Standard set
Grade 2
Standards
Showing 147 of 147 standards.
2.V
Vocabulary Development and Word Analysis: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies and understanding textual features (e.g. sound-letter correspondence, sentence structure, context, graphics)
2.RS
Reading Literature and Informational Texts - Craft and Structure Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
2.RC
Reading Literature and Informational Text - Comprehension, Response, and Analysis Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works, and literature from many periods.
2.W
Writing – Processes and Features Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
2.G
Grammar and Usage Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
2.SL
Speaking and Listening: Comprehension and Collaboration Students adjust their use of spoken language to communicate effectively with a variety of audiences and for different purposes.
2.V.1
Know and apply grade-level phonics and word analysis skills in decoding words
2.V.2
Understand word relationships and phonological awareness
2.V.3
Determine word meanings(based on second grade reading)
2.V.4
Use newly learned words acquired through conversations, reading and responding to texts
2.RS.1
Ask questions about unknown words in a text
2.RS.2
Demonstrate understanding of the organization and basic features of print
2.RS.3
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses
2.RS.4
Recognize common genres of texts (e.g. storybooks, bible stories, poems, fiction, nonfiction)
2.RS.5
Understand features of a book
2.RS.6
Use title page, table of contents, chapter headings, guide words, key words, glossary, index and copyright page to locate information
2.RS.7
Classify words based on stated characteristics in informational texts
2.RS.8
Identify who is speaking at various points in a text
2.RS.9
Know and use various text features
2.RC.1
Explain how images and illustrations contribute to and clarify a story or informational text
2.RC.2
Use context to understand word and sentence meaning
2.RC.3
Identify a purpose for reading and appreciate various forms of literature
2.RC.4
Compare and contrast the adventures of characters in familiar stories
2.RC.5
Recognize basic similarities and differences between two texts on the same topic
2.RC.6
Read to and with others
2.RC.7
Communicate thoughts, feelings, judgments, understanding, personal experiences and attitudes, draw conclusions and make predictions after reading or listening to material of grade level tex
2.RC.8
Distinguish between various types of literary genre (e.g., fairytale, poem, historical fiction, narratives, biography, non-fiction, Psalms, Gospels, Biblical stories, parables, folktales)
2.RC.9
Read grade appropriate text with sufficient accuracy and fluency to support comprehensio
2.RC.10
Use signs and symbols used across curriculum content areas(e.g., maps, temperature, and charts)
2.RC.11
Interpret written directions for grade level materials
2.RC.12
Apply Catholic values and teachings in the evaluation of literary themes and plots.
2.W.1
Use the conventions of print such as the following in purposeful writing activities
2.W.2
Demonstrate an understanding of the organization and basic features and conventions of print
2.W.3
Use symbols and drawings to convey information
2.W.4
Write opinions in which the topic or the book is introduced, state an opinion, provide reasons and details to support the opinion and provide a sense of closure
2.W.5
Write informative and explanatory texts in which the topic is named, supply some facts relevant to the topic, and provide some sense of closure
2.W.6
Write narratives in which they include at least two or more appropriately sequenced events, use time cue words to signal event order, and provide some details and a sense of closure
2.W.7
Add details to strengthen writing as needed through revision.
2.W.8
Gather information from experience or provided text sources to answer specific questions
2.W.9
Explore his/her voice through the use of personal, high interest vocabulary when writing
2.W.10
Use technology to produce writing (with guidance from adults)
2.W.11
Write for a specific purpose or audience
2.G.1
Observe conventions of grammar and usage in writing and speaking
2.G.2
Observe conventions of capitalization, punctuation, and spelling
2.SL.1
Engage in group discussions on second grade topics and texts being studied in class
2.SL.2
Retell details or ideas presented orally or through media
2.SL.3
Ask and answer questions about information presented orally or visually in order to deepen their understanding or clarify comprehension
2.SL.4
Produce complete sentences when appropriate to task and situation to provide requested detail or clarification, ensuring subject-verb agreement and correct use of irregular plural nouns 5. Describe familiar people, places, things, and events, and with prompting and support, provide additional details 5. Describe familiar people, places, things, and events, and with prompting and support, provide additional details. 5. Describe familiar people, places, things, and
2.SL.5
Describe familiar people, places, things, and events, and with prompting and support, provide additional details.
