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K–12 Standards

Grade 2

Other Kentucky Reading and Writing sets

Reading Foundational SkillsRF

  •  

    Print Concepts

    1. 1

      No Print Concepts Standard for grade 2.RF.2.1

  •  

    Phonological Awareness

    1. 2

      No Phonological Awareness Standard for grade 2.RF.2.2

  •  

    Phonics and Word Recognition

    1. 3

      Know and apply grade-level phonics and word analysis skills in decoding and encoding words.RF.2.3

      1. a

        Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3.a

      2. b

        Know phoneme-grapheme correspondences for additional common vowel teams.RF.2.3.b

      3. c

        Decode regularly spelled two-syllable words with long vowels.RF.2.3.c

      4. d

        Encode regularly spelled two-syllable words with long vowels.RF.2.3.d

      5. e

        Identify, decode, encode and know the meaning of words with the most common prefixes and derivational suffixes.RF.2.3.e

      6. f

        Identify words with inconsistent but common phoneme-grapheme correspondences.RF.2.3.f

  •  

    Fluency

    1. 4

      Read fluently (accuracy, speed and prosody) on grade-level to support comprehension.RF.2.4

      1. a

        Read a variety of grade-level texts (including but not limited to decodables) with purpose and understanding.RF.2.4.a

      2. b

        Orally read grade-level text fluently on successive readings.RF.2.4.b

      3. c

        Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RF.2.4.c

      4. d

        Read irregularly spelled high-frequency words with automaticity and accuracy.RF.2.4.d

Reading Standards for LiteratureRL

  •  

    Key Ideas and Details

    1. 1

      Ask and answer such questions as who, what, where, when, why and how and make and support logical inferences to construct meaning from the text.RL.2.1

    2. 2

      Identify implicit and explicit information from a literary text to determine the author’s message, lesson learned and/or moral, including but not limited to fables and folktales from diverse cultures.RL.2.2

    3. 3

      Describe how characters in a story respond to major events and challenges in order to make meaning of the story development.RL.2.3

  •  

    Craft and Structure

    1. 4

      Describe how words and phrases, including but not limited to regular beats, alliteration, rhymes and/or repeated lines, supply rhythm and shape meaning in a story, poem or song.RL.2.4

    2. 5

      Describe how parts of the text contribute to the overall structure of stories, poems and dramas (e.g., beginning, middle and end of stories; lines and stanzas in poems; and acts/scenes in dramas).RL.2.5

    3. 6

      With prompting and support, acknowledge differences in the perspectives of characters, including by speaking in a different voice for each character when reading dialogue aloud, and how those perspectives shape the content of the text.RL.2.6

  •  

    Integration of Knowledge and Ideas

    1. 7

      Use a story’s illustrations and words in print/non-print texts to demonstrate understanding of characters, setting and plot.RL.2.7

    2. 8

      Not applicable to literatureRL.2.8

    3. 9

      Compare and contrast two or more versions of the same story by different authors or from different cultures.RL.2.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10

      Routinely and flexibly develop and apply background knowledge along with a variety of comprehension strategies to understand and analyze grade-appropriate, complex literary text independently.RL.2.10

Reading Standards for Informational TextRI

  •  

    Key Ideas and Details

    1. 1

      Ask and answer such questions as who, what, where, when, why and how and make and support logical inferences to construct meaning from the text.RI.2.1

    2. 2

      Identify implicit and explicit information from an informational text to determine the central idea of a text.RI.2.2

    3. 3

      Describe the connection between individuals, historical events, scientific ideas or concepts or steps in technical procedures over the course of a text.RI.2.3

  •  

    Craft and Structure

    1. 4

      Determine the meaning of general academic words and phrases and how those words and phrases shape meaning in a grade-level text.RI.2.4

    2. 5

      Identify and describe informational text structures, including sequence/chronological and descriptive structures, and describe the logical connection between particular sentences and paragraphs in a text and how they contribute to the overall structure.RI.2.5

    3. 6

      Identify the main purpose of a text, including what the author wants to answer, explain or describe, and how that purpose shapes the content of the text.RI.2.6

  •  

    Integration of Knowledge and Ideas

    1. 7

      Identify information gained from visuals and words in the text and explain how that information contributes to understanding of the text.RI.2.7

    2. 8

      Describe how reasons support specific claims the author makes in a text.RI.2.8

    3. 9

      Describe the relationship between information from two or more texts on the same theme or topic.RI.2.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10

      Routinely and flexibly develop and apply background knowledge along with a variety of comprehension strategies to understand and analyze grade-appropriate, complex informational text independently.RI.2.10

