2nd Grade ELA (Arizona ELA Standards)

Reading Standards for Literature

• 2.RL.1 Ask and answer who, what, where, when, why and how questions to show understanding of key details in a story.
• 2.RL.2 Retell stories, including fables and folktales from many cultures, and find their central message or lesson.
• 2.RL.3 Describe how characters respond to major events and challenges.
• 2.RL.4 Describe how rhythm, rhyme, alliteration and repeated lines give meaning in stories, poems or songs.
• 2.RL.5 Describe how a story is structured, with a beginning that introduces it and an ending that concludes the action.
• 2.RL.6 Notice how characters see things differently, e.g. by giving each one its own voice when reading aloud.
• 2.RL.7 Use both the pictures and the words of a print or digital story to understand characters, setting or plot.
• 2.RL.9 Say how versions of one story from different authors or cultures are alike and different.
• 2.RL.10 By year's end, read grade 2 stories, plays and poems on their own with understanding.

Reading Standards for Informational Text

• 2.RI.1 Ask and answer who, what, where, when, why and how questions about key details in an informational text.
• 2.RI.2 Identify the main topic of a multi-paragraph text and the focus of each paragraph.
• 2.RI.3 Explain how a chain of history events, science ideas or steps in a process link together.
• 2.RI.4 Figure out what words and phrases mean in a grade 2 text on a subject.
• 2.RI.5 Know and use text features (captions, bold print, headings and similar) to find key facts.
• 2.RI.6 Say why a text was written: the question it answers or what it explains or describes.
• 2.RI.7 Explain how images such as diagrams help clarify a text.
• 2.RI.8 Describe how reasons support specific points an author makes.
• 2.RI.9 Compare and contrast the most important points of two texts on the same topic.
• 2.RI.10 By the end of the year, read and understand grade 2 informational texts (history, science, technical) independently.

Reading Standards: Foundational Skills

• 2.RF.3 Use grade-level phonics and word-analysis skills to sound out and read words.
  • a. Tell long from short vowels in regularly spelled one-syllable words.
  • b. Know the sounds of more common vowel teams.
  • c. Know and use the six syllable types to decode grade-level words.
  • d. Decode words with common prefixes and suffixes.
  • e. Recognize words with inconsistent but common spelling-sound patterns.
  • f. Read grade 2 words whose spellings do not follow the usual rules.
• 2.RF.4 Read with enough accuracy and fluency to support comprehension.
  • a. Read texts at grade level with a clear purpose and understanding.
  • b. Read grade-level text aloud accurately, at a suitable rate and with expression, over repeated readings.
  • c. Use context to confirm or correct word reading, rereading as needed.

Writing Standards

• 2.W.1 Write opinion pieces that state an opinion, give reasons linked by words such as because, and end with a conclusion.
• 2.W.2 Write informative texts that introduce a topic, use facts and definitions and end with a conclusion.
• 2.W.3 Write narratives of a well-developed event or short sequence, with details, feelings, time words and closure.
• 2.W.4 With guidance and support, produce writing whose development and organization suit the task, purpose and audience.
• 2.W.5 With guidance and support, focus on a topic and strengthen writing by revising and editing.
• 2.W.6 With adult help, use digital tools to create and share writing, sometimes with classmates.
• 2.W.7 Join class research and writing projects, such as reading several books on one topic for a report.
• 2.W.8 Recall information from experience or gather it from given sources to answer a question.

Writing Foundations (Arizona)

