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K–12 Standards

Grade 2

Other Washington English Language Arts sets

Reading: Students read, comprehend, interpret, analyze, and appreciate multimodal texts from a broad range of genres, cultures, and mediums in the context of grade-level content to understand themselves, others, and the world. Genres include fiction, poetry, nonfiction, and a variety of genres beyond these categories. Standards 2, 3, and 4 are prioritized. This is the last year that standard 2 is prioritized.R

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    Foundational Skills 

    1. 1

      Students know and apply the basic features of print and how it is organized. ELA.2.R.1

      1. a

        Recognize the distinguishing features of a paragraph. (e.g., indentation, capitalization, spacing, punctuation).ELA.2.R.1.a

      2. b

        Recognize the basic features of dialogue.ELA.2.R.1.b

      3. c

        Recognize that text/visual features represent and/or add to the written text's meaning.ELA.2.R.1.c

    2. 2

      Students demonstrate phonemic awareness to support decoding, spelling, and word recognition.ELA.2.R.2

      1. a

        Segment, blend, and manipulate syllables and individual sounds (phonemes) in spoken and printed words to form new words.ELA.2.R.2.a

      2. b

        Recognize, isolate, blend, and count initial, medial, and final sounds (phonemes) in spoken and printed words.ELA.2.R.2.b

      3. c

        Produce words by blending individual sounds (phonemes), including consonant blends, digraphs, and common vowel teams.ELA.2.R.2.c

    3. 3

      Students decode words accurately by applying grade-level phonics and word analysis skills.ELA.2.R.3

      1. a

        Know letter-sound correspondences including consonant digraphs, dipthongs, and common vowel teams (e.g., “ai,” “oa,” “ou,” “oi,” “ue”).ELA.2.R.3.a

      2. b

        Distinguish long and short vowel sounds in regularly spelled one-syllable words.ELA.2.R.3.b

      3. c

        Use common syllable types (open, closed, silent -e, vowel team, r- controlled, consonant-le) to decode words.ELA.2.R.3.c

      4. d

        Decode multisyllabic words by breaking them into syllables (e.g., VC/CV, “nap/kin”; V/CV, “ro/bot”).ELA.2.R.3.d

      5. e

        Decode words with common roots, prefixes and suffixes (e.g., “re-,“ “un-,“ “-ful,” “-less,” “- ly”).ELA.2.R.3.e

      6. f

        Identify words with inconsistent but common spelling sound correspondences (e.g., “does,” “busy”, “again”).ELA.2.R.3.f

      7. g

        Add, delete, or substitute syllables, prefixes, or suffixes to form new words.ELA.2.R.3.g

      8. h

        Decode common contractions and compound words.ELA.2.R.3.h

      9. i

        Read high frequency and irregularly spelled words by sight with increasing accuracy and automaticity.ELA.2.R.3.i

      10. j

        Read grade-level texts orally with accuracy, appropriate rate, and expression to support understanding, improving fluency through repeated readings.ELA.2.R.3.j

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    Comprehending and Interpreting Texts

    1. 4

      Students comprehend and interpret texts using knowledge of print, language, and text features to make meaning.ELA.2.R.4

      1. a

        Describe their purpose for reading and preview the text.ELA.2.R.4.a

      2. b

        Use personal connections and content knowledge to visualize, imagine, and/or otherwise engage the senses to make meaning of the text.  ELA.2.R.4.b

      3. c

        Use prior knowledge to make connections and predictions, revising them based on what is in the text.ELA.2.R.4.c

      4. d

        Use a variety of strategies to maintain motivation and reconnect to the flow of reading.ELA.2.R.4.d

      5. e

        Explain how specific pictures or words help readers understand the text (e.g., emotions, characters, actions, information, or ideas).ELA.2.R.4.e

      6. f

        Ask and answer questions about a text, referring to key details in the text.  ELA.2.R.4.f