HandwritingHW

  •  

    Handwriting

    1. 1

      Introduce formation of all upper- and lowercase cursive letters.HW.2.1

CompositionC

  •  

    Text Types and Purpose

    1. 1

      Compose opinion pieces, using a combination of writing and digital resources, on topics or texts, with supporting reasons.C.2.1

      1. a

        With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed.C.2.1.a

      2. b

        Introduce the topic, followed by opinion statement, and create an organizational structure.C.2.1.b

      3. c

        Provide reasons with details to support the opinion.C.2.1.c

      4. d

        Use grade-appropriate transitions to connect sentences and paragraphs.C.2.1.d

      5. e

        Provide a concluding section.C.2.1.e

      6. f

        With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.C.2.1.f

    2. 2

      Compose informative and/or explanatory texts, using writing and digital resources, to establish a topic and provide information about the topic.C.2.2

      1. a

        With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed.C.2.2.a

      2. b

        Introduce the topic.C.2.2.b

      3. c

        Supply information with detail to develop the topic.C.2.2.c

      4. d

        Use grade-appropriate conjunctions to develop text structure within sentences.C.2.2.d

      5. e

        Use grade-appropriate transitions to develop text structure in sentences and paragraphs.C.2.2.e

      6. f

        Provide a concluding section.C.2.2.f

      7. g

        With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.C.2.2.g

    3. 3

      Compose narratives, using writing and digital resources, to develop real or imagined experiences or multiple events or ideas, using effective technique, descriptive details and clear sequences.C.2.3

      1. a

        With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.C.2.3.a

      2. b

        Recount a single event or multiple events, memories or ideas.C.2.3.b

      3. c

        Include details which describe actions, thoughts and/or emotions.C.2.3.c

      4. d

        Use temporal words and phrases to signal event order.C.2.3.d

      5. e

        Create a sense of closure.C.2.3.e

      6. f

        With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.C.2.3.f

  •  

    Production and Distribution

    1. 4

      With guidance and support from adults, use a variety of digital resources to create and publish products, including in collaboration with peers.C.2.4

  •  

    Research to Build and Present Knowledge

    1. 5

      Conduct shared research and writing projects that build knowledge about a topic.C.2.5

    2. 6

      Collect information from real-world experiences or provided sources to answer or generate questions.C.2.6

  •  

    Range of Writing

    1. 7

      Begins in grade 3C.2.7

LanguageL

  •  

    Conventions of General American English

    1. 1

      In writing or speaking, demonstrate appropriate use of:L.2.1

      1. a

        collective nouns.L.2.1.a

      2. b

        frequently occurring irregular nouns.L.2.1.b

      3. c

        reflexive pronouns.L.2.1.c

      4. d

        past tense of frequently occurring irregular verbs.L.2.1.d

      5. e

        adjectives and adverbs in sentence formation.L.2.1.e

      6. f

        producing, expanding and rearranging complete simple and compound sentences.L.2.1.f

    2. 2

      When writing:L.2.2

      1. a

        Capitalize proper nouns, including but not limited to holidays, product names and geographic names.L.2.2.a

      2. b

        Demonstrate appropriate use of commas in varied communication formats (e.g., letter, email, blog).L.2.2.b

      3. c

        Use apostrophe to form contractions and possessives.L.2.2.c

      4. d

        Generalize spelling patterns (graphemes).L.2.2.d

      5. e

        Use reference materials to self-check and correct spelling.L.2.2.e

  •  

    Knowledge of Language

    1. 3

      Use knowledge of language and its conventions when writing, speaking, reading or listening.L.2.3

      1. a

        Compare academic and non-academic uses of language.L.2.3.a

  •  

    Vocabulary Acquisition and Use

    1. 4

      Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.L.2.4

      1. a

        Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4.a

      2. b

        Determine the meaning of the new word formed when a known prefix is added to a known word.L.2.4.b

      3. c

        Use a known root word as a clue to the meaning of an unknown word with the same root.L.2.4.c

      4. d

        Use knowledge of the meaning of individual words to predict the meaning of compound words.L.2.4.d

      5. e

        Use glossaries and beginning dictionaries to determine or clarify the meaning of words and phrases.L.2.4.e

      6. f

        Use words and phrases acquired through conversations, reading and being read to and responding to texts, including using adjectives and adverbs to describe.L.2.4.f

    2. 5

      Demonstrate understanding of word relationships and nuances in word meanings.L.2.5

      1. a

        Demonstrate understanding of words by relating them to their synonyms and antonyms.L.2.5.a

      2. b

        Distinguish the shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender).L.2.5.b

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What grade levels do these standards cover?
Grade 2

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