Grade 2 English (Virginia SOL)

Foundations for Reading (FFR)

• 2.FFR.1 Print concepts – see Kindergarten.
• 2.FFR.2 Identify, produce, blend, and segment individual sounds in words to support reading and spelling.
• Isolate sounds in four- and five-phoneme words.
• Blend four- and five-phoneme words, including digraphs and blends.
• Segment four- and five-phoneme words, including digraphs and blends.
• 2.FFR.3 Apply phonetic principles to read and spell words using patterns, syllables, and affixes.
• Decode and encode short-vowel closed- and open-syllable words, including blends and digraphs.
• Decode and encode words with vowel teams and r-controlled vowels.
• Use syllable types and syllable knowledge to decode words.
• Use prefixes and suffixes to decode words.
• Read grade-level high-frequency words accurately and automatically.

Developing Skilled Readers and Building Reading Stamina (DSR)

• 2.DSR Build knowledge and comprehension by reading and listening to challenging, content-rich texts.
• Read grade-level texts accurately with appropriate rate and expression, self-correcting as needed.
• Read and understand literary and informational texts in the lower part of the grades 2–3 complexity band.
• Support discussion and writing about texts with accurately quoted or paraphrased evidence.
• Regularly listen to sets of related texts on a topic to build knowledge and vocabulary.
• Reading strategies – introduced in Grade 3.

Reading and Vocabulary (RV)

• Build vocabulary and word knowledge systematically from grade 2 content and texts.
• 2.RV.1 Develop vocabulary through word meanings, context, morphology, and word relationships.
• Discuss the meanings of new words and phrases met in conversation and literature.
• Use vocabulary from across content areas.
• Work out unknown word meanings using root words and inflectional endings.
• Use sentence context to choose between homophones.
• Use affixes, synonyms, and antonyms to work out word meanings.
• Distinguish shades of meaning among verbs and adjectives.
• Build vocabulary by listening to and reading high-quality, complex text.
• Use newly learned words and phrases in discussion and speaking.

Reading Literary Text (RL)

• Use textual evidence to show comprehension of grade-level literary texts, with a focus on fairy tales from different cultures.
• 2.RL.1 Retell stories, identify conflict, describe characters, and make predictions.
• Retell stories in order, including structure, key events, and central message or moral.
• Identify a story's central conflict using plot events as evidence.
• Describe characters' traits, motives, feelings, and responses to challenges.
• Make predictions about characters and events using the text.
• 2.RL.2 Craft and style – introduced in Grade 3.
• 2.RL.3 Integrate concepts: purpose for reading, dialogue, and comparing versions of a story from different cultures.
• Set a purpose for reading using guiding questions and prior knowledge.
• Recognize dialogue and explain how it shows characters' thoughts and perspectives.
• Compare and contrast characters, settings, and plots in two versions of a story from different cultures.

Reading Informational Text (RI)

• Use textual evidence to show comprehension of grade-level informational texts.
• 2.RI.1 Key ideas: questions about details, retelling main topics, and fact versus opinion.
• Ask and answer literal and inferential questions about key details.
• Retell key details to show understanding of the main topic.
• Tell facts from opinions in a text.
• 2.RI.2 Use text features to preview a text and identify the author's main purpose.
• Use text features such as headings, captions, maps, and charts to preview and gain information.
• Identify the main purpose of a text, including what the author wants to answer or describe.
• 2.RI.3 Use prior knowledge and compare texts on the same topic.
• Use prior experience and background knowledge as context for new learning.
• Compare and contrast key points from two texts on the same topic.
• Describe how individuals, events, ideas, or pieces of information connect across texts.

Foundations for Writing (FFW)

• Print legibly, begin cursive, and spell words correctly.
• 2.FFW.1 Keep printing legible and begin cursive handwriting.
• Keep printing legible while beginning the move to cursive.
• Begin writing capital and lowercase letters in cursive.
• Begin signing first and last name.
• 2.FFW.2 Spell one-syllable, multisyllabic, and high-frequency words using sound-symbol patterns.
• Spell one-syllable words with closed, open, vowel-consonant-e, vowel-team, and r-controlled patterns.
• Spell multisyllabic words using sound-symbol correspondences.
• Spell grade-level high-frequency words accurately and automatically.

Writing (W)

• Write in a variety of forms for different audiences and purposes linked to grade 2 content.
• 2.W.1 Write narratives, informative texts, opinion pieces, and responses to texts with supporting details.
• Write narratives recounting events in order with time words and details about characters.
• Write informative texts that introduce a topic and develop it with facts and examples.
• Write opinion pieces that support a point of view with reasons.
• Write responses to texts using supporting details from the text.
• 2.W.2 Plan writing through a process covering topic, audience, purpose, and conclusion.
• Use a writing process: topic sentence, audience, ideas, and conclusion.
• 2.W.3 Revise and edit writing with adult guidance.
• With adult guidance, revise for ideas, organization, sentence fluency, and word choice.
• With adult guidance, edit for spelling, capitalisation, usage, and punctuation.

Language Usage (LU)

• Use Standard English conventions in speaking and writing and tell formal from informal contexts.
• 2.LU.1 Grammar: sentences, pronouns, plurals, conjunctions, verb tense, contractions.
• Produce and expand complete simple and compound sentences.
• Use indefinite and reflexive pronouns.
• Form regular and common irregular plural nouns.
• Use common conjunctions to show simple relationships.
• Use the right verb tense, including common irregular verbs.
• Use subject-verb agreement in simple sentences.
• Use common abbreviations.
• Use contractions and singular possessives.
• Avoid double negatives when speaking.
• 2.LU.2 Mechanics: end punctuation, commas in letters, and spelling patterns.
• Use the right end punctuation for statements, questions, and commands.
• Use commas in the greeting and closing of a letter.
• Apply learned spelling patterns when writing.

Communication and Multimodal Literacies (C)

• Build oral communication and collaboration skills to make sense of content together.
• 2.C.1 Take part in collaborative discussions, listening actively and responding respectfully.
• Listen actively, follow discussion rules, build on others' ideas, and ask questions.
• 2.C.2 Speak clearly and present ideas using topic vocabulary and organized retelling.
• Use topic-specific language, speak audibly, and engage the audience with questions.
• Create and perform oral storytelling and dramatic activities.
• Retell information in an organized way around a key topic.
• 2.C.3 Integrating multimodal literacies.
• Create a simple presentation using multimodal tools that support the topic.
• 2.C.4 Examining media messages – introduced in Grade 4.

Research (R)

• Conduct research using texts and other sources to build knowledge and solve problems.
• 2.R.1 Ask questions, find and organize information, and share findings in own words.
• Identify a topic and write questions to explore it.
• Locate information in reference texts, electronic sources, interviews, or provided sources.
• Organize collected information using templates such as charts or graphs.
• Record information from sources in own words, sorted into categories.
• Share information orally, in writing, or visually, in own words and without plagiarising.