Understanding the NC English Language Arts GRADE

Standard Course of Study 2

ELA STANDARDS WITH CLARIFICATIONS AND GLOSSARY

PUBLIC SCHOOLS OF NORTH CAROLINA Adopted 2017

State Board of Education | Department of Public Instruction Implementation 2018-19
STATE BOARD OF EDUCATION
SBE VISION: Every public school student, through access to needed resources and rigor, will graduate ready for post-secondary education and work, prepared to be
a globally engaged and productive citizen.

SBE MISSION: The State Board of Education will use its constitutional authority to lead and uphold the system of public education in North Carolina that guarantees
every student in this state an opportunity to receive a sound basic education.

WILLIAM COBEY BECKY TAYLOR TODD CHASTEEN

Chair: Chapel Hill – At-Large Greenville – Northeast Region Blowing Rock – Northwest Region

A.L. COLLINS REGINALD KENAN WAYNE MCDEVITT

Vice Chair: Kernersville – Piedmont Triad Region Rose Hill – Southeast Region Asheville – Western Region

DAN FOREST AMY WHITE ERIC DAVIS

Lieutenant Governor: Raleigh – Ex Officio Garner – North Central Region Charlotte – At-Large

DALE FOLWELL OLIVIA OXENDINE PATRICIA N. WILLOUGHBY

State Treasurer: Raleigh – Ex Officio Lumberton – Sandhills Region Raleigh – At-Large

MARK JOHNSON GREG ALCORN

Secretary to the Board: Raleigh Salisbury – Southwest Region

NC DEPARTMENT OF PUBLIC INSTRUCTION

Mark Johnson, State Superintendent / 301 N. Wilmington Street / Raleigh, North Carolina 27601-2825

In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs, employment activities and admissions without
discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law.

Inquiries or complaints regarding discrimination issues should be directed to:

Maria Pitre-Martin, Ph.D., Deputy State Superintendent / 6307 Mail Service Center, Raleigh, NC 27699-6307 / Phone: (919) 807-3759 / Fax: (919) 807-4065

Visit us on the Web: www.ncpublicschools.org M0318

Grade 2 ELA Standards, Clarifications and Glossary

Understanding the English Language Arts Standard Course of Study for Grade 2
ELA Standards with Clarification and Glossary

Purpose
This document provides the Grade 2 NC Standard Course of Study for English Language Arts (2017) in a format that includes a
clarification of each standard and glossary. The standards define what students should know and be able to do. The clarifications
include an explanation of the standards, ideas for instruction, and examples. The standards appear in the left column with glossary
terms bolded. The middle column contains the clarification of the standard with ideas for “In the Classroom.” The right column is
the glossary.

These standards will be implemented in all North Carolina schools beginning in the 2018-19 school year.

1
Grade 2 ELA Standards, Clarifications and Glossary

GRADE 2

READING STRAND: K-12 Standards for Reading define what students should understand and be able to do by the end of each grade.
Students should demonstrate their proficiency of these standards both orally and through writing. For students to be college and
career ready, they must read from a wide range of high-quality, increasingly challenging literary and informational texts. One of the key
requirements of the Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as
they progress through school. Students should also acquire the habits of reading closely and independently for sustained periods of
time. They need to connect prior knowledge and experiences to text. They must also show a steadily growing ability to discern more
from and make fuller use of text.

CCR Anchor Standards for Reading

Key Ideas and Evidence

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the text.
2. Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene,
or stanza) relate to each other and the whole.
6. Assess how point of view, perspective, or purpose shapes the content and style of a text.
Integration of Ideas and Analysis
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Complexity
10. Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences
to text.

2
Grade 2 ELA Standards, Clarifications and Glossary

Reading Standards for Literature

STANDARD CLARIFICATION GLOSSARY
Cluster: Key Ideas and Evidence
RL.2.1 Ask and answer such questions Students show their understanding of important details key details – specific and important parts of
as who, what, where, when, by asking and answering questions about the who, what, the text that provide information, support, and
why, and how to demonstrate when, where, why, and how in a text that has been read elaboration
understanding of key details and/or heard.
in a text. text – anything that students can read, write,
In the Classroom: view, listen to, or explore, including books,
The teacher reads aloud to students and models his/her photographs, films, articles, music, art, and more
thinking when asking questions about key details in
the text.

As students read, they periodically stop to check their

understanding by annotating a text or using sticky notes
to ask and answer questions about what they have read.

Students read or listen to a text. They roll question cubes

to answer questions. Some of the sides are blank. If a
student rolls a blank side of the cube, he/she asks a
question about the text. If students cannot answer questions
correctly, then they reread and retry the questions.
RL.2.2 Recount stories, including Students recount fictional stories that include, but are central message – the unifying concept within a
fables and folktales from not limited to, fables and folktales from many different text to which other elements and ideas relate;
diverse cultures, and determine cultures. Students also establish the central messages, often referred to as theme in upper grades
their central message, lesson, morals, or lessons of the stories.
or moral. fable – a short story, typically featuring animals
In the Classroom: as characters, that attempts to express life truth,
Students use the major events of stories and the actions usually through a moral
of the characters to determine the messages, morals, or
lessons the author is trying to convey. folktales – stories originating in popular culture,
often passed on through the oral tradition
During whole group reading, the teacher uses story maps (i.e., word of mouth)
and graphic organizers to map the events and key details
of a story.

3
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

The teacher asks students questions about a character’s moral – relating to the principles of right and
actions, and students work with partners to use key wrong concerning human behavior; a lesson or
details about the main character to discuss the central general truth learned from a story or experience
message, lesson, or moral.
recount – to give an account of an event or an
experience in chronological order (a skill
between retelling and summarizing)
RL.2.3 Describe how characters in a Students explain how characters react and respond to the describe, description, descriptive details – to
story respond to major events important events or challenges in the story. explain something in words; the details
and challenges. necessary to give a full and precise account
In the Classroom:
While thinking aloud during shared reading, the teacher major events – the most important events that
considers what the character’s reaction to an event occur within a literary work; similar to main
reveals about the character and his/her motivations. ideas, major events cannot be eliminated
without changing the primary progression of the
During guided reading, students choose a major event work or the development of the characters
from the story and use story webs to describe how each
character reacted to the event. respond – to say, show, and/or act in response
to a prompt which may be a question, an action
In whole or small group reading, the teacher selects or event, a claim or counterclaim, etc.
a particular event from a story and asks students to
write about what the main character did in response to
the event.

Students create timelines of the major events in a story

and include character actions and responses in the
description of each event.
Cluster: Craft and Structure
RL.2.4 Describe how words and phrases Students explain how words and phrases provide rhythm describe, description, descriptive details –
supply rhythm and meaning in a and meaning to a story, poem, or song such as regular to explain something in words; the details
story, poem, or song. beats, repeated lines, rhyme, and alliteration. necessary to give a full and precise account

In the Classroom: phrase(s) – a small group of words representing

During shared reading of a poem/song, students a conceptual unit, containing either a subject or
highlight rhyming words and demonstrate how the a verb, but not both. Both a subject and a verb

4
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

rhyming words give the poem rhythm by performing the would constitute a clause (e.g., “Running through
poem for partners. the forest, she breathed in the fresh, crisp air.”)

During guided reading, the teacher points out words or poem – a literary work, generally composed
phrases that repeat in a text and discusses with the in verse and using figurative language,
students why the author chose to repeat those words typically composed using a set structure
and how the repeated words can help readers understand (i.e., organizational rules)
the text.
rhythm – the pattern of beats, sounds, etc.,
usually within poetic verse or song, that alerts
readers or listeners to the tempo and pacing of
the text; the flow of words and other elements
related to stressed and unstressed (or short and
long) syllables
RL.2.5 Describe the overall structure of a Students describe how the story is structured from the describe, description, descriptive details –
story, including describing how beginning to the end. Students understand that the to explain something in words; the details
the beginning introduces the beginning is where the story is introduced, the middle necessary to give a full and precise account
story, the events unfold in the of the text describes the major events and action that
middle, and the ending concludes takes place, and the end of the story tells how the event – a thing that happens; an occurrence
the action. action concludes.

In the Classroom:
During shared reading, students use graphic organizers
and story maps to chart the events of a story. They then
discuss which events take place in the beginning, which
occur in the middle, and which take place at the end.

The teacher reads aloud a mentor text. He/she thinks

aloud, noting the structure of the story, such as what
happens at the beginning, in the middle, and at the end
of the story. The students and teacher create a graphic
organizer, showing the overall structure of the story.
RL.2.6 Distinguish differences in the Students recognize the differences in the points of view of point of view – a narrator’s, writer’s, or
points of view of characters, characters. When reading aloud, students use different speaker’s position with regard to the events of a
including by speaking in a voices for each character. narrative; one’s stance on events or information
given his/her orientation (physically and/or

5
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

different voice for each character In the Classroom: mentally) to the events or information; the
when reading dialogue aloud. Using a different color for each character, the teacher vantage point from which one relates the events
highlights the text to indicate which character is speaking. of a story or makes an argument

While reading text aloud, the teacher helps students

identify how the characters are thinking and feeling. The
teacher and students consider how they might express
those thoughts or feelings when reading what the
characters say. For example, the teacher might ask what
“voice” (loud, quiet, afraid, excited) might best fit each
character. Students can then read that part of the text in
the voice of that character.
Cluster: Integration of Ideas and Analysis
RL.2.7 Use information gained from the Students explain the characters, setting, or plot using illustration – a picture or drawing used for
illustrations and words in a print what they learn from the illustrations and words in a text. explanatory and/or aesthetic purposes; can also
or digital text to demonstrate These texts can be print and/or digital. refer to an example used as evidence for a claim
understanding of its characters,
setting, or plot. In the Classroom: plot – the sequence of events in a story, play,
Students independently read a text. Students complete movie, etc.
graphic organizers that focus on the setting. In one
column, they explain the setting. In the second column, setting – the time and place of the action in a
they tell what words and/or illustrations provided book, play, story, etc.
information that helped them understand the setting.
text – anything that students can read, write,
Students create character maps for the main character at view, listen to, or explore, including books,
the beginning of the story, based on the illustrations and photographs, films, articles, music, art, and more
text. They complete the same activity at the end of the
story. Then students compare the two, discussing how the
character evolved throughout the story based on the
illustrations and words in the text.
RL.2.8 Not applicable to literature.
RL.2.9 Compare and contrast two or Students explain how two or more versions of the same compare – In a general sense, this is to measure
more versions of the same story story are similar and different (such as Cinderella). These or note the similarities and differences between
by different authors or from versions should be by different authors and/or from or among objects, people, etc.; however, when
different cultures. different cultures. used together with contrast, this refers to the

6
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

In the Classroom: highlighting of the ways in which two or more
Students use Venn diagrams to compare how the two objects, people, etc. are alike or similar.
stories are alike and different in terms of basic story
elements, language, illustrations, etc. The teacher uses
guiding questions such as “Where do the stories take
place? When do the stories take place? How did the
character react when ____?”

After the class reads or listens to two versions of a story,

each student writes or draws one or two observations on
a sticky note about the ways in which the two texts are
similar or different. Students consider how the characters,
settings, and plots in the versions are alike and/or
different.
Cluster: Range of Reading and Level of Complexity
RL.2.10 By the end of grade 2, read and By the end of grade 2, students competently read and independently – on one’s own, without aid from
understand literature within the understand literary texts on the low end of the 2-3 text another (such as a teacher)
2-3 text complexity band complexity band (Lexile: 420-820). They are able to read
proficiently and independently independently for an extended time. Students make proficient/proficiently – competent, skilled,
for sustained periods of time. connections to their background knowledge and relevant and/or showing knowledge and aptitude in
Connect prior knowledge and experiences to engage with text. doing something; the level at which one is able
experiences to text. to complete a particular skill, such as reading
In the Classroom: complex texts, with success
The teacher provides time for students to process what
they have read or strategies they have learned by having text – anything that students can read, write,
students talk and/or write in response to texts. view, listen to, or explore, including books,
photographs, films, articles, music, art, and more
The teacher guides students to make connections with
texts and among texts by providing texts with similar text complexity band – stratification of the
content/topics. levels of intricacy and/or difficulty of texts,
corresponding to associated grade levels
Students spend time independently reading high-quality (2-3, 4-5, 6-8, 9-10, 11-12), determined by three
literature and monitor for understanding for sustained factors: 1) qualitative dimensions (levels of
periods of time. meaning, language complexity as determined by
the attentive reader), 2) quantitative dimensions
(word length and frequency, sentence length,

7
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

and cohesion), and 3) reader and task
considerations (factors related to a specific
reader such as motivation, background
knowledge, persistence; others associated with
the task itself such as the purpose or demands
of the task itself)

8
Grade 2 ELA Standards, Clarifications and Glossary

Reading Standards for Informational Text

STANDARD CLARIFICATION GLOSSARY
Cluster: Key Ideas and Evidence
RI.2.1 Ask and answer such questions Students show their understanding of important details key details – specific and important parts of
as who, what, where, when, why, by asking and answering questions about the who, what, the text that provide information, support,
and how to demonstrate when, where, why, and how in a text that has been read and elaboration
understanding of key details in and/or heard.
a text. text – anything that students can read, write,
In the Classroom: view, listen to, or explore, including books,
The teacher reads aloud to students and models his/her photographs, films, articles, music, art, and more
thinking when asking questions about key details in
the text.
As students read, they periodically stop to check for their
understanding by annotating on a text or using sticky
notes to ask and answer questions about what they
have read.
Students spend time reading high-quality informational
texts and monitor their understanding by rolling question
cubes to answer questions. If students cannot answer
questions correctly, they reread and retry the questions.
RI.2.2 Identify the main topic of a Students recognize the main topic of a text with multiple main idea(s)/topic – the primary or central
multi-paragraph text as well as paragraphs. They also state the main focus of each topic(s) of a text or discussion that is supported
the focus of specific paragraphs paragraph in the text. and developed by other, supporting points/ideas,
within the text. distinguishable from ideas and topics that can be
In the Classroom: eliminated without changing the overall meaning
The teacher models using graphic organizers to identify
the main topic of a text and to choose the most text – anything that students can read, write,
important details from within the text. view, listen to, or explore, including books,
photographs, films, articles, music, art, and more
During shared reading of a multi-paragraph text, the
teacher models how to determine the focus of each
topic – the subject or matter being discussed or
paragraph.
written about in a text, speech, etc.
RI.2.3 Describe the connection between a Students describe specific connections shown within describe, description, descriptive details – to
series of historical events, scientific the texts. These connections may be a series of historical explain something in words; the details necessary
ideas or concepts, or steps in events, scientific concepts or ideas, or steps in a to give a full and precise account
technical procedures in a text. technical procedure.