2.SL.6
With support, speak with appropriate volume, enunciation, rate, fluency and expression
2.SL.7
Recite short poems, scripture verses, rhymes and songs
2.SL.8
Practice the steps to focused listening
2.V.1.a
Distinguish long and short vowels when reading regularly spelled one-syllable words (e.g., hop vs. hope)
2.V.1.b
Distinguish long and short vowels when reading regularly spelled one-syllable words (e.g., hop vs. hope)
2.V.1.c
Decode words with common prefixes and suffix- es (e.g., unhappy, carefully, goodness)
2.V.1.d
Apply knowledge of spelling patterns and common word families
2.V.1.e
Decode regularly spelled two-syllable words with long vowel sounds (e.g., surprise, remain, needle, baby)
2.V.1.f
Decognize and read grade appropriate irregularly spelled words (e.g., thought, eyes, busy, ocean, island, people)
2.V.1.g
Decode words with /r/ controlled vowels
2.V.1.h
Identify antonyms,synonyms, homophones and homonyms
2.V.1.i
Recognize and read correctly-formed contraction
2.V.1.j
Read at least 200 high frequency words by sight
2.V.2.a
Build real-life connections between words and their use (e.g. describe foods that are spicy or juicy)
2.V.2.b
Distinguish shades of meaning among related verbs(e.g., toss, throw, hurl) and related adjectives (e.g., thin, slender, skinny, scrawny)
2.V.2.c
Identify and use common homonyms and synonyms
2.V.3.a
Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more strategies,such as understanding how the word is used in a sentence; analyzing the word's sounds, spelling, and meaningful parts; and consulting glossaries or beginning dictionaries, both print and digital
2.V.3.b
Explain the meaning of grade-appropriate compound words(e.g., birdhouse,lighthouse, bookshelf)
2.V.3.c
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional)
2.V.3.d
Determine the meaning of the new word formed when a known prefix is added to a known word (happy/unhappy)
2.V.3.e
Recognize common abbreviations
2.V.4.a
use new vocabulary in discussion and daily application
2.RS.2.a
Find information in informational text using different parts of that book (glossary, graphs, table of contents)
2.RS.2.b
Demonstrate alphabetical sequencing by locating words in the dictionary or glossary
2.RS.4.a
Refer to core elements of stories, plays, parables, and myths, including characters, settings, and plots, when writing or speaking about specific text
2.RS.2.5.a
use title page, table of contents, chapter headings, guide words, key words, glossary, index and copyright page to locate information
2.RS.6.a
Describe how objects are grouped into general categories ((e.g., desk, chair, sofa: furniture, short vowel, long vo
2.RS.7.a
Describe how a text groups information into general categories (e.g., cows, pigs, and horses are farm animals)
2.RS.8.a
Identify the main characters in a story and their role
2.RS.2.8.b
Know and use various text features
2.RS.9.a
Use table of contents, captions, headings, glossary, index, electronic menus, icons to locate key facts or information
2.RC.1.a
Use pictures, illustrations, text and detail in a story to describe characters, events or settings
2.RC.1.b
Use pictures, illustrations, text and detail in a text to describe the main idea
2.RC.1.c
Sequence and retell events/parts of a story
2.RC.2.a
Use context to understand word and sentence meaning after listening to or reading text
2.RC.2.b
Begin to use context to understand word and sentence meaning
2.RC.3.a
Determine the author’s purpose for writing
2.RC.3.b
Choose age and ability appropriate material for a variety of reading purposes (“just right” books, I P.I.C.K – Daily 5)
2.RC.5.a
Compare and contrast two or more versions of the same story (e.g., Cinderella stories, Gospel stories) by different authors or from different cultures. (text to text connection)
2.RC.7.a
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses
2.RC.7.b
Discuss a book or story read aloud
2.RC.7.c
Identify key words to draw conclusions
2.RC.7.d
Make predictions based on the title of the book or about what will happen next
