Second Grade Reading Literature Standards
Standard
Ask and answer such questions as who, what,
where, when, why, and how to demonstrate
understanding of key details in a text. (RL.2.1)
Recount stories, including fables and folktales
from diverse cultures, and determine their
central message, lesson, or moral. (RL.2.2)
Describe how characters in a story respond to
major events and challenges. (RL.2.3)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must know a key detail is a piece of information that enhances their comprehension of a literary text.
Students must know key words in a question give the reader clues about what information is being sought.
Students must know that "who" questions refer to characters within a literary text.
Students must know that "what" questions refer to things or ideas within a literary text.
Students must know that "where" questions refer to locations within a literary text.
Students must know that "when" questions refer to the time of the events within a literary text.
Students must know that "why" questions refer to the cause of events within a literary text.
Students must know that "how" questions refer to events within a literary text.
Students must identify key words within a question.
Students must use key words to determine what information is being sought in a question.
Students must use key words to locate information in a literary text to answer questions.
Students must answer who, what, where, when, why, and how questions.
Students must determine if they need information from more than one sentence to answer a question.
Students must formulate who, what, where, when, why, and how questions.
Students must know to recount a story is to retell it.
Students must know a fable is a short story that conveys a moral.
Students must know a folktale is a story that has been handed down over a long period of time.
Students must know a moral is a lesson that can be derived from a story.
Students must understand we have a purpose for reading stories.
Students must understand stories can teach a lesson or convey a message.
Students must determine the central message, lesson, or moral of a story.
Students must identify cultural details which help convey a central message, lesson, or moral.
Students must determine how the stories, fables, and/or folktales help to teach a lesson, moral, or central
message.
Students must know the major events are described by key details in a text.
Students must know that a challenge is an act that requires special effort.
Students must know that characters react to major events and challenges in different ways based on their
personality traits and their experiences in a story.
Students must identify major events in a story.
Students must identify challenges in a story.
Students must describe how a character responds to major events in a story.
Students must describe how a character responds to challenges in a story.
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Second Grade Reading Literature Standards
Standard
Describe how words and phrases (e.g., regular
beats, alliteration, rhymes, repeated lines)
supply rhythm and meaning in a story, poem,
or song. (RL.2.4)
Describe the overall structure of a story,
including describing how the beginning
introduces the story and the ending concludes
the action. (RL.2.5)
Acknowledge differences in the points of view
of characters, including by speaking in a
different voice for each character when reading
dialogue aloud. (RL.2.6)
Use information gained from the illustrations
and words in a print or digital text to
demonstrate understanding of its characters,
setting, or plot. (RL.2.7)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must know rhythm is a strong, repeated pattern or sound which is evident when reading orally.
Students must know alliteration is the repetition of the same sound, usually a consonant at the beginning of
consecutive words or words that are in close proximity.
Students must know word choice helps to create an overall mood or feeling of a story, poem, or song.
Students must know repeated lines are used to create rhythm and meaning.
Students must identify regular beats, alliteration, rhymes, and repeated lines.
Students must explain how rhythmic words and phrases add meaning to a story, poem, or song.
Students must know the structure of a story is how the story is organized.
Students must know stories have a plot that includes the story structure and sequence of events.
Students must know the sequence of events is the order of the story (what happened at the beginning, middle,
and end).
Students must know an introduction (or beginning) usually introduces the important characters and the setting.
Students must know the conclusion (resolution or ending) usually tells how the characters solve the problem.
Students must identify the beginning, middle, and end of a story.
Students must identify the problem and where the problem is introduced in the story.
Students identify the solution and where the solution happens in the story.
Students must know point of view is the perspective from which the story is being told.
Students must know a story may be told from a character's or narrator's point of view.
Students must know dialogue is a conversation between two or more characters.
Students must know dialogue is typically punctuated with quotation marks.
Students must know that point of view changes as the dialogue is elaborated back and forth between characters.
Students must know speaking in different voices for each character will help distinguish who is speaking.