9
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

In the Classroom: event – a thing that happens; an occurrence
In shared reading, the teacher reads a text that explains
how a product is made and students create charts of the technical procedure – a series of actions or set
steps as explained in the text. of steps completed in a certain manner or order
related to a particular subject, discipline, etc.
In guided reading, students read about a historical event (e.g., mathematics: order of operations)
and highlight signal words (first, next, last, etc.) that show (Note: Students are not so much looking at
the order of events. Students then use those signal words what technical procedures are, but rather at the
and create timelines showing the connections between connection between them, that is, the importance
the events. of procedural order and the manner in which
steps build on and relate to previous ones.)
Students read a text about a grade-level science concept
(properties of matter, weather, etc.) and create labeled text – anything that students can read, write,
diagrams explaining the concept and the connections view, listen to, or explore, including books,
between the ideas. photographs, films, articles, music, art, and more
Cluster: Craft and Structure
RI.2.4 Determine the meaning of words Students read informational texts connected to grade 2 phrase(s) – a small group of words representing
and phrases in a text relevant to a topics and subject areas and determine the meaning of a conceptual unit, containing either a subject or
grade 2 topic or subject area. words or phrases within the texts. a verb, but not both. Both a subject and a verb
would constitute a clause (e.g., “Running through
In the Classroom: the forest, she breathed in the fresh, crisp air.”)
Students use various strategies, such as looking at other
words and information in the same sentence and using text – anything that students can read, write,
clues in pictures, illustrations, and text features, to view, listen to, or explore, including books,
determine the meaning of the words or phrases. photographs, films, articles, music, art, and more

In guided reading, the teacher selects words or phrases topic – the subject or matter being discussed or
that will be challenging to students. Students discuss the written about in a text, speech, etc.
meanings and annotate the evidence in the text that
helped them understand the words or phrases.

During shared reading, the teacher models how to use

captions, illustrations, diagrams, glossaries, and other
text features to find evidence that provides the meaning
of unknown words or phrases.

10
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

RI.2.5 Know and use various text Students are familiar with and make use of text features text – anything that students can read, write,
features to locate key facts or such as captions, bold print, subheadings, glossaries, view, listen to, or explore, including books,
information in a text efficiently. indexes, electronic menus, and icons. Students know that photographs, films, articles, music, art, and more
different text features provide different information, and
they use the correct text features to find the needed text features – components of a story, article, etc.
information efficiently. that are supplemental to the main body of the
text, including, but not limited to, headings,
In the Classroom: indexes, sidebars, pictures, and captions
During shared reading, the teacher reads an informational
text with examples of several text features. After reading,
the teacher shows students sentence strips with facts
from the text, and students match each fact to the text
feature from the text where the information can be found.

In guided reading, students complete a text feature

scavenger hunt in a familiar text. Students are given a list
of text features and must list one fact they learned from
each feature in the text.
RI.2.6 Identify the author’s main Students determine the author's purpose in writing the describe, description, descriptive details –
purpose of a text, including what text. As they read the text, they consider why the author to explain something in words; the details
the author wants to answer, wrote it, such as to answer a question, explain/describe a necessary to give a full and precise account
explain, or describe. topic, or describe an event or action.
purpose – the reason for a particular action or
In the Classroom: creation (e.g., literary work or speech); the reason
Students write Notes from Authors after reading or for which something exists (e.g., to persuade, to
listening to an informational text. Students consider the inform, to express, and/or to entertain)
intent of the author and compose a paragraph as the
author, telling the class the reason for writing the piece. text – anything that students can read, write,
view, listen to, or explore, including books,
During shared reading, the teacher reads aloud an photographs, films, articles, music, art, and more
informational text. The students highlight evidence or
information in the text that reveals why the author wrote
the text. The teacher gathers everyone's evidence, and as
a class, students decide the author's reason for writing
the text.

11
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

Cluster: Integration of Ideas and Analysis
RI.2.7 Explain how specific images Students are able describe how visuals such as photos, text – anything that students can read, write,
contribute to and clarify a text. illustrations, charts, diagrams, graphs, etc. enrich the view, listen to, or explore, including books,
content of the text, clarify the text, organize, and/or photographs, films, articles, music, art, and more
supply additional information for readers.

In the Classroom:
While reading an informational mentor text, the teacher
models a think aloud regarding the visuals found in the
text. The teacher thinks about and shares with students
what information that visual conveys, as well as how the
visual helps the reader understand the words. For
example, a diagram might show how a machine works,
and that helps students understand and clarify the words
in the text.

Students review all of the visuals from the text, choosing

and marking, with sticky notes, several that provide
useful information about key ideas presented by the
author. Students can annotate their sticky notes to
explain their reasoning about how the visual aided their
understanding as readers.
RI.2.8 Identify the reasons an author Students recognize what ideas an author is providing in reasons/reasoning – an explanation or
gives to support ideas in a text. a text. They are able to name what points in the text the justification for a claim, action, or value
author uses to develop or clarify those ideas. statement; the process of thinking through an
argument, forming judgments, and drawing
In the Classroom: conclusions using a process of logic
During shared reading or guided reading, the teacher
identifies a key idea or point from the text. Students text – anything that students can read, write,
highlight the reasons the author gives to support that key view, listen to, or explore, including books,
idea. Different colors can be used to highlight different photographs, films, articles, music, art, and more
key ideas.

Students use graphic organizers such as "What” and

“How" when reading an informational text. Students
record the key ideas or points from the text (under

12
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

What). They record reasons and details that support the
key idea or point (under the How). Students examine the
words, illustrations, and text features for evidence.

While reading, students can make flap books. On the top

of each flap, they record a key idea from the text and
underneath each flap, they describe the reason/evidence
provided by the author.
RI.2.9 Compare and contrast the most Students explain the differences and similarities of the compare – In a general sense, this is to measure
important points presented by key points of two texts on the same topic. or note the similarities and differences between
two texts on the same topic. or among objects, people, etc.; however, when
In the Classroom: used together with contrast, this refers to the
After reading two texts focused on the same topic, highlighting of the ways in which two or more
students use information from both texts to make key objects, people, etc. are alike or similar.
statements about the concept, followed by bulleted
details or examples. Students then compare the key ideas text – anything that students can read, write,
from both texts. view, listen to, or explore, including books,
photographs, films, articles, music, art, and more
After reading two texts, the teacher leads the students
into a “give one, get one” activity. The teacher divides topic – the subject or matter being discussed or
the class into two groups (Group A and Group B) and written about in a text, speech, etc.
then assigns one of the texts to each group. Each student
writes down three key points from the text on an index
card (one main point per card). Students form A/B pairs
to share and give one of his/her key points of learning.
Each student “gives one” and “gets one.” The class
repeats the sharing for as many main points as
students have.
Cluster: Range of Reading and Level of Complexity
RI.2.10 By the end of grade 2, read and By the end of grade 2, students competently read and independently – on one’s own, without aid from
understand informational texts understand informational texts on the low end of the 2-3 another (such as a teacher)
within the 2-3 text complexity band text complexity band (Lexile: 420-820). They are able to
proficiently and independently for read independently for an extended time. Students make informational text – a nonfiction text whose
sustained periods of time. Connect connections to their background knowledge and relevant purpose is to provide information about or
prior knowledge and experiences experiences to engage with text. explain a topic (e.g., infographic, advertisement,
to text. documentary film, etc.)

13
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

In the Classroom: proficient/proficiently – competent, skilled,
The teacher provides time for students to process what and/or showing knowledge and aptitude in doing
they have read or strategies they have learned by having something; the level at which one is able to
students talk and/or write in response to texts. complete a particular skill, such as reading
complex texts, with success
The teacher guides students to make connections with
texts and among texts by providing texts with similar text – anything that students can read, write,
content/topics for students. view, listen to, or explore, including books,
photographs, films, articles, music, art, and more
The teacher holds reading conferences with students to
formatively assess their reading comprehension and text complexity band – stratification of the levels
progress and to hold them accountable for reading. of intricacy and/or difficulty of texts,
corresponding to associated grade levels (2-3, 4-5,
6-8, 9-10, 11-12), determined by three factors:
1) qualitative dimensions (levels of meaning,
language complexity as determined by the
attentive reader), 2) quantitative dimensions
(word length and frequency, sentence length, and
cohesion), and 3) reader and task considerations
(factors related to a specific reader such as
motivation, background knowledge, persistence;
others associated with the task itself such as the
purpose or demands of the task itself)

14
Grade 2 ELA Standards, Clarifications and Glossary

GRADE 2

READING FOUNDATIONAL SKILLS: The foundational skills are directed toward fostering students’ understanding and working
knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system, including
handwriting. These foundational skills are necessary and important components of an effective, comprehensive reading program
designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. A systematic
approach to handwriting instruction (manuscript and cursive) in the elementary grades is essential for students to communicate
their ideas clearly. To achieve handwriting proficiency, students need to apply their handwriting skills to authentic writing activities.
Instruction in the foundational skills should be differentiated. The point is to teach students what they need to learn and not what
they already know – to discern when particular children or activities warrant more or less attention.

15
 Grade 2 ELA Standards, Clarifications and Glossary

Reading Standards for Foundational Skills

STANDARD CLARIFICATION GLOSSARY
Cluster: Handwriting
RF.2.2 Print all upper- and lowercase Students write all uppercase and lowercase letters so
letters legibly and proportionally. they are easily readable and of the correct size.

In the Classroom:
Students practice writing their letters on a variety of
surfaces (e.g., whiteboards, sand, shaving cream).

Students use lined handwriting paper to guide the size

of their writing. The teacher explicitly describes where
letters “live” on lined paper. The teacher refers to
letters as tall, short, and letters with tails to help
students with letter sizing. Students use lines on the
page to guide the size of their writing.
Cluster: Phonics and Word Recognition
• RF.2.4• Know and apply grade-level phonics Students read words using grade-level appropriate analysis – a detailed examination of the
and word analysis skills in decoding strategies. components of a subject to understand its
words. • Students tell the difference between long and meaning and/or nature as a whole
a. Distinguish long and short vowels short vowels when reading one-syllable words that
when reading regularly spelled have regular spelling patterns. decode – to apply knowledge of the relationships
one-syllable words. • Students identify and spell common vowel of letters and sounds in order to form a word
b. Know spelling-sound combinations.
correspondences for additional • Students read two-syllable words that contain long suffixes – an element appended to the end of
common vowel teams. vowels and regular spelling patterns a word root to change the meaning or to form a
c. Decode regularly spelled two- derivative (e.g., -ing: run – running)
• Students read words with common prefixes and
syllable words with long vowels.
suffixes.
d. Decode words with common
prefixes and suffixes. • Students recognize and name words with common
yet inconsistent spelling-sound correspondences.
e. Identify words with inconsistent
but common spelling-sound • Students identify and read grade appropriate
correspondences. words that do not follow normal spelling patterns.
f. Recognize and read grade-
In the Classroom:
appropriate irregularly
The teacher gives the students cards with two-syllable
spelled words.
words that contain long vowels. Students work in
partners to read each word.

