Common Planner
K–12 Standards

Grade 2

Other Ohio English Language Arts sets

Reading Standards for Literature

  •  

    Key Ideas and Details

    1. 1.

      Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.1

    2. 2.

      Analyze literary text development.RL.2.2

      1. a.

        Determine the lesson or moral.RL.2.2.a

      2. b.

        Retell stories, including fables and folktales from diverse cultures.RL.2.2.b

    3. 3.

      Describe how characters in a story respond to major events and challenges.RL.2.3

  •  

    Craft and Structure

    1. 4.

      Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.RL.2.4

    2. 5.

      Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.RL.2.5

    3. 6.

      Distinguish between points of view when referring to narrators and characters, recognizing when the narrator is a character in the story.RL.2.6

  •  

    Integration of Knowledge and Ideas

    1. 7.

      Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.RL.2.7

    2. 8.

      Not applicable to literatureRL.2.8

    3. 9.

      Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.RL.2.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10.

      By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.RL.2.10

Reading Standards for Informational Text

  •  

    Key Ideas and Details

    1. 1.

      Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RI.2.1

    2. 2.

      Analyze informational text development.RI.2.2

      1. a.

        Identify the main topic of a multi-paragraph text.RI.2.2.a

      2. b.

        Identify the focus of specific paragraphs within the text.RI.2.2.b

    3. 3.

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

  •  

    Craft and Structure

    1. 4.

      Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.RI.2.4

    2. 5.

      Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.RI.2.5

    3. 6.

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

  •  

    Integration of Knowledge and Ideas

    1. 7.

      Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.RI.2.7

    2. 8.

      Identify the main points an author uses in a text and, with support, explain how reasons connect to the main points.RI.2.8

    3. 9.

      Compare and contrast the most important points presented by two texts on the same topic.RI.2.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10.

      By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.RI.2.10

Reading Standards for Foundational Skills

  •  

    Phonics and Word Recognition

    1. 3.

      Know and apply grade-level phonics and word analysis skills in decoding 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 spelling-sound 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.

        Decode words with common prefixes and suffixes.RF.2.3.d

      5. e.

        Identify words with inconsistent but common spelling-sound correspondences.RF.2.3.e

      6. f.

        Recognize and read grade-appropriate irregularly spelled words.RF.2.3.f

  •  

    Fluency

    1. 4.

      Read with sufficient accuracy and fluency to support comprehension.RF.2.4

      1. a.

        Read grade-level text with purpose and understanding.RF.2.4.a

      2. b.

        Read grade-level text orally with accuracy, appropriate rate, and expression 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

Writing Standards

  •  

    Text Types and Purposes

    1. 1.

      Write opinion pieces that introduce the topic or book being written about, express an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.W.2.1

    2. 2.

      Write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.2

    3. 3.

      Write narratives to recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.W.2.3

  •  

    Production and Distribution of Writing

    1. 4.

      Begins in grade 3W.2.4

    2. 5.

      With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.5

    3. 6.

      With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.W.2.6

  •  

    Research to Build and Present Knowledge

    1. 7.

      Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).W.2.7

    2. 8.

      Recall information from experiences or gather information from provided sources to answer a question.W.2.8

    3. 9.

      Begins in grade 4W.2.9

  •  

    Range of Writing

    1. 10.

      Begins in grade 3W.2.10

Speaking and Listening Standards

  •  

    Comprehension and Collaboration

    1. 1.

      Participate in collaborative conversations about grade 2 topics and texts with diverse partners in small and larger groups.SL.2.1

      1. a.

        Follow agreed-upon rules for discussions(e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.2.1.a

      2. b.

        Build on others' talk in conversations by linking their comments to the remarks of others.SL.2.1.b

      3. c.

        Ask for clarification and further explanation as needed about the topics and texts under discussion.SL.2.1.c

    2. 2.

      Retell or describe key ideas or details from a text read aloud or information presented in various media and other formats (e.g., orally).SL.2.2

    3. 3.

      Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.SL.2.3

  •  

    Presentation of Knowledge and Ideas

    1. 4.

      Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.SL.2.4

    2. 5.

      Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.SL.2.5

    3. 6.

      Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.SL.2.6

Language Standards

  •  

    Conventions of Standard English

    1. 1.

      Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.2.1

      1. a.

        Use collective nouns (e.g., group).L.2.1.a

      2. b.

        Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).L.2.1.b

      3. c.

        Use reflexive pronouns (e.g., myself, ourselves).L.2.1.c

      4. d.

        Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).L.2.1.d

      5. e.

        Use adjectives and adverbs, and choose between them depending on what is to be modified.L.2.1.e

      6. f.

        Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).L.2.1.f

    2. 2.

      Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.2.2

      1. a.

        Capitalize holidays, product names, and geographic names.L.2.2.a

      2. b.

        Use commas in greetings and closings of letters.L.2.2.b

      3. c.

        Use an apostrophe to form contractions and frequently occurring possessives.L.2.2.c

      4. d.

        Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).L.2.2.d

      5. e.

        Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.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.

        Recognize formal and informal uses of English.L.2.3.a

      2. b.

        Compare formal and informal uses of English.L.2.3.b

  •  

    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 (e.g., happy/unhappy, tell/retell).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 (e.g., addition, additional).L.2.4.c

      4. d.

        Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).L.2.4.d

      5. e.

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

    2. 5.

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

      1. a.

        Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).L.2.5.a

      2. b.

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

    3. 6.

      Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).L.2.6

Frequently asked questions

What grade levels do these standards cover?
Grade 2
When were these standards adopted?
2017
Where can I read the official document?
Ohio Learning Standards English Language Arts

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