Students must identify the point of view from which the story is told and provide evidence.
Students must identify where and when the point of view changes between characters in the story.
Students must read a story aloud, speaking in different voices for each of the characters during dialogue.
Students must identify and describe characters based on evidence from a text and its illustrations.
Students must identify and describe the setting based on evidence from a text and its illustrations.
Students must identify the plot as the sequence of events, including the problem and solution.
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Second Grade Reading Literature Standards
Standard
(Not applicable to literature) (RL.2.8)
Compare and contrast two or more versions of
the same story (e.g., Cinderella stories) by
different authors or from different cultures.
(RL.2.9)
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. (RL.2.10)
CPDD K-12 Literacy Services, 11-11
Learning Targets
N/A
Students must define comparing as finding similarities between two or more ideas, concepts or objects.
Students must define contrasting as finding the differences between two or more ideas, concepts, or objects.
Students must know a version of a story is an account from the point of view of an author or culture.
Students must define culture as the ideas, beliefs, and values shared by a group of people.
Students must explain how two or more texts are different versions of the same story.
Students must explain in what ways two or more versions of the same story are similar.
Students must explain in what ways two or more versions of the same story are different.
Standard 10 defines the grade-level outcome that is the result of the standards 1-9; therefore, there are no listed learning
targets.
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Second Grade Reading Informational Text Standards
Standard
Ask and answer such questions as who, what,
where, when, why, and how to demonstrate
understanding of key details in a text. (RI.2.1)
Identify the main topic of a multiparagraph text
as well as the focus of specific paragraphs
within the text. (RI.2.2)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must know how to formulate who, what, where, when, why and how questions about an informational
text.
Students must know that the answers to who, what, where, when, why, and how questions can be found in the
text.
Students must know that a key detail is a piece of information in an informational text that aids in their
comprehension.
Students must know key words in questions give the reader clues about what information is being sought.
Students must identify key words within a question.
Students must know that "who" questions refer to people within a text.
Students must know that "what" questions refer to things or ideas in a text.
Students must know that "where" questions refer to a location within a text.
Students must know that "when" questions refer to the time of the events within a text.
Students must know that "why" questions refer to the cause of events within a text.
Students must know that "how" questions refer to events in the text.
Students must answer who, what, where, when, why, and how questions about an informational text.
Students must formulate who, what, where, when, why, and how questions about an informational text.
Students must determine what information they are being asked to find in the text.
Students must monitor their comprehension of a text by asking appropriate questions as they read.
Students must know a main topic is what an informational text is about.
Students must know a paragraph is a section within a text, dealing with a specific key detail of that text, and is
indicated by a new, indented line.
Students must define indent as leaving a blank space at the beginning of a paragraph.
Students must understand each paragraph in a text can have a focus that contributes to the main topic of the
entire text.
Students must determine the main topic of an informational text.
Students must determine the topic of each paragraph within the text.
Students must explain how the various paragraphs support the main topic of the text.
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Second Grade Reading Informational Text Standards
Standard
Describe the connection between a series of
historical events, scientific ideas or concepts,
or steps in technical procedures in a text.
(RI.2.3)
Determine the meaning of words and phrases
in a text relevant to a grade 2 topic or subject
area. (RI.2.4)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must know that historical events are significant occurrences from the past.
Students must know that scientific ideas/concepts are important understandings discovered and/or developed by
the scientific community.
Students must know that technical procedures elaborate the steps in a specialized process.
Students must know the key features of content-specific texts (e.g., science and historical texts) are based on text
structures (e.g., events, steps, procedures).
Students must know simple transition/linking words that show connections (e.g., first, because, then, on the other
hand, as a result) in informational texts.
Students must identify the events, key ideas/concepts, or steps in informational texts.
Students must identify words that signal connections in informational texts.
Students must describe how a series of historical events, scientific ideas/concepts, or steps in technical
procedures are connected.
Students must know context clues are the other words or sentences around an unfamiliar word used to clarify its
meaning.