16
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

While engaging in read alouds and shared reading
experiences, the teacher stops at grade appropriate
irregularly spelled words. He/she models how to
recognize and read the words. The words are added to
the class word wall for later reference.
Cluster: Fluency
RF.2.5 Read with sufficient accuracy and Students read grade-level text smoothly and with expression – the process of making one’s
fluency to support comprehension. enough accuracy so that they understand the text. thoughts, feelings, and ideas known to others; the
a. Read on-level text with purpose • Students read and understand a variety of texts words, phrases, and clauses used to convey one’s
and understanding. with purpose (e.g. to learn new information, for thoughts, feelings, and ideas; conveying emotion
b. Read on-level text orally with entertainment, etc.). and feeling when reading aloud through the use
accuracy, appropriate rate, and • Students read words correctly, maintain a suitable of inflection, pacing, etc.
expression on successive rate, and use their voices to show changes and
readings. feelings on consecutive readings. fluency, fluid reading – oral reading that occurs
c. Use context to confirm or self- • Students reread or use surrounding pictures and easily and articulately and conveys an ease of
correct word recognition and words to confirm, self-correct, and/or understand word movement; reading that is pleasing to listen
understanding, rereading as a word. to where words are pronounced accurately,
necessary. punctuation cues are followed, and sentences are
read with expression
In the Classroom:
During small group instruction, the teacher leads
purpose – the reason for a particular action or
students in echo reading. The teacher reads a section
creation (e.g., literary work or speech); the reason
of a passage using appropriate phrasing and prosody.
for which something exists (e.g., to persuade, to
Using their own copies of the passage, students echo
inform, to express, and/or to entertain)
the teacher’s reading.

During literacy stations, students engage in listening self-correct – one recognizes when he/she has
center activities. Students listen to several texts while made an error (e.g., in the decoding of a word
following along with the print. Students then choose being read) and fixes the error without
one of the texts and practice reading it aloud into a intervention from an external source, such as
recorder. Students listen to their recordings, thinking a teacher
about how to read the text more expressively.
Students record themselves again. text – anything that students can read, write,
view, listen to, or explore, including books,
photographs, films, articles, music, art, and more

17
Grade 2 ELA Standards, Clarifications and Glossary

GRADE 2

WRITING STRAND: To be college and career ready, students should learn how to offer and support opinions/arguments,
demonstrate understanding of a topic under study, and convey real and/or imagined experiences. Students learn that a key purpose
of writing is to communicate clearly and coherently. The NC ELA Writing Standards emphasize the importance of writing routinely in
order to build knowledge and demonstrate understanding. The complete writing process (from prewriting to editing) is clear in the
first three writing standards. These standards define what students should understand and be able to do by the end of each grade.

CCR Anchor Standards for Writing Standards

Text Types, Purposes, and Publishing

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured
event sequences.
4. Use digital tools and resources to produce and publish writing and to interact and collaborate with others.
Research
5. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject
under investigation.
6. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.

18
Grade 2 ELA Standards, Clarifications and Glossary

Writing Guide for W.1, W.2 and W.3

W.2.1 Opinion writing is the first developing form of argument writing. Opinion writing has many purposes – to convince the reader
that the writer’s position is correct, change the reader’s position on a topic or encourage the reader to take action. Writers use
reasons to support their positions on topics or books under study. Second graders introduce a topic or book they are writing about
and state an opinion. Second graders strengthen their opinion pieces by providing multiple reasons in support of their opinions,
using linking words to show a relationship between opinions and reasons, and providing closure through a concluding statement or
section.

The teacher exposes students to a variety of texts in which the author takes a position and then provides clear, convincing reasons
to support his/her stance. The teacher provides guidance as students organize their thoughts using outlines or graphic organizers,
and he/she guides them in creating reasons that best support their positions. The teacher gives students a list of choices. The
teacher guides students in making choices, then in creating lists of reasons to support their positions.

As a student constructs his/her paper, he/she states his/her opinion in a topic sentence, and provides reasoning to support the
opinion. Students work with peers and adults to revise and edit their opinion pieces, ensuring their writing is focused on the topic
and providing reasons that support the opinion. The revising and editing process allows students to see that the opinion piece makes
sense, has a clear focus, uses appropriate linking language to connect opinion and reasons, and provides a sense of closure. Students
use rubrics and checklists to help evaluate and organize their work.

Students meet in groups or in pairs to discuss their opinions with peers, who ask questions and offer advice. Each student
composes his/her opinion piece, and then meets with the teacher to edit his/her work for appropriate linking words, relevant
reasons, and closure.

19
Grade 2 ELA Standards, Clarifications and Glossary

W.2.2 Informative/explanatory writing communicates information. It has many purposes – to increase the reader’s understanding
of a topic, process, or procedure; to provide clarification on a topic, process, or procedure; and/or to answer “what,” “how,” and
“why” questions regarding the topic under study. Writers use previous knowledge and information from primary and secondary
sources in their pieces to increase the reader’s knowledge of a given topic. It is important for the teacher to emphasize that
informative/explanatory writing is not meant to convince people of a belief or influence people’s behaviors. Second graders write
informative/explanatory pieces in which they introduce a topic, use facts and definitions to develop points about the topic, and
conclude their writing with a closing statement or paragraph.
As students begin their own research, the teacher provides support and direction during the planning, drafting, revising, and editing
phases. The teacher assists students in organizing their information and evaluating its relevancy in preparation for writing.
The teacher works with students by first demonstrating the use of digital and print media to conduct research about a topic. The
teacher models how to read for relevant facts and how to take notes. The teacher uses graphic organizers, such as outlines and circle
maps, to show students how to organize their information. The teacher stresses the importance of using information to develop
points in their writing. The teacher also teaches students to define confusing or important words and phrases for the reader.
The teacher uses an informational article to teach students effective note-taking skills. The teacher reads the article aloud slowly
as students use highlighters to indicate facts they deem important. Students meet in groups to compare their articles. The teacher
reviews articles to help students understand how to choose relevant facts and to eliminate unnecessary information. Students
practice separating facts from opinion by watching a non-fiction video and listing facts on one side of a T-Chart and opinions on
the other.
Using their information and ideas, students create drafts and then join their peers to read and evaluate each other’s’ work. Students
ask questions to help clarify statements and make suggestions to help their peers add details and maintain focus in their writing.
Students revise and edit their work based on peer and teacher feedback.

20
Grade 2 ELA Standards, Clarifications and Glossary

W.2.3 Narratives share an experience, either real or imagined, and use time as their core structures. Narratives can be stories,
novels, and plays, or they can be personal accounts, like memoirs, anecdotes, and autobiographies. Narrative writing has many
purposes—to inform, teach, persuade, or entertain readers. Writers utilize event sequencing and pacing, create characters, use vivid
sensory details and other literary elements to evoke reactions from and create effects on the reader. Second grade students
understand what makes up a story (characters, setting, problem, solution, conclusion) and can describe an event or short sequence
of events, but need assistance with developing well-elaborated accounts of events, using temporal transition words to show event
order, and ending their stories with satisfactory closure. The teacher helps students structure the order of their writing and add
details to enhance their work.
The teacher reads both fiction and nonfiction narratives to students. While reading, the teacher and students generate class
discussions about characters, setting, plot, problem, and solution. This pre-writing activity helps students build a timeline of the
events that occur in a story. The teacher also guides students through exercises where they focus on one important event or short
list of events. Students record details describing their actions, thoughts, and feelings, and they record the account in order.
Students use graphic organizers, such as outlines and story maps, to plan their writing. Students meet with the teacher and peers,
who listen to stories, ask questions, and make suggestions to help writers create more developed works. Second grade narrative
writing contains details describing actions, thoughts, and feelings. The peer editing and teacher conferencing stages are important in
helping writers flesh out their work. They use temporal transition words (e.g., before, after, suddenly, then, finally) to create a sense
of continuity between events in their stories.
The teacher guides and supports students through the revision and editing processes, ensuring their stories progress in order and
contain correct spelling and grammar. Students discuss their writing with others to guarantee they have added enough details to the
described event(s) and that they have sequenced events in a way that makes sense before revising their stories for final publication.

21
Grade 2 ELA Standards, Clarifications and Glossary

Writing Standards
STANDARD CLARIFICATION GLOSSARY
Cluster: Text Types, Purposes, and Publishing
W.2.1 Write opinion pieces in which they See Writing Guide editing – the process by which an author
introduce the topic or book they improves a text by correcting errors in grammar
are writing about, state an opinion, and/or conventions, (e.g., grammatical, structural,
supply reasons that support the etc.), verifying precision of language, eliminating
opinion, use linking words to redundancy, and more
connect opinion and reasons, and
provide a concluding statement linking words and phrases – words and phrases
or section. that connect one sentence, paragraph, idea, etc.
a. With guidance and support to a subsequent one, allowing readers to see the
from adults, organize connection between such elements and to progress
information and ideas around smoothly from one idea to the next (e.g., first,
a topic to plan and prepare next, last; furthermore; on the other hand; etc.)
to write.
b. With guidance and support reasons/reasoning – an explanation or
from adults and peers, focus justification for a claim, action, or value
on a topic and strengthen statement; the process of thinking through an
writing as needed by revising argument, forming judgments, and drawing
and editing. conclusions using a process of logic

revision/revising – the process of rereading

something that has been produced and making
changes in order to clarify meaning, improve
cohesion, evaluate the effectiveness of information
and evidence, etc.; distinguished from editing
which is largely related to correcting errors

strengthen – to increase the rhetorical and/or

argumentative impact of a written or spoken work
by revising for concision, clarity, and cohesion;
providing better and/or more evidence as support
for claims and value statements; eliminating
wordiness, redundancy, and confusion, etc.

22
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

topic – the subject or matter being discussed or
written about in a text, speech, etc.
W.2.2 Write informative/explanatory See Writing Guide editing – the process by which an author
texts in which they introduce a improves a text by correcting errors in grammar
topic, use facts and definitions to and/or conventions, (e.g., grammatical, structural,
develop points, and provide a etc.), verifying precision of language, eliminating
concluding statement or section. redundancy, and more
a. With guidance and support
from adults, organize revision/revising – the process of rereading
information and ideas around something that has been produced and making
a topic to plan and prepare changes in order to clarify meaning, improve
to write. cohesion, evaluate the effectiveness of
b. With guidance and support information and evidence, etc.; distinguished
from adults and peers, focus from editing which is largely related to correcting
on a topic and strengthen errors
writing as needed by revising
and editing. strengthen – to increase the rhetorical and/or
argumentative impact of a written or spoken work
by revising for concision, clarity, and cohesion;
providing better and/or more evidence as support
for claims and value statements; eliminating
wordiness, redundancy, and confusion, etc.

text – anything that students can read, write,

view, listen to, or explore, including books,
photographs, films, articles, music, art, and more

topic – the subject or matter being discussed or

written about in a text, speech, etc.
W.2.3 Write narratives in which they See Writing Guide closure – a resolution at the end of an event or
recount a well-elaborated event literary work
or short sequence of events,
include details to describe describe, description, descriptive details –
actions, thoughts, and feelings, to explain something in words; the details
use temporal transition words to necessary to give a full and precise account

23
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

signal event order, and provide a editing – the process by which an author
sense of closure. improves a text by correcting errors in grammar
a. With guidance and support and/or conventions, (e.g., grammatical, structural,
from adults, organize etc.), verifying precision of language, eliminating
information and ideas around redundancy, and more
a topic to plan and prepare
to write. event – a thing that happens; an occurrence
b. With guidance and support
from adults and peers, focus recount – to give an account of an event or an
on a topic and strengthen experience in chronological order (a skill between
writing as needed by revising retelling and summarizing)
and editing.
revision/revising – the process of rereading
something that has been produced and making
changes in order to clarify meaning, improve
cohesion, evaluate the effectiveness of
information and evidence, etc.; distinguished from
editing which is largely related to correcting errors

sequence/sequence of events – a particular

(e.g., chronological, logical, etc.) way in which
events, ideas, etc. follow each other

strengthen – to increase the rhetorical and/or

argumentative impact of a written or spoken work
by revising for concision, clarity, and cohesion;
providing better and/or more evidence as support
for claims and value statements; eliminating
wordiness, redundancy, and confusion, etc.

temporal transition words/phrases – words and

phrases that are used to indicate a shift from one
topic, idea, point, step, etc. to another where the
timing of events is important (e.g., first, next, last;
previously; etc.)

24
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

topic – the subject or matter being discussed or
written about in a text, speech, etc.
W.2.4 With guidance and support from Students use an assortment of digital tools and resources digital tools – tools which are often web-based
adults, use a variety of digital to compose and publish original writing as small groups, through which students can dynamically create,
tools and resources to produce with partners, or independently. The teacher provides share, and collaborate, including tablets,
and publish writing, including in support and guidance. websites, video recording and editing software,
collaboration with peers. cloud-based applications, etc.
In the Classroom:
Students research a common topic and create a class publish – to prepare and distribute for
presentation on Google Slides or another digital tool. Each consumption (i.e., reading, viewing, listening,
student creates his/her own slide within the presentation, etc.) by the public; to print, either physically or
and the presentation is published on a class blog. digitally in order to make something generally
known or available
Students work with partners to write short stories and
publish the stories using a simple story creation app.
Cluster: Research
W.2.5 Participate in shared research Students take part in research and writing projects as a shared research – a collaborative approach to
and writing projects. class or in groups. research where different researchers investigate
various aspects of the topic under consideration
In the Classroom: in order to come back together to create a
The teacher chooses a topic from grade 2 science or social collaborative whole
studies standards and introduces the topic to the students.
Students discuss their background knowledge, and the
teacher guides the students in framing an open-ended
question they want to answer about the topic. Students
work as a class to research the question and create a book,
display, or digital resource.