      7. g

        Describe a story's characters, setting, and major events, including how characters respond to major events and challenges.ELA.2.R.4.g

      8. h

        Retell a story in their own words and/or say what they learned from a text.ELA.2.R.4.h

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    Analyzing, Evaluating, and Using Texts

    1. 5

      Students analyze texts by making connections between texts, authors, readers, and the world.   ELA.2.R.5

      1. a

        Describe what words or images in a text make them think, feel, or want to act.ELA.2.R.5.a

      2. b

        Describe the central message, main idea, moral, or lesson in a text and how it connects to their own experiences and understandings.ELA.2.R.5.b

      3. c

        Compare and contrast the narrators, characters, settings, plots, and/or ideas/information in two or more texts.ELA.2.R.5.c

Writing: Students compose multimodal texts in a variety of genres for a range of communicative situations in the context of grade-level content. Standards 1, 2, and 3 are prioritized. This is the last year standard 2 is prioritized.W

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    Writing Purposes and Products

    1. 1

      Students compose multimodal texts in a variety of genres for a variety of purposes.ELA.2.W.1

      1. a

        Compose in order to describe experiences, ideas, and imaginings.ELA.2.W.1.a

      2. b

        Compose in order to inform others about their knowledge, observations, and explanations of the world.ELA.2.W.1.b

      3. c

        Compose in order to express their opinions and/or preferences.ELA.2.W.1.c

      4. d

        Compose in order to persuade others to consider new options.ELA.2.W.1.d

      5. e

        Compose in order to tell stories and narratives with a clear sequence of events.ELA.2.W.1.e

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    Plan and Draft

    1. 2

      Students plan and complete writing projects.ELA.2.W.2

      1. a

        Connect the task to their interests, experiences, or relevant topics.ELA.2.W.2.a

      2. b

        Consider purpose and audience when planning writing.ELA.2.W.2.b

      3. c

        Sequence and organize steps to complete a writing project or task.ELA.2.W.2.c

    2. 3

      Students draft content within the genre, using tools effectively.ELA.2.W.3

      1. a

        Generate topics and ideas.ELA.2.W.3.a

      2. b

        Gather ideas and select material from research, images, and/or multimedia artifacts that illustrate and support their ideas.ELA.2.W.3.b

      3. c

        Identify text/visual features, formatting, and/or genre conventions noticed in mentor texts.ELA.2.W.3.c

      4. d

        Develop descriptions using sensory details.ELA.2.W.3.d

      5. e

        State facts, definitions, and examples to develop points and ideas within a topic.ELA.2.W.3.e

      6. f

        Compare and contrast information within a topic.ELA.2.W.3.f

      7. g

        Provide details about an opinion and/or preference, using linking words.ELA.2.W.3.g

      8. h

        Use language to persuade others with feelings, reasons, and examples.ELA.2.W.3.h

      9. i

        Tell events in stories in order, using temporal words to signal order and details to elaborate, describing actions, thoughts, and feelings.ELA.2.W.3.i

    3. 4

      Students organize content across genres.ELA.2.W.4

      1. a

        Introduce topics.ELA.2.W.4.a

      2. b

        Group or sequence related content.ELA.2.W.4.b

      3. c

        Provide a sense of closure.ELA.2.W.4.c

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    Revise and Edit

    1. 5

      Students discuss, revise, and/or edit their compositions.ELA.2.W.5

      1. a

        Re-read the draft to decide if it makes sense.ELA.2.W.5.a

      2. b

        Engage with an adult or peer for feedback about their compositions.ELA.2.W.5.b

      3. c

        Add, remove, or change words, details, and/or pictures to better communicate and represent meaning.ELA.2.W.5.c

      4. d

        Edit for mechanics, conventions, and consistency of text/visual features. [Demonstrate command of Language standards in grades K–2.]ELA.2.W.5.d

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    Share and Publish

    1. 6

      Students share and publish compositions for known and trusted audiences.ELA.2.W.6