Students must know a variety of word analysis skills (e.g., antonyms, prefixes, root words, suffixes, synonyms).
Students must know a glossary is an alphabetical list of important words and their meaning found at the end of
the text.
Students must use context clues to determine or clarify the meaning of words and phrases.
Students must use a variety of word analysis skills (e.g., antonyms, prefixes, root words, suffixes, synonyms) to
determine or clarify the meaning of words or phrases.
Students must use the glossary to find the meaning of a word.
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Second Grade Reading Informational Text Standards
Standard
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. (RI.2.5)
Identify the main purpose of a text, including
what the author wants to answer, explain, or
describe. (RI.2.6)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must know text features are used to locate key facts and information.
Students must know authors use text features to emphasize key ideas or provide additional information to
enhance the text.
Students must know captions are short explanations under a picture or visual which give the reader additional
information about the picture or visual.
Students must know bold print is a word or phrase written in darker print to emphasize importance in a passage.
Students must know subheadings are words or groups of words under a heading which tell the reader the content
of a specific portion of text.
Students must know glossaries are alphabetical lists of important words and their meanings found at the back of a
text.
Students must know indexes are alphabetical lists of important topics and their page numbers located in the back
of the text.
Students must know electronic menus are navigation tools which guide the reader to specific topics within an
electronic text.
Students must know icons are pictures representing specific files or software applications.
Students must use text features to locate specific facts and information in a text.
Students must explain how various text features help readers gain information from a text (e.g., bold print is used
to give emphasis to text).
Students must select the most appropriate text feature to locate a specific piece of information.
Students must evaluate how text features connect to the greater text.
Students must know authors write for various purposes (e.g., inform, persuade, entertain).
Students must know text written to inform explains or gives information on a topic.
Students must know text written to persuade presents the author's opinions or beliefs and attempts to convince
the reader to take action or agree with the author's view.
Students must know text written to entertain is for the reader's enjoyment and makes the reader feel emotions
(e.g., happy, sad, excited).
Students must know the main purpose of a text is the author's reason for writing it.
Students must determine what the author wants to answer, explain, and describe within the text.
Students must determine the main purpose of a text.
Students must give examples of words, phrases, or sentences which indicate what the author wants to answer,
explain, or describe.
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Second Grade Reading Informational Text Standards
Standard
Explain how specific images (e.g., a diagram
showing how a machine works) contribute to
and clarify a text. (RI.2.7)
Describe how reasons support specific points
the author makes in a text. (RI.2.8)
Compare and contrast the most important
points presented by two texts on the same
topic. (RI.2.9)
By the end of the year, read and comprehend
informational texts, including 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. (RI.2.10)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must identify images in a text, including diagrams, drawings, illustrations, and photographs.
Students must explain the purpose of diagrams, drawings, illustrations, and photographs in informational text.
Students must explain what specific information (e.g., how it works, parts of, processes) is provided by
diagrams, drawings, illustrations, and photographs.
Students must identify the points the author made in the text.
Students must identify the reasons an author gives to support specific points in a text.
Students must explain what information from the text helps a reader understand the author's message.
Students must explain why the author would include certain information in the text.
Students must know compare means to find similarities between two or more things.
Students must know contrast means to find differences between two or more things.
Students must know informational text uses text features (e.g., pictures, maps, titles) to convey important
information.
Students must identify the most important points in an informational text.
Students must compare and explain how two informational texts on the same topic present the most important
points.
Students must contrast and explain how two informational texts on the same topic present the most important
points.
Standard 10 defines the grade-level outcome that is the result of the standards 1-9; therefore, there are no listed learning
targets.
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Second Grade Reading Foundational Skills Standards
Standard
Know and apply grade-level phonics and word
analysis skills in decoding words. (RF.2.3)
Distinguish long and short vowels when
reading regularly spelled one-syllable words.
(RF.2.3a)
Know spelling-sound correspondences for
additional common vowel teams. (RF.2.3b)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must know two- and three-letter blends.