At the end of the year or a unit, students think about skills

they have learned and work in partners to create “how-to”
books about those skills. Partners choose one skill, such as
figuring out the meaning of unknown words, adding and
subtracting two digit numbers, or how to answer a story
problem, and create a how-to guide. How-to guides are
then compiled into a class book.

25
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

W.2.6 Recall information from Students think about and use personal experiences
experiences or gather and/or collected information to provide answers to a
information from provided specific question.
sources to answer a question.
In the Classroom:
After a field trip, students use their experiences and
personal recollections of the trip to write answers to a
question about the trip.

Students use content area notebooks to keep track of

information learned about a particular subject. The writing
and drawings in the notebooks are used when answering
questions about the topic.

26
Grade 2 ELA Standards, Clarifications and Glossary

GRADE 2

SPEAKING AND LISTENING STRAND: The K-12 Speaking and Listening Standards define what students should understand and be
able to do by the end of each grade. To become college and career ready, teachers must provide students with ample opportunities
to communicate their thinking orally through a variety of rich, structured conversations either in whole group or in small group
settings, or with a partner. To be a productive part of these conversations, students need to contribute accurate information,
respond and build on the ideas of others, use data and evidence effectively, and listen attentively to others.

CCR Anchor Standards for Speaking and Listening

Collaboration and Communication

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas
and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

27
Grade 2 ELA Standards, Clarifications and Glossary

Speaking and Listening Standards

STANDARD CLARIFICATION GLOSSARY
Cluster: Collaboration and Communication
SL.2.1 Participate in collaborative Students discuss grade-level appropriate topics and texts text – anything that students can read, write, view,
conversations with diverse with different partners and adults in small group and listen to, or explore, including books, photographs,
partners about grade 2 topics whole class settings. films, articles, music, art, and more
and texts with peers and adults • Students help develop, understand, and agree to
in small and larger groups. follow discussion rules and norms such as gaining topic – the subject or matter being discussed or
a. Follow agreed-upon rules for the floor in respectful ways, listening to others with written about in a text, speech, etc.
discussions. care, and speaking one at a time about topics and
b. Build on others’ talk in texts under discussion.
conversations by linking • Students add to the discussion, maintaining the topic
their comments to the with appropriate comments that connect to
remarks of others. someone else’s comment.
c. Ask for clarification and • Students ask questions to clarify any confusing areas
further explanation as or to gain further information.
needed about the topics and
texts under discussion. In the Classroom:
The teacher models how to build a conversation by
linking their comments to the remarks of others. As
he/she models, the teacher creates an anchor chart of
possible sentence starters that will help students link
their thoughts with others. Examples include, “I agree
with what ______ said because _____” and “When
_____ said _____, it made me think _____.”

Students actively listen by looking at the speakers,

taking turns talking, and sharing the floor with
classmates to understand other comments and decide if
they can add something new or relevant to a discussion.
SL.2.2 Recount or describe key ideas Students tell about or explain the important details and describe, description, descriptive details –
or details from a text read aloud ideas in a text that is read aloud to them or information to explain something in words; the details
or information presented orally presented in various ways. necessary to give a full and precise account
or through other media.
In the Classroom: key ideas – most important thoughts addressed in
The teacher models for students how to listen carefully a text or discussion.
and then talk about important information and ideas.

28
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

The teacher models for students how to be an active recount – to give an account of an event or an
listener by watching a video on a science or social experience in chronological order (a skill between
studies topic to determine key ideas and details. While retelling and summarizing)
watching, the teacher models for students how to take
notes about important information and recount the key text – anything that students can read, write, view,
ideas and details to others in your own words. listen to, or explore, including books, photographs,
films, articles, music, art, and more
SL.2.3 Ask and answer questions Students ask a speaker questions to gain more topic – the subject or matter being discussed or
about what a speaker says in information and/or clarity, or to deepen their written about in a text, speech, etc.
order to clarify comprehension, understanding of the presented topic or issue. They also
gather additional information, answer questions about the speaker’s presentation.
or deepen understanding of a
In the Classroom
topic or issue. The teacher models for students how to actively listen
by taking notes on information presented from an
audiobook or video. He/she then models turning the
notes into questions to clarify the information presented.
Students work with partners to generate questions.

During a presentation, students use graphic organizers

to record questions about the topic or information. After
the presentation is complete, students take turns asking
the questions they recorded on their graphic organizers.
Cluster: Presentation of Knowledge and Ideas
SL.2.4 Tell a story or recount an Students tell stories or describe personal experiences coherent – presented as a unified whole; being
experience with appropriate to others using important facts and vivid details. consistently and logically connected; more broadly
facts and relevant, descriptive Students speak in complete sentences and use speaking, things which make sense when
details, speaking audibly in appropriate voice levels. presented together
coherent and complete
sentences. In the Classroom: recount – to give an account of an event or an
The teacher provides opportunities for students to experience in chronological order (a skill between
present to classmates about familiar topics. The teacher retelling and summarizing)
facilitates opportunities for students by having them
work in groups to share photos about memorable relevant evidence, observations, ideas, descriptive
experiences and participate in book talks. details – details and other elements that are
closely connected and appropriate to that which is

29
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

The teacher provides students with examples of being considered, argued, or explained; when
incomplete sentences. Students work with partners to making claims, authors choose evidence, details,
rewrite the sentences into coherent thoughts. Students etc. that are closely related to the idea being
then present the revisions to partners or the class while expressed by the claim
practicing adequate voice volume.
SL.2.5 Create audio recordings of Students record themselves reading a story or poem. poem – a literary work, generally composed in
stories or poems; add drawings They add pictures or other visuals to provide more verse and using figurative language, typically
or other visual displays to stories information to a story or experience. The visual should composed using a set structure (i.e., organizational
or recounts of experiences when clarify ideas, thoughts, or feelings. rules)
appropriate to clarify ideas,
thoughts, and feelings. In the Classroom: recount – to give an account of an event or an
The teacher shares a recorded reading of a story or experience in chronological order (a skill between
poem. Students note what the reader did in the retelling and summarizing)
recording. They then practice recording themselves
reading a story or poem.

As a class, the teacher and students read a text without

images. In small groups, students find images and write
captions to clarify a key idea from the text. They add the
images and captions to the text to create a class story.
The teacher and students discuss how the images and
captions helped clarify what the author wrote.

30
Grade 2 ELA Standards, Clarifications and Glossary

GRADE 2
LANGUAGE STRAND: Language skills are inseparable from and vital to reading, writing, speaking, and listening. Even though these
skills are in a separate strand, it is important for students to use effective and correct language skills in all contexts. The NC ELA
Language Standards emphasize the use of accurate language skills, not just the identification of accurate language skills. The
Grammar and Conventions Grade Band Continuums allow for differentiation and re-teaching as needed. It is important that students
begin to demonstrate proficiency in the lower grade(s) of each band, while students in the highest grade of the band should
demonstrate proficiency of the listed language skills by the end of the school year.

CCR Anchor Standards for Language

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking;
demonstrate proficiency within the appropriate grade band grammar continuum.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate
proficiency within the appropriate grade band conventions continuum.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, word relationships, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when encountering an
unknown term important to comprehension or expression.

31
Grade 2 ELA Standards, Clarifications and Glossary

K-5 Language Continuums Guide

What are the Language Continuums?
Language Standards 1 and 2 include two continuums, one for grammar and one for conventions. The skills within each continuum are arranged
by grade band rather than by grade to allow for multiple years of practice, differentiation, and scaffolding as needed. In the lower grade of the
band, the teacher is introducing and modeling the skill. In the higher grade(s) of the band, students are applying the skill to more complex text as
they work toward mastery. Some skills, such as subject-verb agreement, may require continued attention each year.

How do I read them?

The Language Continuums, when read horizontally, show the progression of the grade level bands in grammar and conventions. When read
vertically, they show the skills taught in the specific grade band. The supporting clarifications include suggestions for how to introduce, model,
build, and recognize mastery for each skill.

What does instruction look like in the classroom?

The skills are arranged by grade band to allow for two years of practice and eventual mastery.
● The use of formative assessment allows teachers to determine how well students have acquired learning and where they fall in
the continuum.
● Teachers provide scaffolding based on formative assessments to meet students’ needs within the continuum. In the lower grade of
the band, the teacher introduces and models new skills allowing students to practice with teacher guidance. In the higher grade(s) of
the band, the teacher provides students with opportunities to independently practice these skills, use the skills with increasingly
complex text, and apply the skills to their writing and speaking.

How do I know where my students fall within the grade band?

Pre-assessments and formative assessments throughout the year can be helpful in determining where students fall within the band. One type of
assessment might be a writing sample completed without assistance.

Formative assessments should provide teachers with an understanding of students’ prior knowledge on a given skill. Teachers may build on this
prior knowledge rather than reintroducing the skill each year. Teachers may find they do not need to begin with the suggestions in the “How to
Introduce and Model” column of the continuum clarification document.

32
Grade 2 ELA Standards, Clarifications and Glossary

How do I talk about the Language Continuums with colleagues?

Teacher communication and discussion within each grade level and among the grade levels is a vital component for ensuring student success.
Through PLC work, teachers should develop a shared understanding of the skills and how the continuums and support documents can be used to
support instruction.

Grade level PLCs

• Discuss and develop pre-assessments for each skill, or group of skills, to determine student readiness. Consider using flexible grouping after
reviewing pre-assessment results.
• Revisit the continuum clarification document for suggested teaching strategies. Consider possible mentor texts.
• Discuss providing feedback to students about specific skill use within their writing. Consider developing a standards-based rubric.
• Reflect on student work to plan for next steps. Consider students who need scaffolding as well as those who need enrichment.

Vertical PLCs

• Discuss how each grade level can build on the previous grade level’s instruction.
• Discuss the mentor texts and the strategies used to introduce and build skills.
• Look at the previous grade band in the Language Continuums to determine which skills have been introduced.
• Look at the previous grade band in the Language Continuums to determine which skills are being introduced for the first time.

33
Grade 2 ELA Standards, Clarifications and Glossary

L1 – Grammar Continuum

SKILL K-1 2-3 4-5 6-8 9-12

Subject/Verb • Use singular and plural • Ensure subject/verb • Continue to ensure • Continue to ensure Students apply grammar and
Agreement nouns with matching verbs agreement subject/verb agreement subject/verb agreement usage skills to create a
in basic sentences unique style and voice when
writing or speaking with
Nouns • Form frequently occurring • Explain the function • Use abstract nouns increasing sophistication and
nouns; form regular plural of nouns (such as courage) effect in grades 9-12. Skills
nouns (/s/ or /es/) • Use collective nouns (such • Continue to use regular taught in previous grades
• Use common, proper, and as group) and irregular plural nouns should be reinforced and
possessive nouns • Form and use frequently expanded.
occurring regular and
irregular plural nouns

Verbs • Form frequently • Explain the function • Form and use progressive • Explain the function of
occurring verbs of verbs verb tenses verbals (such as gerunds
• Convey sense of time • Form and use past tense • Use modal auxiliaries (such or participles)
of frequently occurring as may or must) • Form and use verbs in
irregular verbs • Continue to form and use active & passive voice
• Form and use regular the perfect verb tenses • Form and use indicative,
and irregular verbs • Convey sense of various imperative, interrogative,
• Form and use simple times, sequences, states, conditional moods
verb tenses and conditions • Recognize and correct
• Form and use the perfect • Recognize and correct inappropriate shifts in
verb tenses inappropriate shifts in voice and mood
• Convey sense of various verb tense • Form and use
times, sequences transitive/intransitive
• Recognize inappropriate verbs
shifts in verb tense

Adjectives • Use frequently occurring • Explain the function • Form and use comparative • Form and use compound
adjectives of adjectives and superlative adjectives adjectives
• Accurately choose which to and accurately choose
use – adjective or adverb which to use – adjective
or adverb
• Order adjectives within
sentences according to
conventional patterns

34
Grade 2 ELA Standards, Clarifications and Glossary

SKILL K-1 2-3 4-5 6-8 9-12

Conjunctions • Use frequently occurring • Explain the function of • Continue to use Students apply grammar and
conjunctions conjunctions coordinating and usage skills to create a
• Use coordinating and subordinating conjunctions unique style and voice when
subordinating conjunctions • Use correlative writing or speaking with
conjunctions increasing sophistication and
(such as either/or) effect in grades 9-12. Skills
taught in previous grades
Adverbs • Accurately choose which to • Form and use comparative • Use adverbs that modify should be reinforced and
use – adjective or adverb and superlative adverbs adjectives expanded.
• Explain the function • Use relative adverbs • Use adverbs that modify
of adverbs adverbs
• Form and use comparative
adverbs