Speaking, Listening, and Digital Forums : Students engage in and learn from collaborative discussions, presentations, and public speaking for a range of communicative situations in the context of grade-level content. Standard 1 is prioritized.SLDF

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    Discussion

    1. 1

      Students listen, respond respectfully, and contribute during face-to-face discussions and/or in teacher-moderated or simulated digital forums.ELA.2.SLDF.1

      1. a

        Describe expectations for engaging with and including other participants.ELA.2.SLDF.1.a

      2. b

        Describe the people, places, things, events, information, and emotions they are referring to with relevant details.ELA.2.SLDF.1.b

      3. c

        Draw on experience, observation, and prior learning to contribute.ELA.2.SLDF.1.c

      4. d

        Connect statements to others’ contributions to develop common understanding, build community, and propel conversation.ELA.2.SLDF.1.d

      5. e

        Ask for clarification or more information and/or explain what they understood.ELA.2.SLDF.1.e

      6. f

        Answer questions to clarify something others did not understand, including the meaning of words and phrases used in discussion.ELA.2.SLDF.1.f

      7. g

        Identify points of agreement or disagreement from the discussion.ELA.2.SLDF.1.g

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    Collaboration 

    1. 2

      Students collaborate on projects or tasks.ELA.2.SLDF.2

      1. a

        Describe expectations, changing them when needed.ELA.2.SLDF.2.a

      2. b

        Contribute towards shared goals by building on strengths.ELA.2.SLDF.2.b

      3. c

        Communicate to support the group and/or deal with concerns.ELA.2.SLDF.2.c

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    Public Speaking and Presentations

    1. 3

      Students present experience, positions, ideas, findings, and creative work.ELA.2.SLDF.3

      1. a

        Identify topics from the situation, experience, imagination, reading, research, media, conversations, and/or products from ELA.2.W.1.ELA.2.SLDF.3.a

      2. b

        Develop content by considering what they want to communicate within the situation and what the audience already knows.ELA.2.SLDF.3.b

      3. c

        Use images and/or multimedia artifacts in presentations to clarify content and support the audience’s engagement.ELA.2.SLDF.3.c

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    Voice

    1. 4

      Students determine how to present themselves and their ideas in different contexts.ELA.2.SLDF.4

      1. a

        Express a distinct voice through thoughtful word choice by drawing on their strengths, thoughts, and feelings.ELA.2.SLDF.4.a

      2. b

        Determine what they want or do not want to share and why.ELA.2.SLDF.4.b

    2. 5

      Students use an audible voice, gesture, and pacing to illuminate the content and engage the audience.ELA.2.SLDF.5

Language: Students develop command of the English language to speak and write clearly, and to comprehend more fully when reading, listening, or viewing. Standards 2, 3, and 5 are prioritized. This is the last year standard 5 is prioritized.L

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    Knowledge of Language 

    1. 1

      Students notice when and why language is used differently at school, at home, and with peers.  ELA.2.L.1

      1. a

        Compare formal and informal uses of language in different situations. ELA.2.L.1.a

      2. b

        Describe how language changes across situations and audiences.ELA.2.L.1.b

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    Structure and Functions of English

    1. 2

      Students produce, expand, and rearrange sentences in conversations and writing about experiences, events, and ideas. ELA.2.L.2

      1. a

        Produce, expand, and rearrange simple and compound sentences.ELA.2.L.2.a

      2. b

        Use adjectives and adverbs to add detail and specificity. ELA.2.L.2.b

      3. c

        Use regular and irregular verb forms to communicate meaning clearly. ELA.2.L.2.c

    2. 3

      Students determine the meaning of and use words and phrases acquired through conversations, reading, and being read to. ELA.2.L.3

      1. a

        Use context, roots, affixes, word relationships, and reference materials to clarify the meaning of unfamiliar words and phrases, including compound words.ELA.2.L.3.a