Students must know the sounds of common vowel teams.
Students must know the sounds of r-controlled vowel patterns.
Students must know the sounds of dipthongs.
Students must recognize and identify common graphemes (spellings) in words.
Students must recognize and identify common prefixes and suffixes.
Students must recognize and identify root/base words.
Students must recognize and identify common syllable patterns (See ELA Appendix A, Figure 12, page 21) in
words.
Students must recognize and identify common syllable types (See ELA Appendix A, Figure 12, page 21) in words.
Students must apply knowledge of common graphemes (spellings) to read words.
Students must apply knowledge of syllable patterns to decode syllables in words.
Students must apply knowledge of syllable types to aid in pronunciation of syllables in words.
Students must apply knowledge of affixes and base words to aid in pronunciation.
Students must orally read words.
Students must know all short vowel sounds.
Students must know all long vowel sounds.
Students must recognize short vowel patterns in words.
Students must recognize various long vowel patterns in words.
Students must distinguish between short and long vowel patterns.
Students must apply their knowledge of short vowel patterns to decode words.
Students must apply their knowledge of long vowel patterns to decode words.
Students must orally read one-syllable words containing short and long vowel graphemes.
Students must know vowel teams are a combination of two, three, or four letters which represent a vowel sound.
Students must know vowel teams.
Students must know a vowel team can correspond to a short or a long vowel sound.
Students must identify the sound(s) of common vowel teams.
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Second Grade Reading Foundational Skills Standards
Standard
Decode regularly spelled two-syllable words
with long vowels. (RF.2.3c)
Decode words with common prefixes and
suffixes. (RF.2.3d)
Identify words with inconsistent but common
spelling-sound correspondences. (RF.2.3e)
Recognize and read grade-appropriate
irregularly spelled words. (RF.2.3f)
Read with sufficient accuracy and fluency to
support comprehension. (RF.2.4)
Read on-level text with purpose and
understanding. (RF.2.4a)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must recognize long vowel patterns in syllables.
Students must recognize common syllable patterns (See ELA Appendix A, Figure 12, page 21) in words.
Students must recognize syllable types (See ELA Appendix A, Figure 12, page 21) in words.
Students must know how to blend syllables.
Students must apply knowledge of syllable patterns to decode syllables in words.
Students must apply knowledge of syllable types to aid in pronunciation of syllables.
Students must blend syllables together.
Students must orally read two-syllable words containing long vowels.
Students must identify common prefixes and suffixes (affixes) as a unit.
Students must know how to pronounce common prefixes and suffixes (affixes).
Students must blend words containing prefixes and suffixes (affixes).
Students must orally read words containing prefixes and suffixes (affixes).
Students must identify common spellings (graphemes).
Students must know the sound(s) of common graphemes.
Students must know a grapheme may have alternate pronunciations (e.g., ea can be pronounced as the long e
sound or the short e sound).
Students must know surrounding letters can affect the pronunciation of a grapheme (e.g., when e follows c in a
word, it indicates the c makes the /s/ sound).
Students must know words can contain unique or infrequent spelling patterns.
Students must know some words have spelling patterns that do not follow normal pronunciation rules (e.g.,
country).
Students must recognize words with irregular spellings by sight.
Students must orally read grade-appropriate irregularly spelled words.
Students must know text relays a message.
Students must know there are different purposes for reading (e.g., information, entertainment).
Students must determine the purpose for reading.
Students must orally read on-level text for a specific purpose.
Students must tell or explain what they read.
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Second Grade Reading Foundational Skills Standards
Standard
Read with sufficient accuracy and fluency to
support comprehension. (RF.2.4)
Read on-level text orally with accuracy,
appropriate rate, and expression on successive
readings. (RF.2.4b)
Read with sufficient accuracy and fluency to
support comprehension. (RF.2.4)
Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary. (RF.2.4c)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must know fluency includes reading with accuracy.
Students must know fluency includes reading with appropriate rate.
Students must know fluency includes reading with expression.