Sentences • Produce and expand • Produce, expand, and • Produce complete • Continue to produce
simple, compound, rearrange simple and sentences, while complete sentences, while
declarative, interrogative, compound sentences recognizing and correcting recognizing and correcting
imperative, and inappropriate fragments inappropriate fragments
exclamatory sentences and run-on sentences and run-on sentences
• Understand and use • Produce, expand, and • Choose among simple,
question words rearrange simple, compound, complex, and
compound, and compound-complex
complex sentences sentences to signal
differing relationships
among ideas

Prepositions • Use frequently occurring • Explain the function of • Form and use
prepositions prepositions prepositional phrases

Pronouns • Use personal, possessive, • Explain the function of • Ensure pronoun- • Ensure that pronouns are
and indefinite pronouns pronouns antecedent agreement in the proper case
• Continue to use personal, • Use relative pronouns (subjective, objective,
possessive, and indefinite possessive)
pronouns • Use intensive pronouns
• Use reflexive pronouns • Recognize and correct
inappropriate shifts in
pronoun number and
person

35
Grade 2 ELA Standards, Clarifications and Glossary

SKILL K-1 2-3 4-5 6-8 9-12

• Recognize and correct Students apply grammar and

vague pronouns usage skills to create a
• Continue to ensure unique style and voice when
pronoun-antecedent writing or speaking with
agreement increasing sophistication and
• Recognize and apply the effect in grades 9-12. Skills
nominative case and taught in previous grades
objective case should be reinforced and
expanded.
Determiners • Use determiners • Correctly use a, an, and the

Commonly • Correctly use common • Correctly use frequently • Continue to correctly use
Confused homophones confused words (such as frequently confused words
Words to, two, too)

Interjections • Explain the function of and • Continue to use

use interjections interjections

Phrases and • Explain the function of • Explain the function of

Clauses phrases and clauses phrases and clauses in
• Recognize independent general and their function
and dependent phrases in specific sentences
and clauses • Place phrases and
clauses within a sentence
and recognize/correct
misplaced and dangling
modifiers
• Form and use
indirect/direct objects

Usage • Recognize variations from

standard English in their
own and others’ writing
and speaking
• Identify and use strategies
to improve expression in
conventional language

36
Grade 2 ELA Standards, Clarifications and Glossary

CLARIFICATIONS
L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate
proficiency within the 2-3 grammar continuum.
Mastery: Teachers recognize and assess student mastery of the skills in the L.1 Continuum through student writing and speaking.
Students’ writing and speaking are assessed by the student, peers, and the teacher.

2-3 Skill How to Introduce and Model How to Build

Subject/Verb Agreement

Ensure subject/verb The teacher introduces subject/verb agreement by reading a The students review subject/verb agreement with a practice sheet of
agreement mentor text with example sentences. The teacher reads singular and plural nouns, along with various verb choices. The students
sentences and explains that the subject is who or what the choose the correct combination and write the sentences, ensuring
sentence is about and the verb explains the action. The teacher subject/verb agreement.
demonstrates that the subject must agree with the verb in a
The teacher gives students additional opportunities to practice sentence
sentence. For example, the verb must match the singular or plural
writing with subject/verb pairs.
noun. The girls run down the street. The girl runs down the street.
The teacher presents a sentence with a subject and a verb that The students read paragraphs and annotate text to identify subject/verb
are not in agreement. He/she explains why it is incorrect and how agreement.
to resolve the issue.

The teacher and students write a student friendly subject/verb

agreement explanation.

Nouns

Explain the function The teacher introduces the function of nouns by reading a mentor The students highlight subject nouns and predicate nouns in sentences.
of nouns text. The teacher reviews nouns as naming persons, places, and They use different colors to distinguish between them. The students add
things. As the teacher reads the mentor text, he/she selects speech bubble explanations to each sentence, explaining the function of
sample sentences and identifies nouns in the subject and the the nouns. The set of sentences and explanations may be placed in a
nouns in the predicate of each sentence. He/she explains the language center as a matching activity.
function or meaning of the noun and how it contributes to the
meaning of the sentence.

37
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

The teacher and students read sentences. With teacher guidance, Students work with partners to continue the practice of identifying the
students identify the nouns, then explain the function or meaning function of nouns in sentences. The students read and annotate text to
of the nouns. Students explain how the nouns contributes to the identify the nouns in the subject and the nouns in the predicate.
meaning of the sentences.

Use collective nouns The teacher introduces collective nouns by sharing examples of The students build understanding of collective nouns by annotating
(such as group) single words that make up more than one person, place, thing, evidence of collective nouns as they read with partners and/or
animal, group, or idea (e.g., family, group, set, herd, crowd, or independently.
council). The teacher uses several of the examples in sentences to
The students work in small groups to create graphic organizers to gather
help students understand how these words are used to describe
collective nouns from the text.
specific collections.
The students practice using collective nouns in authentic writing
The teacher provides students the opportunity to read texts
assignments. Students read and peer edit each other’s writing, checking
that contain collective nouns. The teacher creates an anchor
chart to record collective nouns the students identify in the texts. for the use of collective nouns.
The students use the collective nouns in sentences to show
their meaning.

Form and use The teacher introduces plural nouns to the students by reading Students work in pairs to match noun word cards to the plural forms.
frequently occurring mentor text. The teacher shares examples of sentences from the
The students practice forming regular and irregular plurals by reading and
regular and irregular text that reflect regular plural nouns (made plural by adding –s)
annotating text, choosing singular nouns, and making them plural. The
plural nouns and irregular plural nouns (made plural in many ways).
students use sticky notes to add these plural nouns to the anchor chart in
The teacher introduces determining the correct plural of the correct location.
common irregular nouns (e.g., children, deer, feet, mice, teeth)
Students write sentences using nouns from the anchor chart. Students
to the students.
work in pairs, matching nouns to the plural forms.
The teacher and class create an anchor chart of nouns labeled
Plural Regular or Plural Irregular. They categorize nouns from
the text by writing the nouns under the appropriate label. The
teacher and students write sentences, using nouns from the
anchor chart.

38
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

Verbs

Explain the function The teacher introduces the function of verbs by reading a mentor The students add to the class created anchor chart as they read verbs in
of verbs text. The teacher shares examples of sentences from the text that their independent and partner reading. They add explanations of the
highlight verbs. The teacher explains that verbs can be action function of the verbs in the sentences.
verbs or linking verbs. He/she elaborates on the function and role
Students annotate evidence of verbs as they read with partners and/or
of the verbs in the sentences. The teacher models thinking aloud
independently.
about the verbs and their contribution to the meaning of the
sentences. The students practice using verbs in authentic writing assignments.
Students read and peer edit each other’s writing, checking for the correct
The teacher and class create an anchor chart labeled Verbs ~
use of verbs.
Action or Linking and record verbs they identify in the text. They
add side notes to explain the function of the verbs.

Form and use past The teacher introduces the past tense of frequently occurring The students practice forming frequently occurring past tense verbs while
tense of frequently irregular verbs to the students by listing examples from a reading and annotating text. They work in pairs or independently, writing
occurring irregular previously read text. He/she lists verbs and compares each to the irregular verbs, and then forming the past tense of each.
verbs appropriate past tense usage.
The students use the class generated list of frequently occurring irregular
The teacher and students create an anchor chart labeled verbs and write sentences or short paragraphs forming and using the
Frequently Occurring Irregular Verbs. The teacher shares several past tense.
frequently occurring irregular verbs with the students (e.g. begin,
bit, hid, sat, told). The teacher and class categorize the irregular
verbs on the anchor chart similar to the example below.

Frequently Occurring
Irregular Verbs

Verb Past Tense

break broke

fly flew

39
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

Form and use regular The teacher introduces regular and irregular verbs to the The teacher builds understanding of forming and using regular and
and irregular verbs students. The teacher shares examples of sentences from a irregular verbs by having the students annotate evidence of regular and
mentor text. irregular verbs as they read with partners and/or independently.

The teacher creates an anchor chart labeled Verbs~ Regular or The students are given the opportunity to complete a cloze activity,
Irregular. The teacher and students categorize verbs from the reading sentences and deciding if the verb form used should be regular
text, adding each under the proper label on the anchor chart. or irregular. For example: Savion ______ his lunch outside yesterday.
(eat, ate, eaten)
The teacher introduces forming regular and irregular verbs by
reading a mentor text to students. The teacher models past tense
verbs selected from the text and adds them to an anchor chart
similar to the one below.

Forming and Using Verbs

Regular Irregular
end in vowel add -d no pattern must learn
end in consonant add -ed them

Present Past Present Past

bake baked drive drove

start started pay paid

The students work in pairs making verbs from the text show
past tense. The students use past tense verbs in sentences and
authentic writing to continue practice of forming and using
regular and irregular verbs.

Form and use simple The teacher introduces simple verb tense by naming a common The students use graphic organizers to record simple verb tenses they
verb tenses class activity. He/she refers to something the students did in the encounter while they read independently or in pairs. They refer to the list
past, something they are doing in the present, and something as they write sentences.
they will do in the future. The teacher explains that present tense

40
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

verbs show an action that is happening now. The verb is written The students complete a cloze activity, reading sentences and choosing
in its original form. He/she contrasts this with past tense verbs, the correct simple verb to complete the sentence. For example: The dog
which show action that has already happened. Past tense verbs (sits, sat, will sit) on the porch tomorrow.
have a few patterns, the most common is adding -ed to the verb.
Future tense verbs show action that will happen. The verb is
accompanied with the word will or shall. The teacher and
students create an anchor chart similar to the one below.

Verb Tenses

Present Past Future

walk walked will walk

The teacher shares several verb phrases on sticky notes with the
students. The students work in small groups to decide if the verb
phrases are present, past, or future tense and post their sticky
notes correctly on the anchor chart.

Forma and use the The teacher explains that perfect verb tenses show action that The students read and annotate text in pairs or small groups, adding
perfect verb tenses has been completed. The teacher shares examples of sentences examples of perfect verb tenses to the class generated anchor chart.
from a text (e.g., I have walked, I had walked, I will have walked).
The students practice writing sentences with perfect tense verbs by
The teacher creates an anchor chart labeled Perfect Verb Tenses. selecting from a verb box. The students work in pairs and/or
The teacher and students read a mentor text and add examples of independently, forming and using the correct form of the perfect verb
perfect verb tenses to the anchor chart. The teacher models tenses.
writing a sentence using one of the perfect verb tenses. He/she
The students form and use perfect verb tense in their daily writing. While
provides a think aloud of the process. The students generate an
editing with partners, they highlight perfect verb tense in their writing.
explanation of how to form and use the perfect verb tenses.

41
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

Convey sense of The teacher selects a mentor text that clearly conveys a sense of The teacher provides students with multiple phrase cards. The students
various times, various times and sequences. The teacher reads and highlights combine the phrases and write sentence sequences that connect in
sequences precise verb examples that contribute to an understanding of the meaning (e.g., The students believe they have elected the right
sense of time. The teacher lists verbs relating to actions in the candidate). Student demonstrate an understanding of the sequence of
past, present, and future. The teacher thinks aloud about his/her events by placing a number 1 under the first event and number 2 under
understanding of the text based on the tense of verb used. the second event.

The teacher models comprehension of a sentence connected with Students use key word cards and write short stories with a sense of
phrases indicating the order of events. For example, in the progression through time.
sentence, Carl calls home because he left his lunch, the verb
“calls” is in the present tense, telling the reader Carl is calling
now. The earlier action, “he left his lunch” happened in the past.
The two events are not happening at the same time. The verb
tense conveys that information.

Recognize The teacher introduces how to recognize inappropriate shifts in The students use graphic organizers labeled “Appropriate Shifts/
inappropriate shifts in verb tense through a mentor text. During the second reading of Inappropriate Shifts” and sort the verb phrases in the correct location.
verb tense the text, the teacher spotlights a variety of sentences. He/she
Students identify inappropriate shifts in verb tenses in sample sentences.
contrasts appropriate shifts in verb tenses with an inappropriate
They highlight each verb and write an explanation of why the tense
example. Emma ate her food and drank water from the bowl, is
change makes it inappropriate.
correct because the verbs are both in the past tense. However,
the sentence, Emma ate her food and drinks water from the
bowl, conveys a different meaning because the verbs are in
different tenses.

The teacher provides additional examples. The teacher and class

identify the verb tense and determine tenses that are not the
same. The teacher explains how the shift in tense changes the
meaning. Students generate their explanations of an inappropriate
verb tense shift in a sentence.