      2. b

        Use collective nouns, irregular plural nouns, and reflexive pronouns accurately. ELA.2.L.3.b

      3. c

        Understand and use adjectives, prepositions, conjunctions, and determiners to clarify meaning. ELA.2.L.3.c

    3. 4

      Students explore relationships among words and meaning in the context of conversations, reading, and writing about experiences, events, and ideas. ELA.2.L.4

      1. a

        Identify connections between words and their use. ELA.2.L.4.a

      2. b

        Distinguish and express shades of meaning among closely related verbs, closely related adjectives, and closely related adverbs. ELA.2.L.4.b

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    Foundational Written Language (Encoding and Transcription)

    1. 5

      Students develop fluent and accurate writing skills to record their ideas using words, sentences, and short texts.ELA.2.L.5

      1. a

        Form letters legibly and write with appropriate spacing and alignment.ELA.2.L.5.a

      2. b

        Spell words using sound-letter correspondences, common spelling patterns, and word families.ELA.2.L.5.b

      3. c

        Spell regularly spelled two-syllable words and high-frequency words, including irregularly spelled words with increasing accuracy.ELA.2.L.5.c

      4. d

        Capitalize sentence beginnings and proper nouns correctly.ELA.2.L.5.d

      5. e

        Write complete sentences using periods, exclamation points, and question marks to end statements, exclamations, and questions.ELA.2.L.5.e

      6. f

        Use commas in dates and to separate single words in a series.ELA.2.L.5.f

      7. g

        Use apostrophes to form contractions and possessives.ELA.2.L.5.g

      8. h

        Develop automaticity in spelling and handwriting and/or other modalities to support written expression.ELA.2.L.5.h

Research and Media Literacy: Students ask questions, seek answers using a variety of sources and tools, and use their learning. Students identify reactions to media messages, purposes and parts of media messages, and people who create media messages. Standard 1 is prioritized.RML

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    Research and Inquiry

    1. 1

      Students engage in research and inquiry by asking questions and seeking answers from information sources.ELA.2.RML.1

      1. a

        Ask questions about things that make them curious.ELA.2.RML.1.a

      2. b

        Generate ideas for where they might find answers to their questions, including by talking to people about the topic.ELA.2.RML.1.b

      3. c

        Engage with a variety of information sources and where to find them, including by exploring libraries.ELA.2.RML.1.c

      4. d

        Contribute suggestions when adults use digital search tools.ELA.2.RML.1.d

      5. e

        Identify information that does and does not answer their questions.ELA.2.RML.1.e

      6. f

        Use and/or share new learning.ELA.2.RML.1.f

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    Media Literacy

    1. 2

      Students identify reactions to media messages.ELA.2.RML.2

      1. a

        Identify how and why people react to media messages differently.ELA.2.RML.2.a

      2. b

        Identify how media messages make them feel and what these emotions may make them want to say or do.ELA.2.RML.2.b

    2. 3

      Students identify the purposes of media messages.ELA.2.RML.3

      1. a

        Identify media messages that are mainly helping people learn new things, trying to change people’s minds, selling something, or just for fun.ELA.2.RML.3.a

    3. 4

      Students compare different parts of media messages.ELA.2.RML.4

      1. a

        Distinguish between statements that are either true or false and statements that express an opinion.ELA.2.RML.4.a

      2. b

        Compare and contrast information on the same topic in two or more media messages from different sources.ELA.2.RML.4.b

      3. c

        Describe how changing an image can change the meaning of a media message.ELA.2.RML.4.c

    4. 5

      Students identify people who create media messages and choices they make.ELA.2.RML.5

      1. a

        Identify who is responsible for the content of a media message, including individuals and organizations.ELA.2.RML.5.a

      2. b

        Identify individuals or organizations made up of people who are experts on a particular topic.ELA.2.RML.5.b

Frequently asked questions

What grade levels do these standards cover?
Grade 2
Where can I read the official document?
WA Learning Standards for English Language Arts

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