Students must know fluency improves with successive readings.
Students must know automaticity is effortless reading of words in or out of context.
Students must adjust reading rate to match different purposes for reading (e.g., informational text often requires a
slower rate of reading).
Students must read orally with automaticity (accuracy and rate).
Students must read orally with expression.
Students must know strategies for decoding words.
Students must know rereading is one strategy for improving comprehension.
Students must use context to confirm the pronunciation of a word.
Students must use context to confirm their understanding.
Students must reread when there is an interruption in comprehension.
Students must make the necessary adjustments to improve their understanding after rereading.
Students must self-correct when reading orally.
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Second Grade Writing Standards
Standard
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.
(W.2.1)
Write informative/explanatory texts in which
they introduce a topic, use facts and definitions
to develop points, and provide a concluding
statement or section. (W.2.2)
CPDD K-12 Literacy, 11-11
Learning Targets
Students must know an opinion states how someone thinks or feels.
Students must know a topic is a general category or class of ideas, usually stated in a word or phrase.
Students must know an introduction is a sentence or group of sentences that provides the reader with an
overview of the topic.
Students must know a concluding statement reinforces the ideas and opinions presented in the introduction.
Students must use a variety of linking words (e.g., because, and, so) to connect ideas.
Students must recognize when facts are used as opinions.
Students must recognize when opinions are used as facts.
Students must state their opinion on a topic.
Students must choose reasons that support their opinion.
Students must choose appropriate linking words that connect their opinion and reasons.
Students must write a clearly stated opinion piece that includes an introduction, details, and conclusion.
Students must know informative/explanatory writing conveys information.
Students must know a topic is a group of ideas, usually stated in a word or phrase.
Students must know a fact is information that can be proven.
Students must know definitions are explanations of terms or words.
Students must know an introduction is a sentence or group of sentences that begins a piece of writing and gives
the reader an overview of the topic.
Students must know a concluding statement reinforces the ideas presented in the text.
Students must introduce a topic in their writing.
Students must determine what facts and explanations are relevant to a topic.
Students must determine when to define terms to aid the reader's comprehension.
Students must reinforce ideas from their writing in the conclusion.
Students must compose an informative/explanatory paper about a single topic including an introduction, facts,
definitions, and a conclusion.
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Second Grade Writing Standards
Standard
Learning Targets
Students must know a narrative is a story about an event or sequence of events.
Students must know an event is an activity or action that happens in a certain place during a specific period of
time.
Students must know details are the elements that make a story unique.
Students must know temporal words are phrases that show the passage of time (e.g., later, in the evening, before
I went to school).
Students must know closure is a sentence or statement that summarizes the thoughts and feelings presented in a
narrative story.
Students must distinguish between events and details.
Students must determine which temporal words enhance the flow of a story.
Students must determine which details to elaborate on to best describe actions, thoughts, and feelings in a
narrative piece,
Students must write a narrative that includes details, transitions from one event to another, and provides a sense
of closure.
Write narratives in which they recount a wellelaborated 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.
(W.2.3)
(Begins in grade 3) (W.2.4)
CPDD K-12 Literacy, 11-11
N/A
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Second Grade Writing Standards
Standard
With guidance and support from adults and
peers, focus on a topic and strengthen writing
as needed by revising and editing. (W.2.5)
With guidance and support from adults, use a
variety of digital tools to produce and publish
writing, including in collaboration with peers.
(W.2.6)
CPDD K-12 Literacy, 11-11
Learning Targets
With guidance and support from adults and peers:
Students must know revising is changing what is written to make it more effective (e.g., content, organization,
sentence structure, and word choice).
Students must know editing is correcting a story for mechanical errors in conventions and grammar (e.g., spelling,
grammar, punctuation, style).
Students must know revising and editing are different processes.
Students must know English conventions for writing and sentence syntax.
Students must know a strong voice, good word choice (e.g., descriptive language, synonyms, similes), and proper
sequencing make a story interesting and understandable.