42
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

Adjectives

Explain the function The teacher introduces the function of adjectives by reading a Students annotate evidence of adjectives as they read with partners
of adjectives mentor text with many sample adjectives. He/she highlights the and/or independently. They record examples and contrast with
use of adjectives to modify or describe a noun or pronoun. simple nouns.
The teacher names a noun and asks students to visualize that
Students work with partners and/or independently to use adjectives to
item. Next, he/she adds an adjective and directs students to
write descriptive paragraphs. The students highlight the adjectives. In a
compare this description with their original thoughts. Adjectives
side note, students explain the role or function of the adjectives. They
provide specific information and tell us more about nouns.
describe how adjectives enhance understanding.
The teacher and class develop a T-chart of simple nouns
compared with adjectives describing the same nouns. The
students draw illustrations of the latter, demonstrating the
clarity adjectives offer.

Accurately choose The teacher explains the purpose of adjectives as describing or Students complete a sorting activity by accurately choosing an adverb or
which to use – modifying nouns and pronouns. Adjectives provide more adjective for a sample sentence.
adjective or adverbs information about the signified object.
The students write in a variety of settings where they select which to
The teacher explains the purpose of adverbs as describing or use—adjective or adverb. For example, using a picture or photograph,
modifying verbs, adverbs, or adjectives. Adverbs tell how, when, students write descriptive paragraphs. For example:
where, and to what extent. Many adverbs end in –ly.
A picture of a girl walking a dog is followed by:
The teacher and class locate examples of adjectives and adverbs
Casey is a frisky dog! Sarah, his patient owner, walks him every day.
in a mentor text.
During their walk, Casey suddenly runs across the yard. Sarah repeatedly
During shared writing, the teacher models describing and commands him to stop, but Casey continues to forcefully drag Sarah
modifying nouns using adjectives. behind him.

Original Sentence Revised Sentence

Shaunda ate an apple. Shaunda ate a juicy,
red apple.

43
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

The teacher also models how to describe and modify verbs and
adjectives using adverbs.

Original Sentence Revised Sentence

Shaunda ate the red, juicy Shaunda quickly ate the
apple. red, juicy apple.

The class creates adjective and adverb word bank anchor charts
for students to access when writing.

Conjunctions

Explain the function The teacher introduces the function of conjunctions (e.g., and, Using a mentor text and sample writing, students work in pairs to identify
of conjunctions but, for, so, if, after, although). He/she explains that conjunctions examples of conjunctions. They explain the function of the conjunction
are words and phrases that connect or join words and/or phrases and how it impacts meaning.
to establish a relationship. Using mentor texts and samples of
Students write sentences using conjunctions. They trade sentences with
writing, the teacher shows students how authors use
conjunctions. The teacher models a think aloud regarding sample partners who identify the conjunctions and explain their functions or
sentences without conjunctions that do not make sense. He/she roles in the sentences.
corrects the sentences using conjunctions. The teacher and
students create a student friendly definition of the function of
conjunctions and post it on an anchor chart.

Use coordinating The teacher explains coordinating and subordinating Students locate coordinating and subordinating conjunctions in text.
and subordinating conjunctions. Coordinating conjunctions join words or phrases. They write the examples and add to the class generated word bank.
conjunctions These conjunctions are placed between words, not at the
beginning or end of a sentence (e.g., and, for, nor, so, but). Students revise their writing to create compound sentences using
coordinating conjunctions. Students revise their writing, adding details
Subordinating conjunctions link clauses together and describe
to their sentences using subordinating conjunctions.
a relationship between the two clauses (e.g., after, although, as,
as if, before, rather, which).

44
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

The teacher provides examples of coordinating and subordinating

conjunctions. The teacher and class create a word bank of
coordinating conjunctions (e.g., for, and, nor, but, or, yet, so)
and subordinating conjunctions (e.g. because, although, before,
while, until).

The teacher models how to use coordinating and subordinating

conjunctions when writing. He/she provides a think aloud of the
process. The teacher and students create and write sentences
using coordinating and subordinating conjunctions.

Adverbs

Accurately choose The teacher explains the purpose of adjectives as describing Students complete a sorting activity by accurately choosing an adverb or
which to use – or modifying nouns and pronouns. Adjectives provide more adjective for sample sentences.
adjective or adverb information about the signified object.
The students write in a variety of settings where they select which to
The teacher explains the purpose of adverbs as describing or use—adjective or adverb. For example, using a picture or photograph,
modifying verbs, adverbs, or adjectives. Adverbs tell how, when, students write descriptive paragraphs. For example: A picture of a girl
where, and to what extent. Many adverbs end in –ly. walking a dog is followed by:

The teacher and class locate examples of adjectives and adverbs Casey is a frisky dog! Sarah, his patient owner, walks him every day.
in a mentor text. During their walk, Casey suddenly runs across the yard. Sarah repeatedly
commands him to stop, but Casey continues to forcefully drag Sarah
During shared writing, the teacher models describing and
behind him.
modifying nouns using adjectives.

Original Sentence Revised Sentence

Shaunda ate an apple. Shaunda ate a juicy, red
apple.

45
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

The teacher also models how to describe and modify verbs and
adjectives using adverbs.

Original Sentence Revised Sentence

Shaunda ate the red, juicy Shaunda quickly ate the
apple. red, juicy apple.
The class creates adjective and adverb word bank anchor charts
for students to access when writing.

Explain the function The teacher explains the function of adverbs. Adverbs modify or Students identify and explain how the authors of previously read text use
of adverbs describe verbs, other adverbs, or adjectives. adverbs. The students create a T-chart with the adverbs on one side and
the modified words on the other. The T-chart is placed in a writing center.
Using sentences from a mentor text, the teacher identifies
Students write sentences using the adverbs. Other students read the
adverbs and explains how adverbs enhance the piece of writing.
created sentences and add explanations of the functions of the adverbs.
The teacher and students contrast a sentence with adverbs and
They provide information about the additional meaning adverbs provide.
one without. The teacher guides the students to see how adverbs
provide a clearer understanding. Students use adverbs in their writing. While conducting writing
conferences, the teacher asks students to explain how and why they used
For example:
adverbs in their writing.
Original Sentence Revised Sentence
Jackson whispered to the Jackson whispered
librarian. quietly to the librarian.

Form and use The teacher contrasts a regular and a comparative adverb. In a writing center, the students refer to a list of regular adverbs and
comparative adverbs Comparative adverbs compare two people, places, or things. For create a comparative adverb for each. The adverb cards and student
example, the sentence, He speaks loudly, has a regular adverb. By created comparative adverbs become a matching language game.
contrast, He speaks louder than me, is comparing two people, so
Students form and use comparative adverbs as they write informational
the word, louder, is a comparative adverb.
texts comparing two items, places, or people.
The teacher reads text, highlighting examples where the author
Students use comparative adverbs as they write opinion pieces about a
uses comparative adverbs. The teacher and class create an anchor
preferred toy or game.
chart listing the comparative adverbs and original adverbs.

46
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

The teacher models forming and using comparative adverbs in

sentences. The students brainstorm a situation. The class, along
with the teacher, writes sentences about the situation, using
comparative adverbs. The teacher thinks aloud the process. The
class generates a description of the process, which is recorded
and added to the anchor chart.

Sentences

Produce, expand, and The teacher reviews the definition of a simple sentence. He/she In a writing and/or language center, students use cards with subjects and
rearrange simple and selects a simple sentence from a previously read text. He/she predicates. They arrange these cards to write simple sentences and
compound sentences alters the sentence by expanding or rearranging it. The teacher record them in their writing journals.
thinks aloud about the comprehension of each sentence,
highlighting how meaning may or may not change as the sentence The students’ simple sentences become a second writing exercise as they
is altered. The teacher repeats the same process with a sample combine simple sentences to write compound sentences.
compound sentence from the text. Students write in a variety of settings, producing simple and compound
sentences. When they revise their writing, students expand and
During shared writing, the teacher and students create simple
rearrange simple and compound sentences. As students write in daily
sentences by joining subjects and predicates.
activities, expanded and rearranged sentences become more common.
Subject Predicate Simple Sentence
The kids swim in the pool The kids swim in
the pool.

During shared writing, the teacher and students create compound

sentences.
Simple Sentence Simple Sentence Compound Sentence
Paul pulled Paul planted Paul pulled weeds
weeds in the tomatoes in the and planted
garden. garden. tomatoes in the
garden.

47
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

Prepositions

Explain the function The teacher explains that prepositions are words that link nouns, The teacher provides students with excerpts of text including
of prepositions pronouns, and phrases to other words in a sentence. Prepositions prepositions. Students annotate the text, highlighting the prepositions
are used to connect information in sentences as well as to found in the text. In the margins, students explain the function of the
describe situations. prepositions.

The teacher and students create a chart of the most commonly Students self-edit their writing, ensuring prepositions add to the meaning
used prepositions (e.g., about, across, with, of, at, to, in, for, on, of the sentence.
by, for, from).

The teacher selects and reads text, specifically about

prepositions. (e.g., Behind the Mask: A Book about Prepositions
by Ruth Heller). The class discusses the explanation from the text
and creates a class definition of a preposition.

During shared writing, the teacher models how to use

prepositions. He/she emphasizes the function of prepositions
as it impacts meaning.

Pronouns

Explain the function The teacher explains the function of pronouns. Pronouns are Students complete a language activity, matching the pronoun with the
of pronouns words that can replace or substitute for a noun. (e.g., I, he, she, correct noun.
and they) The teacher demonstrates the usefulness of pronouns
by displaying a paragraph with no pronouns. The repeated use of Noun Pronoun
a person’s name becomes tedious.
Jonathan He
The teacher and students create a chart of pronouns and the
Rachael, Jerome, Tony They
nouns they can replace. The students generate an explanation
of the function of the pronouns, which is added as a side note to Ashley She
the chart.
Students vary their writing, inserting pronouns when appropriate.

48
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

Students write several sentences on sentence strips. They underline the

nouns that can be replaced with pronouns (E.g., Jonathan’s dad is on the
way. Nate and Terri love to play soccer.). Students use pronoun cards to
cover, or replace, the underlined nouns and provide explanations of the
function of the pronouns.

Continue to use The teacher explains that personal pronouns refer to people, Students analyze prewritten sentences and rewrite the sentences using
personal, possessive, places, things, and ideas. He/she gives examples of personal personal, possessive, and indefinite pronouns, as appropriate.
and indefinite pronouns (e.g., I, we, you, he, she, it, they, me, us, you, him, her,
Students use pronouns in their daily writing. Using class generated charts
pronouns it, and them) and the class creates a chart of personal pronouns
as needed, they use personal pronouns to replace names of people.
students can use when speaking and writing.

The teacher explains that possessive pronouns show ownership.

He/she gives examples of possessive pronouns (my, our, your, his,
her, its, their). The class creates a chart of possessive pronouns
students can use when speaking and writing.

The teacher explains that indefinite pronouns do not refer to

specific nouns. He/she gives examples of indefinite pronouns
(anybody, everybody, somebody, neither, someone, and
something) and the class creates a chart of indefinite pronouns
students can use when speaking and writing. The teacher and
students write sentences using personal, possessive, and
indefinite pronouns from the lists in their writing.

Use reflexive The teacher explains that reflexive pronouns are used to refer Students complete a correct/incorrect reflexive pronoun sort. Students
pronouns back to the subject of the sentence (e.g., The teacher laughed at read each sentence and decide if the reflexive pronoun is used correctly
herself). He/she reads aloud a mentor text, marking the pronouns or incorrectly. Students place sentences in the correct categories.
with sticky notes.
Students use reflexive pronouns as they write about a conflict in a story
The class creates an anchor chart including reflexive pronouns or describe a reaction to a happy event. Students highlight reflexive
(myself, herself, himself, yourself, itself, ourselves, yourselves, pronouns in their writing. With partners, they discuss where they used
and themselves). them and why.

49
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

The teacher models using reflexive pronouns during shared

writing experiences. The students provide input on the pronoun
choices needed. Together, the teacher and class generate sample
sentences, highlighting reflexive pronouns.

Determiners

Correctly use a, an, The teacher explains that we use the words, a or an, to clarify Students complete a word sort matching a or an to the correct noun.
and the non-specific singular nouns (e.g., I need a pencil. I ate an apple).
Students use picture cards and write descriptions. They correctly use
We use the word a before words that begin with consonants and
a, an, and the in their writing.
the word an before words that begin with vowels.

The teacher explains that the word the is used to clarify singular
and plural specific nouns (e.g., I need the sharpened pencil. I ate
the green apple.).

The teacher and class create an anchor chart including examples

of when to use the words a, an, and the. Students generate an
explanation which is added to the anchor chart.

Commonly Confused Words

Correctly use The teacher introduces homophones with labeled picture cards. Students create pictures cards of homophones to show the difference in
common He/she says a sentence using a homophone and asks students to meaning of the homophone pair. The cards are used in a writing center.
homophones provide an explanation of the meaning. He/she displays the Students select a homophone and write sentences demonstrating an
picture cards to highlight the multiple meanings and spellings. understanding of the correct definition.
The teacher explains that homophones are words that sound the
Students use homophones in their personal writing. They annotate their
same, but have different spellings and different meanings
(e.g., to/two/too). own writing to identify and explain homophones.

The teacher reads books that contain homophones. The class

charts the words and their definitions from the book. They
contrast the words with their homophone pairs and definitions.

