Elizabethtown Independent Schools
Second Grade
ELA Standards and “I Can Statements”
(P) – Priority Standard
(M) – Multiple Unit Standard
CC.2.L.1.a Use collective nouns (e.g. group).
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I can identify collective nouns.
I can give examples of collective nouns when writing.
I can give examples of collective nouns when speaking.
CC.2.L.1.b Form and use frequently occurring irregular plural nouns (e.g. feet, children,
teeth, mice, fish).
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I can identify irregular plural nouns.
I can form irregular plural nouns when writing.
I can form and use frequently occurring irregular plural nouns.
CC.2.L.1.c Use reflexive pronouns (e.g. myself, ourselves).
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I can identify reflexive pronouns.
I can give examples and use reflexive pronouns when writing.
I can give examples and use reflexive pronouns when speaking.
CC.2.L.1.d Form and use the past tense of frequently occurring irregular verbs (e.g. sat,
hid, told).
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I can identify past tense forms or irregular verbs (sat, hid, told)
I can give examples and use past tense of irregular verbs in writing.
I can give examples and use past tense of irregular verbs when speaking.
CC.2.L.1.e Use adjectives and adverbs, and choose between them depending on what is to
be modified.
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I can identify adjectives.
I can identify adverbs.
I can give examples and use adjectives when writing.
I can give examples and use adverbs when writing.
I can give examples and use adjectives when speaking.
I can give examples and use adverbs when speaking.
CC.2.L.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. (M)
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I can identify simple sentences.
I can identify compound sentences.
I can rearrange simple sentences into a compound sentence.
I can produce simple and compound sentences.
I can expand on simple and compound sentences.
CC.2.L.2.a I can capitalize proper nouns (holidays, product names and geographic names).
(M)
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I can capitalize proper nouns (holidays, product names and geographic names).
CC.2.L.2.b Use commas in greetings and closing of letters.
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I can use commas in greetings and closings of letters.
CC.2.L.2.c Use an apostrophe to form contractions and frequently occurring possessives.
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I can use an apostrophe to form a contraction.
CC.2.L.2.d Generalize learned spelling patterns when writing words (e.g. cage → badge;
boy → boil). (P), (M)
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I can use and give examples of spelling rules.
I can use and give examples of spelling patterns.
CC.2.L.2.e Consult reference materials, including beginning dictionaries, as needed to
check and correct spellings. (M)
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I can use reference materials (beginner dictionaries, etc.) as needed to check and correct
spellings.
CC.2.L.3 Use knowledge of language and its conventions when writing, speaking, reading
or list ending.
CC.2.L.3.a Compare formal and informal uses of English.
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I can identify formal uses of English.
I can identify informal uses of English.
I can compare and contrast the formal use of English with the use of informal English.
I can use formal English as appropriate when speaking.
I can use informal English as appropriate when speaking.
CC.2.L.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.
CC.2.L.4.a Use sentence-level context as a clue to the meaning of a word or phrase. (M)
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I can identify context clues within a sentence to construct meanings of unknown/multiple
meaning words.
CC.2.L.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). (M)
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I can identify common prefixes and words formed by them.
CC.2.L.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). (M)
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I can identify second grade root words and their meanings.
I can apply knowledge of common root words to solve words with the same root.
CC.2.L.4.e Use glossaries and beginning dictionaries, both print and digital, to determine
or clarify the meaning of words and phrases. (M)
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I can use glossaries to determine the meaning of words/phrases.
I can use dictionaries to determine the meaning of words/phrases.
I can identify ABC order of words to use in glossaries/dictionaries.
I can choose to use a glossary or dictionary (digital or print) to determine the meaning of
an unknown word.
CC.2.L.5 Demonstrate understanding of word relationships and nuances in word
meanings.
CC.2.L.5.a Identify real-life connections between words and their use (e.g. describe foods
that are spicy or juicy). (M)
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I can identify real-life connections between words and their use.
CC.2.L.5.b Distinguish shades of meaning among closely related verbs (e.g. toss, throw,
hurl), and closely related adjectives (e.g. thin, slender, skinny, scrawny).
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I can identify a verb.
I can identify an adjective.
I can distinguish (tell the difference) between closely related verbs.
I can distinguish (tell the difference) between closely related adjectives.