Students must know that proofreading is the last step before publishing.
With guidance and support from adults and peers:
Students must decide how to edit for conventions and grammar syntax.
Students must decide how to revise to make the writing clear, informative, descriptive, and convincing.
Students must analyze the suggestions given by peers and decide how to revise or edit writing based on those
suggestions.
Students must analyze the suggestions given by adults and incorporate those ideas into their writing.
With guidance and support from adults and peers:
Students must edit a writing piece by correcting conventions and grammar.
Students must revise a writing piece so the topic is clear, well-developed, and easy to understand.
With guidance and support from adults:
Students must know digital tools are used to produce and publish writing (e.g., computers, printers, cameras,
audio and digital recordings).
With guidance and support from adults:
Students must determine which digital tools to use to produce or publish writing.
Students must determine how to use support from others to complete their writing.
With guidance and support from adults:
Students must compose and publish a writing product using a variety of digital tools with or without peer
collaboration.
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Second Grade Writing Standards
Standard
Learning Targets
Students must know research is an investigation of a topic that uses at least one credible resource (e.g., books,
websites, investigations, experiments).
Students must know a writing project is a written way to display researched information (e.g., PowerPoint
presentations, posters, reports, science journals).
Students must know how to record information about a research project.
Students must determine which sources might provide information about a research project (e.g., books,
websites, interviews, observations).
Students must analyze gathered information for relevance and support of their topic.
Students must determine what information is relevant to a research and writing project.
Students must organize information in a logical manner.
Students must publish the results of their research in a written report, paper or project.
Students must recognize that past experiences can be relevant.
Students must know how to ask and answer questions.
Students must know how to gather information from different sources.
Students must know that a source is where they locate information.
Students must determine what information is being asked in a question.
Students must determine what information can help answer a question.
Students must answer a question by recalling information or gathering new information.
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). (W.2.7)
Recall information from experiences or gather
information from provided sources to answer a
question. (W.2.8)
(Begins in grade 4) (W.2.9)
N/A
(Begins in grade 3) (W.2.10)
N/A
CPDD K-12 Literacy, 11-11
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Second Grade Language Standards
Standard
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking. (L.2.1)
Use collective nouns (e.g., group). (L.2.1a)
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking. (L.2.1)
Form and use frequently occurring irregular
plural nouns (e.g., feet, children, teeth, mice,
fish). (L.2.1b)
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking. (L.2.1)
Use reflexive pronouns (e.g., myself,
ourselves). (L.2.1c)
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking. (L.2.1)
Form and use the past tense of frequently
occurring irregular verbs (e.g., sat, hid, told).
(L.2.1d)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must know a collective noun names a group of two or more persons, places, things, or ideas (e.g.,
class, people, team, forest, flock).
Students must know when referring to more than one noun, the noun must be used in its collective form, if one is
available.
Students must use the accurate collective noun that describes more than one person, place, thing, or idea in
speaking.
Students must use the accurate collective noun that describes more than one person, place, thing, or idea in
writing.
Students must know that some irregular plural nouns change a vowel sound when they become plural (e.g.,
goose/geese, mouse/mice, tooth/teeth, man/men, woman/women).
Students must know some nouns/collective nouns do not change when they become plural (e.g., deer, fish,
sheep, species).
Students must know that some nouns/collective nouns are plural but do not end in -s. (e.g., people, police, cattle,
feet).
Students must know reflexive pronouns refer back to the subject.
Students must know reflexive pronouns are formed by adding "self" or "selves" to the personal pronoun.
Students must know the reflexive pronoun must have an antecedent.
Students must use reflexive pronouns in speaking.
Students must use reflexive pronouns in writing.
Students must know regular verbs follow a consistent pattern when forming the past, present, and future tenses.
Students must know in order to form the past tense of regular verbs you add -d or -ed to the verb (e.g.
create/created; work/worked).
Students must know helping verbs are not used with the past tense of the verb.
Students must know some verbs are irregularly formed in the past tense (e.g., sat, hit, told).