50
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

Interjections

Explain the function The teacher explains that interjections are words used to The students work in pairs to match situations in graphic novels and
of and use express strong feelings or sudden emotion. He/she reads books comic strips with appropriate interjections. Partners take turns
interjections that contain interjections. The class discusses why the author explaining the function of the interjections and the meanings associated
made that choice and how it impacts meaning. The teacher and with their use.
students create an anchor chart with a student generated
Students write comic strips or short stories independently, using
definition of interjections along with a sample list. (e.g., Yes!
interjections appropriately
Yuck! Hooray!)

51
Grade 2 ELA Standards, Clarifications and Glossary

L2 – Conventions Continuum

Skill K-1 2-3 4-5 6-8 9-12

Capitalization • Capitalize the first word in a • Capitalize holidays • Capitalize appropriate Students apply conventions
sentence • Capitalize product names words in titles to create a unique style
• Capitalize the pronoun “I” • Capitalize geographic names • Continue to use correct and voice when writing or
• Capitalize dates and names capitalization speaking with increasing
• Capitalize appropriate
of people sophistication and effect in
words in titles
grades 9-12. Skills taught in
• Use correct capitalization
previous grades should be
Punctuation reinforced and expanded.
• Recognize end punctuation • Use commas to separate • Use punctuation to • Use punctuation to set off
• Name end punctuation single words in a series separate items in a series nonrestrictive/parenthetical
• Use end punctuation for • Use commas in greetings • Continue to use commas in elements
sentences and closings of letters addresses • Use a comma to separate
• Use commas in dates • Use an apostrophe to form • Continue to use commas in coordinate adjectives
contractions dialogue • Use punctuation to indicate
• Use an apostrophe to form • Continue to use quotation a pause or break
frequently occurring marks in dialogue • Use an ellipsis to indicate
possessives • Use a comma before a an omission
• Use commas in addresses coordinating conjunction in • Use a semicolon to link two
• Use commas in dialogue a compound sentence or more closely related
• Form and use possessives • Use commas and quotations independent clauses
• Use quotation marks in to mark direct speech and • Use a colon to introduce a
dialogue quotations from a text list or quotation
• Use a comma to separate • Apply hyphen conventions
an introductory element
from the rest of a sentence
• Use a comma to set off the
words yes and no
• Use a comma to set off a
tag question from the rest
of the sentence
• Use a comma to indicate a
direct address
• Use underlining, quotation
marks, or italics to indicate
titles of works

52
Grade 2 ELA Standards, Clarifications and Glossary

Skill K-1 2-3 4-5 6-8 9-12

Spelling • Write a letter or letters • Use conventional spelling • Continue to use • Consistently apply Students apply conventions
for most consonant and for high frequency and conventional spelling for conventional rules to spell to create a unique style
short-vowel sounds other studied words and high frequency words and words correctly and voice when writing
• Spell simple words for adding suffixes to other studied words or speaking with increasing
phonetically, drawing on base words • Continue to use sophistication and effect in
knowledge of sound-letter • Use spelling patterns and conventional spelling for grades 9-12. Skills taught in
relationships generalizations (such as adding suffixes to previous grades should be
• Spell untaught words word families, position- base words reinforced and expanded.
phonetically, drawing on based spellings, syllable • Continue to use spelling
knowledge of phonemic patterns, ending rules, and patterns and
awareness and spelling meaningful word parts) generalizations when
conventions when writing words writing words
• Use conventional spelling • Spell grade-appropriate
for words with common words correctly
spelling patterns and for
frequently occurring grade
appropriate irregular words

References • Consult reference materials • Continue to consult • Continue to consult

as needed to check and reference materials as reference materials as
correct spellings needed to check and needed to check and
correct spellings correct spellings

53
Grade 2 ELA Standards, Clarifications and Glossary

CLARIFICATIONS
L.2 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate
proficiency within the 2-3 conventions continuum.
Mastery: Teachers recognize and assess student mastery of the skills in the L.2 Continuum through student writing and speaking.
Students’ writing and speaking are assessed by the student, peers, and the teacher.

2-3 Skill How to Introduce and Model How to Build

Capitalization

Capitalize holidays The teacher introduces capitalizing holidays through use of high Students write explanations of holiday traditions, capitalizing holidays in
quality text. The teacher underlines or highlights the capitalized the writing. The students complete the writing in pairs or individually, as
holidays in the text for students to see. He/she identifies holidays the teacher circulates to support as needed.
as specific days. For example, Halloween is not just any day. It is a
The teacher provides opportunities for students to practice capitalizing
proper noun, the name of a particular day, different from other
days. The name of a holiday is capitalized. The teacher and holidays. Writing activities may include writing about the origin of
holidays or listing the holidays in a specific month or season.
students make a list of holidays from the text, writing the first
letter in a contrasting color to signify the capitalization.

Capitalize project The teacher uses environmental text to introduce product names The teacher and class write a grocery list together. The teacher engages
names as proper nouns which are capitalized. He/she presents store students to determine if the item is a general term/common noun. This is
flyers, consumer reports, or magazine ads. Students locate the contrasted with specific product names/proper nouns, which are
product names. The teacher contrasts general terms, or common capitalized. For example, Dial is capitalized but soap is not. The students
nouns such as potato chips, with a specific product name, or continue writing the list, using a grocery store flyer as a reference. The
proper noun, such as Lays. The product name is a proper noun teacher circulates and supports the capitalization in the writing.
because it is the name of a specific item, a Lays potato chip, not
The teacher provides additional opportunities for students to practice
any other potato chip. The class generates a list of products
capitalizing product names. This may include writing a story with product
(proper names) which the teacher records, capitalizing the first
letter. The teacher circles the capitalized letter to highlight its names of birthday gifts or completing a practice sheet of common nouns
and product names to determine which is capitalized.
significance. Students circle the capitalized letter in product
names in the environmental text.

54
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

Capitalize geographic The teacher introduces capitalization of geographic names Students work in small groups or pairs, highlighting and underlining
names through text such as maps, globes, and travel brochures. The capitalized geographic names in texts such as maps, text with maps or
teacher reminds students that the name of a specific place is a labeled geographic locations, and brochures. Students work
proper noun and therefore is capitalized. He/she contrasts a independently, using the text to write sentences. They include the use of
proper name, such as Appalachian Mountains, with river or hill capitalized geographic names in the writing. Students continue to
which are common nouns. The teacher and students identify capitalize geographic names as they occur in writing activities such as
geographic names and highlight the capital letter. explanations of social studies events.

The teacher and students generate a T-chart of words with proper

names listed and capitalized on one side and common nouns on
the other. The teacher and class use text and geographic name(s)
to write a sentence, capitalizing geographic names.

Capitalize appropriate The teacher introduces capitalization of appropriate words in The class creates a chart of books they read throughout the year,
words in titles titles by showing students the titles of books, magazines, and capitalizing appropriate words in each title. Individual students record
newspapers. books read on reading logs, writing the titles with correct capitalization
and referencing the anchor chart, as needed.
The teacher instructs the students to analyze the titles and
determine the words that are capitalized. The teacher and The teacher provides students with opportunities to write about
students identify all the words are capitalized except short words, books they have read. When students reference titles in book
including: a, an, and, but, for, the, on, at, the, or, from, that, in. recommendations, summaries, or comparison of books, they capitalize
This rule does not apply if they are the first word in the title. appropriate words in the titles.
Students write titles of the exemplar texts on index cards,
capitalizing appropriate words in the titles.

The teacher and class create an anchor chart with index cards.
Capitalized letters are highlighted. Words that are exceptions are
also noted. The teacher and students generate explanations.

55
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

Use correct The teacher provides direct instruction on correct capitalization, The students use correct capitalization as they write in a variety of
capitalization following the conventions of the English language. He/she settings. Students write in response to questions about a text. They write
provides exposure to a mentor text, identifies correct non-fiction paragraphs about a science topic. They write narrative stories
capitalization, and models transferring the skill to personal about family experiences. In all of these situations, students use correct
writing. The teacher creates an anchor chart with the class to capitalization. Anchor charts and student generated explanations are
reinforce correct capitalization. The anchor chart includes used as references, if needed.
samples and student generated explanations. The anchor chart is
then posted as a reference for student use.

Punctuation

Use commas to Using a mentor text, the teacher provides direct instruction on During a writing mini-lesson, the teacher provides three or four simple
separate single words the use of commas to separate single words in a series. sentences, such as the following: “Mr. Jackson is a third-grade teacher.
in a series Mrs. Watson is a third-grade teacher. Ms. White is a third-grade teacher.
He/she explains the use of commas in a series impacts meaning.
Mrs. Little is a third-grade teacher.” The students rewrite the information
The teacher presents a sentence such as, “I had pizza, salad, into one sentence, using commas to separate the names in a series.
bread, and tea for dinner.” He/she contrasts it with the same
(e.g., Mr. Jackson, Mrs. Watson, Ms. White, and Mrs. Little are third
sentence without commas: “I had pizza salad bread and tea for
grade teachers.)
dinner.” The former indicates four separate items, while the latter
refers to two items, since there is no comma. The teacher and The students write in a variety of settings. They write about school
class write sentences including single words in a series. Commas activities with friends, list items needed for a science experiment, or
are inserted to separate the items in the series. Students highlight detail characteristics of a favorite book character. In each situation,
the commas to call attention to their significance. The teacher students write using commas to separate single words in a series.
and students create an anchor chart with sample sentences, using
commas to separate single words in a series, along with an
explanation of the proper usage.

Use commas in The teacher provides direct instruction on the use of commas in Students work in pairs or individually to write letters to classmates or
greetings and closings the greetings and closings of letters. He/she displays a letter and book characters, using commas in greetings and closings. The teacher
of letters identifies the parts of the letter, with specific attention to the provides additional opportunities for students to write letters to favorite
greeting and closing. The teacher highlights the use of commas authors, local companies, or the school’s principal. In each letter,

56
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

at the end of a greeting (e.g. Dear Mother,) and closing students use commas in greetings and closings, referring to the created
(e.g. Sincerely,). anchor chart, as needed.

The teacher and class create an anchor chart of a letter format,

emphasizing the use of commas in the greeting and closing. The
class generates an explanation of comma usage, which is added
to the anchor chart as a side note.

Use an apostrophe to The teacher refers to contractions found in a previously read text. Students create cards with word(s) and their corresponding contractions.
form contractions He/she creates a list and explains the use of an apostrophe to Students use apostrophes to form contractions. The card sets are used in
form these contractions. The teacher provides an explanation a center for matching or to prompt writing sentences with the
such as, “Contractions are formed by shortening a word or contractions, using the apostrophe appropriately.
combining two words. The apostrophe replaces the missing
Students use apostrophes to form contractions in their daily writing.
letters.” The teacher and students create a T-chart of words and
the contractions formed from the word(s). The apostrophe is
highlighted to signify its usage. The class generates sentences
using contractions. The teacher models as the students write the
sentences using apostrophes to form contractions.

Use an apostrophe to The teacher locates examples of possessives in a previously read Students write stories about their classmates and their pets, using
form frequently text. He/she makes a list of phrases and engages students to apostrophes to form frequently occurring possessives. The teacher
occurring possessives determine a common feature. With teacher prompting, as provides a variety of writing opportunities for students to practice
needed, students note the use of the apostrophe to form the writing possessives correctly. This may include explaining the conflict
sample possessives. The teacher explains these frequently or emotions of a character in a book or writing detailed descriptions of
occurring possessives are formed to show ownership. their pets.

The class generates examples, using the students’ names to show

ownership, such as Emma’s pencil or Jose’s lunchbox. Students
trace over the apostrophe to highlight its usage. Students use
arrows to indicate ownership. For example, an arrow from the
word pencil to the name, Emma, shows ownership.

57
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

Use commas in The teacher introduces the use of commas in addresses by The students write letters to family members, referencing the school
addresses displaying the school’s address. He/she points out the address in the bodies of the letters. They also write the family members’
organization of the address and spotlights the use of a comma addresses on mailing envelopes. Students use commas in each address
to separate the city and state. Commas are used to separate appropriately.
information for ease of understanding. Students work in small
groups, locating commas in addresses on mailed envelopes. The teacher provides a variety of opportunities to practice using commas
in addresses, including students writing specific directions to a friend’s
Students write their personal addresses on envelopes, using
house or writing informational paragraphs about themselves, including
commas to separate the city and state.
their addresses.
The teacher compares the use of commas in addresses written on
an envelope and those written within the body of a text. Commas
are used to separate information for ease of understanding, so a
comma separates the street address and city, in addition to
separating the city and state.