2.RC.7.e
Identify main idea, theme and supporting details
2.RC.7.f
Recognize cause and effect, explain why specific effect occurred based on context
2.RC.8.a
Recognizes features of various genre
2.RC.9.a
Read on-level text with purpose and understand
2.RC.9.b
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings
2.RC.9.c
Use context to confirm or self-correct word recognition and understanding, reading as necessary
2.RC.11.a
Read and follow written directions for grade level materials
2.W.1.a
Spacing between words and sentences
2.W.1.b
Ending punctuation (e.g., period, question mark, exclamation point)
2.W.1.c
Use of commas, apostrophes, and quotation marks
2.W.2.a
Identify how print conveys meaning
2.W.2.b
Begin to make a transition from manuscript print to cursive writing
2.W.2.c
Begin to make a transition from manuscript print to cursive writing
2.W.2.d
Begin to make a transition from manuscript print to cursive writing
2.W.2.e
Recognize the pronoun “I” should be capitalized
2.W.2.f
Recognize the months of the year, days of the week and proper names of places require capitalization
2.W.2.g
Identify parts of a sentence (capital letter at the beginning, punctuation at the end)
2.W.2.h
Write complete sentences
2.W.2.i
Spell independently using an understanding of the sounds of the alphabet and knowledge of letter names
2.W.2.j
Distinguish among punctuation marks that can be used to end a sentence (period, question mark, exclamation point)
2.W.3.a
Write using letters, and words
2.W.3.b
Discuss and map ideas to include in a story
2.W.3.c
Write a story with a beginning, details and end (3-5 sentences)
2.W.4.a
Use words to link opinions and reasons (e.g., because, and, also, therefore)
2.W.5.a
Use a graphic organizer
2.W.5.b
Write information (2-3 sentences) about the topic (e.g., My favorite animal is…I like this animal because it…
2.W.5.c
Write a closing summary statement
2.W.9.a
Use descriptive language in writing
2.W.9.b
Use high interest vocabulary
2.W.11.a
Draw pictures and write a three sentence paragraph for a specific reason or audience
2.G.1.a
Form common irregular plural nouns (e.g., feet, children,teeth)
2.G.1.b
Form the past tense of common irregular verbs (e.g., sat, hid, and told)
2.G.1.c
Produce and expand complete declarative, interrogative, imperative, and exclamatory sentences
2.G.1.d
Produce and expand complete sentences to provide requested detail or clarification
2.G.1.e
Identify a sentence as having a subject and predicate f. identify the
2.G.1.f
Identify the subject and predicate in a sentence
2.G.1.g
Identify verbs, nouns and adjectives
2.G.2.a
Capitalize holidays, product names, geographic names, and important words in a title
2.G.2.b
Use commas in greetings and closing letters
2.G.2.c
Use apostrophes to form contractions and common possessives
2.G.2.d
Generalize learned spelling patterns when writing words (e.g., cage—badge, boy—boil)
2.G.2.e
Consult reference materials, including beginning dictionaries, as needed to check and correct spellin
2.G.2.f
identify use of quotation marks in dialogue
2.SL.1.a
Follow agreed-upon rules for discussion,such as listening to others, speaking one at a time, and gaining the floor in a respectful way
2.SL.1.b
Stay on topic by linking their own additions to the conversation to the previous remarks of others
2.SL.1.c
Ask for clarification and further explanation as neede
2.SL.1.d
Extend their ideas and understanding in light of the discussion
2.SL.1.e
Demonstrate respect for others’ opinions in discussion
2.SL.1.f
Demonstrate respect for others
2.SL.2.a
Recount stories or experiences with appropriate facts and descriptive details
2.SL.8.a
Stop what they are doing and saying (calm themselves)
2.SL.8.b
Clear away distractions
2.SL.8.c
Look toward the focal point
2.SL.8.d
Be able to tell the person what was heard or ask a question of the speaker
2.SL.8.e
Move into action if directions are given
Framework metadata
- Source document
- Diocese of Green Bay
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- CC BY 4.0 US