Focus Standards

Literary Standards 

RL.2.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 

RL.2.5 - Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 

Writing Standards 

W.2.3 - 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 

Informational Standards 

RI.2.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 

RI.2.4 - Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area  

Speaking & Listening Standards 

SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 

SL.2.3 - 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. 

Foundational Skills 

RF.2.3 - Know and apply grade-level phonics and word analysis skills in decoding words. 

RF.2.3.B - Know spelling-sound correspondences for additional common vowel teams. 

RF.2.3.D - Decode words with common prefixes and suffixes. 

RF.2.4 - Read with sufficient accuracy and fluency to support comprehension. 

RF.2.4.A - Read grade-level text with purpose and understanding. 

RF.2.4.B - Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. 

RF.2.4.C - Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 

Language Standards 

L.2.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 

L.2.1.A - Use collective nouns (e.g., group). 

L.2.1.B - Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). 

L.2.1.C - Use reflexive pronouns (e.g., myself, ourselves). 

L.2.1.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). 

L.2.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 

L.2.2.D - Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). 

L.2.2.E - Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. 

L.2.4 - 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. 

L.2.4.A - Use sentence-level context as a clue to the meaning of a word or phrase. 

L.2.4.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). 

L.2.4.C - Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). 

L.2.4.D - Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). 

L.2.4.E - Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.