CC.2.L.6 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). (M)
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I can use words and phrases acquired through:
o Conversations
o Reading
o Being read to
o Responding to texts
I can identify and use:
o Adjectives
o Adverbs
I can distinguish between words and phrases acquired through:
o Conversations
o Reading
o Being read to
o Responding to texts
I can determine when an adjective or adverb should be used to describe
I can use words and phrases, including adjectives and adverbs, acquired through:
o Conversations
o Reading
o Being read to
o Responding to texts accurately and appropriately
CC.2.R.F.3.a: Know and apply grade-level phonics and word analysis skills in decoding
words.
a. Distinguish long and short vowels when reading regularly spelled one syllable words.
(M)
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I can identify the rules for long and short vowel sounds in one-syllable words.
CC.2.R.F.3.b Know and apply grade-level phonics and word analysis skills in decoding
words.
b. Know spelling-sound correspondences for additional common vowel teams. (M)
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I can identify long and short sounds made by vocal teams (families).
CC.2.R.F.3.c Know and apply grade-level phonics and word analysis skills in decoding
words.
c. Decode regularly spelled two-syllable words with long vowels. (M)
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I can read two syllable words with long vowel patterns.
I can apply second grade phonics skills to decode words.
CC.2.R.F.3.d Know and apply grade-level phonics and word analysis skills in decoding
words.
d. Decode words with common prefixes and suffixes. (M)
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I can identify a prefix.
I can identify a suffix.
I can read words with common prefixes and suffixes.
CC.2.R.F.3.e Know and apply grade-level phonics and word analysis skills in decoding
words.
e. Identify words with inconsistent but common spelling sound correspondences. (M)
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I can identify words with inconsistent spelling sound correspondences (e.g. cow, row,
bow, pint, mint, etc.).
CC.2.R.F.3.f Know and apply grade-level phonics and word analysis skills in decoding
words.
f. Recognize and read grade appropriate irregularly spelled words. (M)
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I can identify words that have inconsistent spelling patterns.
I can apply second grade word analysis skills in decoding words
I can read second grade irregularly spelled words.
CC.2.R.F.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive
readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary. (M)
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To support comprehension, I can:
i. identify the purpose and understanding of a text.
ii. identify oral reading with accuracy, appropriate rate, and expression on
successive readings.
iii. identify rereading, when necessary, as a strategy when confirming or selfcorrecting words in a text.
iv. understand how context can help to confirm or self-correct word
recognition.
To support comprehension, I can:
i. determine the purpose for reading on-level text.
ii. apply reading strategies to be used with text for accuracy, appropriate rate,
and expression on successive readings.
iii. confirm or self-correct word recognition and understanding by using
context.
To support comprehension, I can:
i. read on-level text fluently and accurately.
ii. reread with fluency as necessary.
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To support comprehension, I can read with:
i. accuracy.
ii. appropriate rate.
iii. expression on successive readings.
CC.2.R.F.4.a Read grade level text with purpose and understanding. (M)
• To support comprehension, I can:
o identify the purpose and understanding of a text
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To support comprehension, I can:
o Determine the purpose for reading on-level text.
To support comprehension, I can:
o Read on-level text fluently and accurately.
CC.2.R.F.4.b Read grade level text orally with accuracy, appropriate rate, and expression.
(M)
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I can identify oral reading with accuracy, appropriate rate, and expression on
successive readings.
I can apply reading strategies to be used with text for accuracy, appropriate rate, and
expression on successive readings.
I can read with:
• accuracy
• appropriate rate
• expression on successive readings
CC.2.R.F.4.c Use context to confirm or self-correct word recognition and understanding,
rereading as necessary. (M)
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I can identify rereading, when necessary, as a strategy when confirming or self-correcting
words in text.
I can confirm or self correct word recognition and understanding by using context.
I can reread with fluency as necessary.
CC.2.R.I.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text. (M)
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I can identify key details in an informational text by asking “who, what, where, when, why,
and how.”
I can formulate questions (who, what, where, when, why and how) based on a non-fiction
text.
I can answer questions (who, what, where, when, why and how) based on a non-fiction
text.
CC.2.R.I.2 Identify the main topic of a multi-paragraph text as well as the focus of specific
paragraphs within the text. (M)
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I can identify the main topic of a paragraph.
I can identify the main topic of a multi-paragraph text.
CC.2.R.I.3 Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text. (M)
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I can identify:
o historical events that occurred in a text.
o scientific ideas or concepts that occur in a text.
o the steps in a procedure (following directions, steps of experiments, etc.)
I can describe the connection to compare:
o how a series of historical events are alike.
o similarities of scientific ideas or concepts.
o steps in a technical procedure.
CC.2.R.I.4 Determine the meaning of words and phrases in a text relevant to a grade 2
topic or subject area. (P), (M)
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I can identify unknown words and phrases (vocabulary words) in a text.
