.

The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

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.

happy/unhappy, tell/retell).

birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

thin, slender, skinny, scrawny).

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).

Grade Standard SubstandardPK = reading K RL Reading Standards for Literature 01 a01 RI Reading Standards for Informational Text 02 b02 W Writing Standards 03 c03 SL Speaking and Listening Standards 04 d04 L Language Standards 05 e05 06 f06 07 g07 08 h08 09 iHS 10 j

11 k12 l13 m14 n15 o

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