• 2.WF.1 Show handwriting skills by forming and spacing manuscript letters neatly.
  • a. Write legible manuscript letters with correct strokes and shapes.
  • b. Write ideas in print fluently with suitable spaces between words.
• 2.WF.2 Show and apply sound-letter knowledge when writing.
  • a. Match sounds with their common spellings (e.g. /f/ as f, ph or ff).
• 2.WF.3 Use phonics and word analysis to spell words when writing.
  • a. Spell regular one-syllable grade-level words with taught patterns, blends, vowel teams and contractions.
  • a.1. Use position-based spellings (e.g. ch or tch, -dge after a short vowel).
  • a.2. Spell three-letter blends such as scr, str and squ.
  • a.3. Spell long vowels with less common vowel teams (e.g. ue, au, ow).
  • a.4. Spell r-controlled vowels (e.g. turn, star, third, four).
  • a.5. Spell contractions with an apostrophe (e.g. I'm, they've).
  • a.6. Spell common homophones (e.g. past, passed).
  • a.7. Spell plurals and possessives correctly, including its and it's.
  • b. With support, spell longer words by combining syllable types.
  • b.1. Combine closed, open, vowel-team, r-controlled and silent-e syllables in longer words.
  • b.2. Spell common compound words.
  • b.3. Spell common prefixes and suffixes (e.g. un-, -ful, -less).
  • c. With support, spell words with suffixes that need spelling changes.
  • c.1. Double the final consonant before a suffix (e.g. running).
  • c.2. Drop a final silent e before a vowel suffix (e.g. smiled).
  • c.3. Change final y to i before some endings (e.g. cried, babies).
  • d. Spell grade-level words from a research-based list.
  • d.1. Spell irregular words (e.g. enough, does).
  • d.2. Spell common words that follow letter patterns rather than sound rules (e.g. kind).

Speaking and Listening Standards

• 2.SL.1 Take part in conversations with different partners about grade 2 topics and texts, in small and larger groups.
  • a. Follow agreed rules for discussion, such as gaining the floor respectfully and listening carefully.
  • b. Build on others' talk by linking comments to what others have said.
  • c. Ask for clarification and further explanation about topics and texts.
• 2.SL.2 Retell the main ideas or details of a read-aloud or of information heard or seen in media.
• 2.SL.3 Ask and answer questions about a speaker's words to clear things up, learn more or understand better.
• 2.SL.4 Tell a story or describe an experience with fitting facts and details, speaking clearly in full sentences.
• 2.SL.5 Make audio recordings of stories or poems and add drawings or other visuals to clarify ideas.
• 2.SL.6 Speak in complete sentences when needed to give requested detail or clarification.

Language Standards

• 2.L.1 Use correct standard English grammar when speaking and writing.
  • a. Use collective nouns (e.g. group, team).
  • b. Form and use common irregular plurals (e.g. feet, teeth).
  • c. Use reflexive pronouns (e.g. myself, ourselves).
  • d. Form and use the past tense of common irregular verbs (e.g. sat, told).
  • e. Use adjectives and adverbs, picking the right one for the word being described.
  • f. Use interjections (e.g. Wow!) with an exclamation point or comma.
  • g. Produce, expand and rearrange simple and compound sentences.
  • h. Recognize and write the four sentence types with correct end punctuation.
  • i. With support, link sentences into a paragraph with a topic sentence, details and a conclusion.
• 2.L.2 Show command of capitalization, punctuation and spelling when writing.
  • a. Capitalize holidays, product names and geographic names.
  • b. Put a comma after a letter's greeting and closing.
  • c. Use an apostrophe for contractions and common possessives.
  • d. Apply learned spelling patterns to new words (e.g. cage to badge).
  • e. Check and correct spellings with reference materials, including beginning dictionaries.
• 2.L.3 Apply what is known about language and its rules in writing, speaking, reading and listening.
  • a. Compare formal and informal uses of English.
• 2.L.4 Work out unknown and multiple-meaning words by choosing flexibly from a range of strategies.
  • a. Work out new words formed with a known prefix (e.g. unhappy, retell).
  • b. Use a known root word to work out a related word (e.g. addition, additional).
  • c. Predict the meaning of compound words from the meanings of their parts.
  • d. Use the rest of the sentence as a clue to what a word or phrase means.
  • e. Use glossaries and beginning dictionaries, print and digital, to find or check meanings.
• 2.L.5 Show understanding of word relationships and shades of meaning.
  • a. Find real-life links between words and their use (e.g. foods that are spicy or juicy).
  • b. Tell apart shades of meaning among closely related verbs and adjectives.
• 2.L.6 Use words and phrases learned through conversation and reading, including adjectives and adverbs for description.