Students must use the past tense of frequently occurring irregular verbs in speaking.
Students must use the past tense of frequently occurring irregular verbs in writing.
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Second Grade Language Standards
Standard
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking. (L.2.1)
Use adjectives and adverbs, and choose
between them depending on what is to be
modified. (L.2.1e)
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking. (L.2.1)
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.2.1f)
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing. (L.2.2)
Learning Targets
Students must know adjectives describe a noun or pronoun.
Students must know the articles a, an, and the are common adjectives that refer to one of a group of people,
places, things, or ideas.
Students must know proper adjectives are formed from proper nouns, are capitalized, and often end in -n, -an, ian, -ese, or -ish.
Students must know adverbs describe a verb, adjective, or another adverb.
Students must know many adverbs are formed by adding -ly to an adjective.
Students must know adverbs describe the way things happen.
Students must use the correct adjectives and adverbs depending on what is to be modified in speaking.
Students must use the correct adjectives and adverbs depending on what is to be modified in writing.
Students must know how to write a complete simple sentence.
Students must know how to rearrange a sentence to clarify meaning.
Students must know how to expand a sentence to increase detail.
Students must know how to combine two simple sentences to form a compound sentence.
Students must know that a compound sentence consists of two or more simple sentences joined together.
Students must know that independent clauses can be joined by a comma and a coordinating conjunction, a
semicolon, or a semicolon and a comma and a conjunctive adverb.
Students must produce, expand, and rearrange complete simple and compound sentences in written form.
Students must capitalize holidays (e.g., Labor Day, Thanksgiving).
Students must capitalize product names (e.g., Kleenex, Gogurt).
Students must capitalize geographic names (e.g., Las Vegas, Mt. Charleston).
Capitalize holidays, product names, and
geographic names. (L.2.2a)
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing. (L.2.2)
Use commas in greetings and closings of
letters. (L.2.2b)
CPDD K-12 Literacy Services, 11-11
Students must know the greeting and closing are two different parts of a letter.
Students must know the greeting is a means of expressing "hello".
Students must know the closing is a means of expressing "goodbye".
Students must place a comma at the end of a greeting.
Students must place a comma at the end of a closing.
Students must know a comma, when used at the end of a greeting, indicates a pause.
Students must know a comma, when used at the end of a closing, indicates a pause.
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Second Grade Language Standards
Standard
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing. (L.2.2)
Use an apostrophe to form contractions and
frequently occurring possessives. (L.2.2c)
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing. (L.2.2)
Generalize learned spelling patterns when
writing words (e.g., cage – badge; boy – boil).
(L.2.2d)
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing. (L.2.2)
Consult reference materials, including
beginning dictionaries, as needed to check and
correct spellings. (L.2.2e)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must know a contraction is a shortened form of a word or group of words, with the missing letters
usually marked by an apostrophe.
Students must know an apostrophe is used in a contraction.
Students must know an apostrophe is used in a contraction to show where letters have been omitted.
Students must know a possessive noun shows the noun's ownership of something (e.g., the boy's hat).
Students must know an apostrophe is used to form possessives nouns (e.g., teachers', dog's, Bob's).
Students must know an irregular plural noun that does not end in 's' requires an apostrophe and an 's' to make it
possessive (e.g., women's, children's).
Students must know possessive personal pronouns do not use apostrophes (e.g., hers, ours, theirs, yours).
Students must accurately spell words with short vowels (CVC words) (e.g., man, tin).
Students must accurately spell words with consonant blends (e.g., three).
Students must accurately spell words with long vowels and silent e (e.g., time).
Students must accurately spell words with vowel digraphs (e.g., sail).
Students must accurately spell words with y as a vowel (e.g., my, by).
Students must accurately spell words with long vowels that come at the end (e.g., no, be).
Students must accurately spell words with r-controlled vowels (e.g., star, her).
Students must accurately spell words with consonant digraphs (e.g., whale, ship).
