Grade 2 ELA Next Gen Standards

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Compare academic and conversational uses of English.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies.

Use sentence-level context as a clue to the meaning of a word or phrase.

Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Use glossaries and beginning dictionaries to determine or clarify the meaning of words and phrases.

Demonstrate understanding of word relationships and nuances in word meanings.

Identify real-life connections between words and their use.

Use words for identification and description, making connections between words and their use (e.g., describe foods that are spicy or juicy).

Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

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)

Follow agreed-upon rules for discussions and participate by actively listening, taking turns, and staying on topic.

Develop and answer questions to demonstrate an understanding of key ideas and details in a text.

Identify a main topic or central idea and retell key details in a text; summarize portions of a text.

In literary texts, describe how characters respond to major events and challenges. In informational texts, describe the connections among ideas, concepts, or a series of events.

Explain how words and phrases in a text suggest feelings and appeal to the senses.

Describe the overall structure of a text, including describing how the beginning introduces the text and the ending concludes the text.

Identify examples of how illustrations, text features, and details support the point of view or purpose of the text.

Demonstrate understanding of story elements and/or topics by applying information gained from illustrations or text features.

Explain how specific points the author or illustrator makes in a text are supported by relevant reasons.

Make connections between self and text (texts and other people/world).

There is not a grade 2 standard for this concept.

There is not a grade 2 standard for this concept. Please see preceding grades for more information.

Know and apply phonics and word analysis skills in decoding words.

Distinguish long and short vowels when reading regularly spelled one-syllable words (including common vowel teams).

Decode short and long vowel sounds in two-syllable words.

Decode regularly spelled two-syllable words.

Recognize and identify root words and common suffixes and prefixes.

Read all common high-frequency words by sight.

Read grade-level text with sufficient accuracy and fluency to support comprehension.

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.

Build on others' talk in conversations by linking their comments to the remarks of others through multiple exchanges.

Ask for clarification and further explanation as needed about topics and texts under discussion.

Recount or describe key ideas or details of diverse texts and formats.

Consider individual differences when communicating with others.

Develop and answer questions about what a speaker says; agree or disagree with the speaker's point of view, providing a reason(s).

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Include digital media and/or visual displays in presentations to clarify or support ideas, thoughts, and feelings.

Express thoughts, feelings, and ideas clearly, adapting language according to context.

Write an opinion about a topic or personal experience, using clear reasons and relevant evidence.

Write informative/explanatory texts that introduce a topic, use facts and other information to develop points, use content-specific language, and provide a concluding statement or section.

Write narratives which recount real or imagined experiences or a short sequence of events, including details to describe actions, thoughts, and feelings; use temporal words to signal event order, and provide a sense of closure.

Create a response to a text, author, theme or personal experience (e.g., poem, play, story, art work, or other).

Begins in grade 4.

Develop questions and participate in shared research and explorations to answer questions and to build knowledge.

Recall and represent relevant information from experiences or gather information from provided sources to answer a question.

Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.

Print upper- and lowercase letters in their name

Print many upper- and lowercase letters

Print all upper- and lowercase letters.

Produce and expand complete sentences in shared language activities.

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

Use reflexive pronouns (e.g., myself, ourselves).

Use verbs.

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

Use frequently occurring adjectives.

Use adjectives or adverbs appropriately.

Use frequently occurring conjunctions (e.g., and, but, or, so because).

Use frequently occurring transition words (e.g., first, then, therefore, finally)

Produce and expand complete sentences.

Understand and use simple and compound sentences in speech or writing (e.g., The child read the book; The child read the book, but she did not watch the movie).

Use frequently occurring nouns and verbs (orally)

Use frequently occurring nouns and verbs.

Use common, proper, and possessive nouns.

Use collective nouns (e.g., group).

Form and use regular plural nouns (e.g., dog, dogs; wish, wishes).

Form and use frequently occurring irregular plural nouns (e.g., feet, children, mice, fish).

Use singular and plural nouns with matching verbs in basic sentences (e.g., The boy jumps; The boys jump).

Understand and use interrogatives (question words—e.g., who, what, where, when, why, how).

Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

Attempt to write symbols or letters to represent words.

Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Spell unknown words phonetically, drawing on phonemic awareness and spelling conventions.

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Generalize learned spelling patterns when writing words (e.g., cage → rage; boy → toy).

Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Consult reference materials as needed to check and correct spellings.

Recognize and name end punctuation.

Use end punctuation for sentences.

Capitalize the first letter of their name.

Capitalize the first word in a sentence and the pronoun I.

Capitalize dates and names of people.

Capitalize names, places, and holidays.

Use commas in dates and to separate single words in a series.

Use commas in greetings and closings of letters.

Use an apostrophe to form contractions and frequently occurring possessives.

Phonics and Word Recognition

Research to Build and Present Knowledge

Speaking and Listening

Conventions of Academic English/Language for Learning

Core Punctuation and Spelling

Literary and Informational Text

Writing Standards

Fluency

Foundational Skills

Key Ideas and Details

Craft and Structure

Print Concepts

Language Standards

Phonological Awareness

Vocabulary Acquisition and Use

Text Types and Purposes

Reading Standards

Comprehension and Collaboration

Presentation of Knowledge and Ideas

Core Conventions

Integration of Knowledge and Ideas

Knowledge of Language

Students can determine information in grade-level spoken discourse.

Students can determine the development of ideas in grade-level spoken discourse.

Students can determine information in a grade-level text.

Students can determine the development of ideas in grade-level texts.

Students can participate in discussions about academic topics.

Students can structure thoughts and ideas in writing.

Students can write about literary and informational texts and topics.

Students can identify key narrative elements and central ideas in grade-level spoken discourse.

Students can identify words, phrases, and sentences used to elaborate on and connect ideas in grade-level spoken discourse.

Students can determine the meaning of vocabulary in grade-level spoken discourse.

Students can identify language structures that develop narrative elements, key details, and central ideas in grade-level spoken discourse.

Reading Performance Level Descriptions

Writing Performance Level Descriptions

Speaking Performance Level Descriptions

Listening Performance Level Descriptions

Students can identify key narrative elements and central ideas in a grade level text.

Students can identify words, phrases, and sentences used to elaborate on and connect ideas in a grade-level text.

Students can determine the meaning of vocabulary in a grade-level text.

Students can identify text structures that develop narrative elements, key details, and central ideas in grade-level texts.

Students can determine elements, connections, and topics that are established by text structures in grade level texts.

Students can use grade-appropriate language to discuss a topic or text, with or without graphics.

Students can use grade-appropriate language to describe information on a topic or text, with or without graphics.

Students can use grade-appropriate language to analyze a topic or text, with or without graphics.

Students can create and structure a written text.

Students can adapt vocabulary appropriately when writing.

Students can develop a narrative written text.

Students can develop an informational written text.