I can determine the meaning of words and phrases in a text, such as the glossary, content
clues, dictionary, etc.
CC.2.R.I.5 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 (M)
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I can identify text features, such as:
o captions
o bold print
o subheadings
o glossaries
o indexes
o electronic menus
o icons
I can use various text features to locate key facts and information in a text efficiently.
CC.2.R.I.6 Identify the main purpose of a text, including what the author wants to answer,
explain or describe. (P), (M)
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I can identify the author’s main purpose of a text.
CC.2.R.I.7 Explain how specific images (e.g. diagram showing how a machine works)
contribute to and clarify a text. (M)
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I can identify images in an informational text, such as:
o a map
o a diagram
o a graph
I can explain how these images make the text clearer.
CC.2.R.I.8 Describe how reason support specific points the author makes in a text. (P), (M)
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I can identify the key points in a text.
I can identify details that support key points.
I can describe how reasons support the author’s specific points.
CC.2.R.I.9 Compare and contrast the most important points presented by two texts on the
same topic (P), (M)
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I can identify the important points (topic) in two informational texts on the same topic.
I can compare the important points (topic) in two informational texts on the same topic.
CC.2.R.I.10 By the end of 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. (M)
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By the end of the year, I can read informational texts (history/social studies, science, etc.)
independently at an appropriate grade level.
By the end of the year, I can comprehend informational texts (history/social studies,
science, etc.) independently at an appropriate grade level.
CC.2.R.L.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text. (P), (M)
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I can describe who, what, when, where, why, and how.
I can identify who, what, when, where, why, and how based on a text.
I can identify key details in text.
I can describe key details of the text using who, what, where, when, why and how.
I can formulate questions (who, what, when, where, why and how) based on a text to
demonstrate understanding.
CC.2.R.L.2 Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson or moral.
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I can identify characteristics of fables and folktales.
I can define diverse cultures.
I can identify fables and folktales from diverse cultures.
I can recall details (fables and folk tales from diverse cultures).
I can determine the message, lesson, or moral of fables and folk tales.
CC.2.R.L.3 Describe how characters in a story respond to major events and challenges. (P),
(M)
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I can define characters and major events (problem/solution).
I can identify the major events (problem/solution) of a particular story.
I can describe how the characters respond to the major events and challenges
(problem/solution) in the story
CC.2.R.L.4 Describe how words and phrases (e.g. regular beats, alliteration, rhymes,
repeated lines) supply rhythm and meaning in a story, poem, or song.
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I can identify:
o regular beat
o alliteration
o rhymes
o repeated lines.
I can identify regular beat, alliteration, rhymes, and repeated lines in a:
o poem
o story
o song.
I can describe how stories, poems, and songs are affected by:
o rhythm
o alliteration
o rhyme
o repeated lines.
CC.2.R.L.5 Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action. (P), (M)
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I can identify the structure of the story.
I can describe:
o how the beginning introduces the story.
o the action that takes place in the middle of the story.
o how the ending concludes the action.
CC.2.R.L.6 Acknowledge differences in the points of view of characters, including by
speaking in a different voice for each character when reading dialogue aloud. (P), (M)
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I can identify characters.
I can identify character traits.
I can define point of view.
I can identify dialogue to determine who is speaking in a text.
I can determine the differences of each character’s point of view to determine appropriate
voice when reading aloud.
I can read the dialogue correctly for different characters in a text.
CC.2.R.L.7 Use information gained from the illustrations and words in a print or digital
text to demonstrate understanding of its characters, setting or plot. (P), (M)
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I can identify the characteristics of fiction including character, setting, and plot.
I can identify print text.
I can identify digital text.
I can use story details and illustrations to describe:
o characters
o setting
o plot
o from a print or digital text.
CC.2.R.L.9 Compare and contract two or more versions of the same story (e.g. Cinderella
stories) by different authors or from different cultures (M)
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I can retell two or more versions of the same story.
I can compare and contrast two or more versions of the same story by different authors
representing different cultures.
CC.2.R.L.10 By the end of the year, read and comprehend literature, including prose and
poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at
the high end of the range. (M)
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By the end of the year, I can read stories/poems independently and proficiently at an
appropriate grade level.
By the end of the year, I can comprehend stories/poems independently and proficiently at
an appropriate grade level.
CC.2.SL.1 Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.
CC.2.SL.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and texts
under discussion (P), (M)
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I can identify ideas from second grade topics and text.
I can identify agreed upon rules for discussion (classroom procedures/rules)
I can agree if agreed-upon discussion rules are being followed (self assessment checklist)
I can participate in conversations about second grade topics and texts.