Use commas in The teacher introduces the use of commas in dialogue through Students are given the opportunity to write independently using commas
dialogue high quality text with relevant examples. The teacher explains in dialogue. In the writing center, students create fictional writing pieces
that commas are used to indicate a pause in the reading and set with dialogue between characters. In the reading center, students retell
apart the speaker from the actual dialogue. The teacher and class story events including key dialogue between main characters. A math
analyze the examples to determine the consistent placement of journal may include direct quotes from the teacher regarding appropriate
commas. Examples include “he said” placement at the beginning steps for problem solving.
and also at the end of the sentence. The teacher and class record
steps for using commas in dialogue with examples. The teacher
and students create dialogue appropriate to the text. They write
the new sentence(s) using commas in dialogue. For example,
Wilbur said, “I am afraid.” “Don’t worry,” said Charlotte.

Form and use The teacher reviews the definition of possessives in relation to The teacher provides students with word phrases with possessives.
possessives ownership. Students work in pairs to write sentences, forming the possessives
A previous class generated anchor chart provides examples of correctly. One student writes the sentence. The other student does a
frequently occurring possessives. The teacher locates less quick draw of a person, with a thought bubble explaining the meaning of
common examples in read aloud text to add to the anchor chart. each sentence and the use of the possessive. The partners switch roles.

58
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

Additional examples may include a plural possessive, such as girls’ The sentences and illustrations are placed in a center for a matching
games. The teacher models forming the possessive by adding an activity.
apostrophe at the end of a plural noun. He/she explains this is
used in reference to games that belong to more than one girl. The teacher provides opportunities for the students to form and use
This is contrasted with girl’s games which is formed with an possessives through daily writing.
apostrophe and “s” and is used to represent many games that
belong to one girl. The teacher and class list more examples of
possessives. They add side notes to explain the form and use of
each example.

Use quotation marks The teacher introduces quotation marks through the use of a Students work in pairs, sharing opinions about school lunches, a local
in dialogue mentor text, rich with examples of dialogue. He/she underlines election, or a favorite movie. The students have a verbal exchange and
the spoken words and highlights the quotation marks around the then write the conversation, using quotation marks in the dialogue
dialogue. In this way, the teacher demonstrates how quotation appropriately.
marks set apart what was spoken. Quotation marks clarify what is
said and by whom. They use arrows and side notes to explain the Students continue to use quotation marks in dialogue as they create
realistic fictional stories about a classmate or a fantasy fiction story about
proper use of quotation marks (and other punctuation learned.)
a space alien.
This example becomes an anchor chart to be used as a reference
for student writing.

Spelling

Use conventional The teacher instructs students to use conventional spelling for The teacher provides opportunities for students to use conventional
spelling for high high frequency words and other studied words. spellings for high frequency and other studied words and for adding
frequency and other suffixes to base words. He/she may dictate sentences for students to
The teacher models adding suffixes to base words. He/she
studied words and for write. In daily writing, as a part of independent work or in centers,
adding suffixes to presents a list of words on a chart. He/she thinks aloud as he/she students use conventional spelling for high frequency and other studied
rewrites the word, adding a suffix, written in a different color
base words words. Students use classroom resources as needed. Students add
from the base word. The teacher includes examples of spelling
suffixes to base words to change the tense in stories when they write
practices, such as doubling the consonant, according to 1:1:1
about class field trips, or when they explain a scientific concept.
(One syllable word with one vowel followed by one consonant,

59
Grade 2 ELA Standards, Clarifications and Glossary

2-3 Skill How to Introduce and Model How to Build

the consonant is doubled before adding a suffix). For each

example, the teacher adds a speech bubble or side note with an
explanation. (For example, drop silent e, change y to i). The
teacher and students add examples to the chart, including
explanations, as needed.

Use spelling patterns The teacher demonstrates using concepts taught and applying The students are given independent opportunities to use spelling
and generalizations spelling practices in writing. He/she reviews the skill in isolation patterns and generalizations when writing. References of previously
(such as word families, and models the transfer to writing. For example, in isolation, the taught spelling lessons are readily available. The teacher expectation is
position-based teacher lists word families, calling attention to the common chunk that students will apply the skills taught in isolation to their writing.
spellings, syllable or rime and changing the beginning sound or onset. He/she thinks Writing opportunities include daily student work, creating fictional stories
patterns, ending aloud as he/she models application. “I know how to spell past so I in a writing center, writing a book report on a class library text, explaining
rules, and meaningful can spell blast in my sentence. We had a blast on our trip.” a math concept, or summarizing a social studies lesson.
word parts) when
The process is repeated with other spelling generalizations. For
writing words
example, the teacher and students write sentences, spelling words
using ending rules appropriately. Once spelling patterns and
generalizations are taught, the teacher directs students to apply
the skill in their writing. For example, after the class creates an
anchor chart about changing y to i before adding a suffix, a student
can use that knowledge and write, I tried my best in the game.

Reference

Consult reference The teacher models writing a short story, thinking aloud her Students participate in many writing activities. They write responses to
materials as needed spelling process. Some words are known and can be spelled specific reading questions. They write the results of a science experiment,
to check and correct easily. The teacher models how to spell unknown words by using or they write realistic and fantasy stories. In each writing experience,
spellings reference materials such as a dictionary (printed and/or digital), students apply skills taught previously. Students consult reference
word wall, or anchor chart. The teacher and class practice materials, as needed, to check and correct spellings.
consulting the reference materials. The teacher provides a step by
step process of identifying the first letter and then subsequent
letters to narrow the search. He/she demonstrates using the
guide words to target the location of the word to spell.

60
Grade 2 ELA Standards, Clarifications and Glossary

Language Standards
STANDARD CLARIFICATION GLOSSARY
Cluster: Conventions of Standard English
L.2.1 Demonstrate command of See Language Grammar Continuum conventions of spoken and written standard
the conventions of standard English – the generally accepted rules and practices
English grammar and usage for speaking and writing in the English language
when writing or speaking;
demonstrate proficiency within grammar – the set of rules and conventions that
the 2-3 grammar continuum. govern the way a particular language functions,
including how words and sentences are formed,
how punctuation is used, etc.

proficient/proficiently – competent, skilled, and/or

showing knowledge and aptitude in doing
something; the level at which one is able to
complete a particular skill, such as reading complex
texts, with success

usage – the manner in which language is used,

closely related to style and tone; the way in which
a word or phrase is used according to standard
English conventions
L.2.2 Demonstrate command of the See Language Conventions Continuum conventions of spoken and written standard
conventions of standard English English – the generally accepted rules and practices
capitalization, punctuation, for speaking and writing in the English language
and spelling when writing;
demonstrate proficiency within proficient/proficiently – competent, skilled,
the 2-3 conventions continuum. and/or showing knowledge and aptitude in doing
something; the level at which one is able to
complete a particular skill, such as reading complex
texts, with success

punctuation – marks (often small) that are used

to separate written elements, clarify meaning,
guide pacing, and indicate inflection (e.g., period,
comma, parentheses, question mark, etc.)

61
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

Cluster: Knowledge of Language
L.2.3 Use knowledge of language and Students use what they know about language and its formal English, style, task, and use of – English
its conventions when writing, grammar and usage to make effective choices in their language usage that adheres to grammar and style
speaking, reading, or listening. writing or speaking or to aid their comprehension when conventions, is appropriate to task, purpose, and
a. Compare formal and informal reading or listening. audience, and is objective and free of bias. When
uses of English. • Students recognize the differences between formal spoken, formal usage also generally consists of
language and informal language in reading, writing, clear enunciation, consistent eye contact, and
speaking, and listening situations. appropriate vocabulary. When written, formal
usage also generally consists of coherent
In the Classroom organization, complex grammatical and syntactic
Teachers provide opportunities for students to read and structures, and domain-specific vocabulary.
analyze a wide variety of texts for differences in style.
informal English, style, task, and use of – English
While reading, students use sticky notes to indicate where
language usage that is not generally held to
authors use formal or informal language effectively.
grammar and style conventions and may not have
a logical structure (e.g., dialogue may jump from
Students write two different letters on the same topic:
one topic to another without transition). When
one informal letter to a family member and one formal
spoken, informal usage may consist of slang terms
letter to a newspaper. Students highlight differences
and idioms; when written, informal usage may lack
in their word usage and discuss how the tone of each
organization and ignore grammatical rules.
letter differs.
Vocabulary Acquisition and Use
L.2.4 Determine and/or clarify the Students figure out and/or confirm the meaning of grade context clues – refers to elements preceding and
meaning of unknown and 2 words/phrases that are unfamiliar or have multiple following an unknown or ambiguous word, phrase,
multiple-meaning words and meanings. When figuring out and/or confirming the or reference which can help define or identify it
phrases based on grade 2 reading meaning of words/phrases, students choose from several
and content, choosing flexibly strategies—context clues, word parts, word relationships, multiple-meaning words and phrases – words
from an array of strategies: and reference materials. and phrases that have more than one meaning
context clues, word parts, word • Use sentence-level context as a clue to the meaning (e.g., elephant’s trunk / car trunk)
relationships, and reference of a word or phrase: Students use the words around reference materials – sources that provide
materials. the unknown words to determine the meaning of information about a topic under investigation;
that word. materials that a researcher consults for facts and
• Determine the meaning of the new word formed data, citing as necessary
when a known prefix is added to a known word (e.g.,
happy/unhappy, tell/retell): Students understand the word relationship – the manner in which words
meaning of a word when a known prefix is added. relate to one another (e.g., synonyms, antonyms,
homophones, etc.)

62
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

• Use a known root word as a clue to the meaning of an
unknown word with the same root (e.g., addition,
additional): Students recognize and use known root
words when reading an unknown word with the same
root word.
• Use knowledge of the meaning of individual words
to predict the meaning of compound words (e.g.,
birdhouse, lighthouse, housefly; bookshelf, notebook,
bookmark): Students use their understanding of each
word in a compound word to determine the meaning
of the compound word as a whole.
• Use glossaries and beginning dictionaries, both print
and digital, to determine or clarify the meaning of
words and phrases: Students reference grade
appropriate glossaries and dictionaries when
determining or clarifying an unknown word or phrase.
• Identify real-life connections between words and
their use: Students think about new words in familiar
contexts. For example, if a student doesn’t
understand the word spicy or juicy, he/she may think
about foods that are spicy or juicy.

In the Classroom:
During shared reading or read aloud, the teacher models
using sentence level context clues to determine the
meaning of the unknown word by identifying clue words
or phrases to understand the word. (e.g. In the sentence,
“She penned a letter.”, penned is a verb or action word
and has to do with the action of creating a letter, so
penned means writing).
Students use graphic organizers to analyze the meanings
of unknown words by adding root words or word parts
within the unknown word, and information about how
the prefix or affix changed the meaning of the root word.

63
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

L.2.5 Demonstrate understanding of Students understand subtle differences in word meanings. adjective – a word that modifies a noun by
nuances in word meanings. • Students determine the slight differences in the providing more detailed information (e.g., fast car)
a. Distinguish shades of meaning meanings of closely related verbs (e.g. toss, throw,
among closely related verbs hurl) and adjectives (e.g. thin, slender, skinny, nuance – a subtle difference or variation in a shade
and closely related adjectives. scrawny). of meaning, significance, or expression (e.g., happy
compared to giddy)
In the Classroom:
The teacher provides a group of closely related verbs or
adjectives. Students discuss the meanings of the words
and how they are different. Students represent the words
either by writing definition, drawing pictures, or acting
them out.

Students work with partners to come up with a group of

five words that have similar meanings. Students discuss
the meanings of the words and sort them in order from
less descriptive to more descriptive words, using a
semantic gradient such as a paint chip sample by relating
the slight change in color to the slight change in meaning.
Students share and explain their rankings of words
with classmates.
L.2.6 Use words and phrases learned Students use words and phrases in their speaking and adjective – a word that modifies a noun by
through conversations, reading writing. The words and phrases are learned through providing more detailed information (e.g., fast car)
and being read to, and conversations with peers and adults, texts that they read
responding to texts, including or that been read to them, and responses to texts, both adverb – a word that modifies an adjective (e.g.,
using adjectives and adverbs oral and written. Students use adjectives and adverbs extremely fast car), a verb (e.g., ran quickly), or
to describe. when describing (e.g., When other kids are happy, that another adverb (e.g., You performed that song
makes me happy). very well.)

In the Classroom: describe, description, descriptive details –

Teachers provide students with mentor texts rich in to explain something in words; the details
adjectives and adverbs. Students identify how adjectives necessary to give a full and precise account
and adverbs are used by the authors to describe events,
phrase(s) – a small group of words representing
characters, settings, etc. In partners, students write
a conceptual unit, containing either a subject or
sentences using rich adjectives and adverbs, as modeled
a verb, but not both. Both a subject and a verb
by the mentor text. The teacher creates a class word

64
Grade 2 ELA Standards, Clarifications and Glossary

STANDARD CLARIFICATION GLOSSARY

wall using these words. As students use these words in would constitute a clause (e.g., “Running through
their speaking and/or writing, they put stickers on that the forest, she breathed in the fresh, crisp air.”)
word’s card.
text – anything that students can read, write, view,
Students read texts and use sticky notes identifying listen to, or explore, including books, photographs,
interesting words/phrases the authors use. Students look films, articles, music, art, and more
up the meanings or discuss these words to deepen their
understanding of the words. They practice using them in
conversations and in writing.

65