Students must accurately spell words with grade-level-appropriate high-frequency words.
Students must accurately spell words with irregular spelling patterns (e.g., cage, badge, boy, boil).
Students must know letters in alphabetical order.
Students must know phonetic spelling patterns.
Students must segment words into phonemes.
Students must know consonant blends.
Students must know long vowel patterns
Students must know r-controlled vowels.
Students must know consonant digraphs.
Students must know some words have homophones.
Students must know the use of electronic spell-check equipment such as online dictionaries and thesauri are
available.
Students must determine which homophone has the correct meaning in context.
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Second Grade Language Standards
Standard
Use knowledge of language and its
conventions when writing, speaking, reading, or
listening. (L.2.3)
Compare formal and informal uses of English.
(L.2.3a)
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)
Use sentence-level context as a clue to the
meaning of a word or phrase. (L.2.4a)
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)
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.2.4b)
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)
Learning Targets
Students must know the functions of language can be determined by context.
Students must know formal language is used in writing.
Students must know informal language is used in conversation and is more personal.
Students must determine when to use formal language and when to use informal language (e.g., conversation
with friends or family vs. conversation with a teacher).
Students must know a phrase is a group of words.
Students must know words can function as different parts of speech.
Students must identify words that are unknown or unfamiliar in a sentence.
Students must determine the meaning of a word or phrase from sentence-level context clues.
Student must identify a root word and its meaning.
Student must identify a prefix and its meaning.
Student must know how a prefix changes the meaning of a word.
Students must know that a root/base word is a single word that cannot be broken into smaller words or parts.
Students must know frequently occurring root/base words.
Students must identify and define a known root in an unknown word.
Students must determine the meaning of the unknown word, using knowledge of the known root.
Use a known root word as a clue to the
meaning of an unknown word with the same
root (e.g., addition, additional). (L.2.4c)
CPDD K-12 Literacy Services, 11-11
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Second Grade Language Standards
Standard
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)
Use knowledge of the meaning of individual
words to predict the meaning of compound
words (e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark). (L.2.4d)
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)
Use glossaries and beginning dictionaries, both
print and digital, to determine or clarify the
meaning of words and phrases. (L.2.4e)
Demonstrate understanding of word
relationships and nuances in word meanings.
(L.2.5)
Identify real-life connections between words
and their use (e.g., describe foods that are
spicy or juicy). (L.2.5a)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students know a compound word is composed of two or more words that create a single meaning.
Students can use structural analysis to identify compound words in text.
Students must determine the meaning of a compound word from context clues.
Students must locate glossaries or dictionaries in both print and digital format.
Students must alphabetize words.
Students must determine the definition of a word using a glossary or beginning dictionary.
Students must determine the best definition for a word when more than one definition is listed.
Students must determine affixes and root words to locate in a resource.
Students must identify descriptive words.
Students must know that adjectives describe nouns or pronouns.
Students must know adjectives can describe a noun or pronoun more clearly by telling about its size, color, or
number.
Students must know that adverbs describe verbs, adjectives, or other adverbs.
Students must know that adverbs are used to describe the way things happen (e.g., when, where, why, how, or
under what conditions).
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Second Grade Language Standards
Standard
Demonstrate understanding of word
relationships and nuances in word meanings.
(L.2.5)
Distinguish shades of meaning among closely
related verbs (e.g., toss, throw, hurl) and
closely related adjectives (e.g., thin, slender,
skinny, scrawny). (L.2.5b)
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). (L.2.6)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must understand that words can express feelings of varying intensity.
Students must understand that words can express different levels of strength.
Students must identify and define synonyms.
Students must know adjectives describe nouns.
Students must know adverbs describe verbs.
Students must acquire and accurately use grade-appropriate general academic words and phrases.
Students must acquire and accurately use grade-appropriate domain specific words and phrases.
Students must use words and phrases acquired through conversations and reading that use adjectives and
adverbs to describe.
Students must respond to text using adjectives and adverbs to describe.
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