I can follow agreed-upon rules for discussion.
CC.2.SL.1.b Build on others’ talk in conversations by linking their comments to the
remarks of others. (P), (M)
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I can describe good listening skills
CC.2.SL.1.c Ask for clarification and further explanation as needed about the topics and
texts under discussion. (P), (M)
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I can identify when a question needs to be asked based on the discussion/conversation.
I can formulate comments and questions appropriate to the topic of discussion.
I can ask questions to better understand topics and text.
CC.2.SL.2 Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media. (P), (M)
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I can recount key ideas and/or details:
o from a text read aloud
o from information presented orally
o through other media
I can describe key ideas or details from:
o a text read aloud
o information presented orally
o through other media
CC.2.SL.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. (M)
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I can identify a speaker’s topic/issue
I can identify the purpose of asking questions clarify, gather information, deepen
understanding)
I can formulate appropriate questions based on what a speaker says to clarify, gather
information or deepen understanding
I can formulate answers to questions about what a speaker says in order to:
o clarify comprehension
o provide additional information
o deepen understanding
I can ask and answer questions about what a speaker says to:
o clarify comprehension
o gather information
o deepen understanding
CC.2.SL.4 Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences (P), (M)
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I can identify:
o appropriate facts
o relevant, descriptive details
I can identify and recall an experience
I can identify what constitutes a coherent sentence.
I can identify what constitutes an adequate audible volume.
I can determine:
o appropriate facts
o relevant, descriptive details
I can formulate coherent sentences.
I can tell a story or recount an experience aloud with:
o appropriate facts
o relevant, descriptive details
o speaking audibly in coherent sentences
CC.2.SL.5 Create audio recordings of stories or poems; add drawings or other visual
displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts,
and feelings.
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I can identify an audio (video) recording.
I can clarify ideas, thoughts and feelings by adding drawings/visual displays.
I can create audio recordings of stories or poems.
I can add drawings/visual displays to stories and experiences.
CC.2.SL.6 Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on page
26 for specific expectations.) (P), (M)
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I can identify complete sentences :
o in writing
o when spoken
I can identify an audience
I can identify:
o a task
o a situation
I can decide when to answer a question in a complete sentence
I can complete sentences when appropriate to tasks/situations.
I can respond to and answer questions.
I can respond to clarify answers
CC.2.W.1 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 (M)
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I can identify a topic or title of a book to write about.
I can define what an opinion is.
I can identify a concluding statement.
I can identify linking words (because, next, also, etc.).
I can generate supporting reasons for a stated opinion.
I can organize writing to:
o introduce
o support
o conclude
o transition with linking words
I can write an opinion piece (Book Talk) that:
o introduces a book
o states an opinion
o supplies at least two supporting reasons for the opinion
o uses linking words
o has a concluding statement
CC.2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts
and definitions to develop points, and provide a concluding statement or section. (M)
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I can identify an:
o informative text
o explanatory text.
I can identify:
o topic sentences
o facts
o definitions
o concluding statement
I can use facts and definitions appropriately to develop points.
I can formulate an appropriate concluding statement or section
I can write an informative/explanatory text that:
o focuses on a specific topic
o uses facts and definitions to develop the topic
o includes a concluding statement or section.
CC.2.W.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.
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I can identify the components of a narrative (beginning, middle, end)
o sequence of events
o details
o temporal (first, next, then, etc.) words
CC.2.W.5 With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing. (M)
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I can with guidance and support from adults and peers, students recognize how to:
o focus on a topic
o revise and edit
I can with guidance and support from peers and adults, students strengthen writing as
needed by:
o revising
o editing
CC.2.W.6 With guidance and support from adults, use a variety of digital tools to produce
and publish writing, including in collaboration with peers. (M)
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I can with guidance and support:
o use basic computer skills (e.g. turn on computer, log on, use common software,
basic word processing tools)
I can with guidance and support:
o choose digital tools for producing and publishing writing
I can with guidance and support:
o use technology to produce and publish writing individually and with peers
CC.2.W.7 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). (M)
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I can identify sources and tools to conduct shared research on a single topic (e.g. weather
brochure, famous African American research, etc.)
I can organize relevant information on a topic (e.g., share information, produce a report)
I can participate in shared research and writing projects.
CC.2.W.8 Recall information from experiences or gather information from provided
sources to answer a question. (M)
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I can recall information
I can gather information from sources
I can answer a question:
o recalling information from experiences
o using information from a provided source or multiple sources