Common Core Ela Grade 2

Browse through the list of common core standards for Grade-2 Ela. Click on the common core topic title to view all available worksheets.

• [l-2-1]  Language: Conventions of Standard English

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

• [l-2-1a]  Language: Conventions of Standard English

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

• [l-2-1b]  Language: Conventions of Standard English

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

• [l-2-1c]  Language: Conventions of Standard English

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

• [l-2-1d]  Language: Conventions of Standard English

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

• [l-2-1e]  Language: Conventions of Standard English

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

• [l-2-1f]  Language: Conventions of Standard English

  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-2-2]  Language: Conventions of Standard English

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

• [l-2-2a]  Language: Conventions of Standard English

  Capitalize holidays, product names, and geographic names.

• [l-2-2b]  Language: Conventions of Standard English

  Use commas in greetings and closings of letters.

• [l-2-2c]  Language: Conventions of Standard English

  Use an apostrophe to form contractions and frequently occurring possessives.

• [l-2-2d]  Language: Conventions of Standard English

  Generalize learned spelling patterns when writing words (e.g., cage =>badge; boy => boil).

• [l-2-2e]  Language: Conventions of Standard English

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

• [l-2-3]  Language: Knowledge of Language

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

• [l-2-3a]  Language: Knowledge of Language

  Compare formal and informal uses of English.

• [l-2-4]  Language: Vocabulary Acquisition and Use

  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-2-4a]  Language: Vocabulary Acquisition and Use

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

• [l-2-4b]  Language: Vocabulary Acquisition and Use

  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-2-4c]  Language: Vocabulary Acquisition and Use

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

• [l-2-4d]  Language: Vocabulary Acquisition and Use

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

• [l-2-4e]  Language: Vocabulary Acquisition and Use

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

• [l-2-5]  Language: Vocabulary Acquisition and Use

  Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

• [l-2-5a]  Language: Vocabulary Acquisition and Use

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

• [l-2-5b]  Language: Vocabulary Acquisition and Use

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

• [l-2-6]  Language: Vocabulary Acquisition and Use

  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).

• [rf-2-3]  Reading Foundational Skills: Phonics and Word recognition

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

• [rf-2-3a]  Reading Foundational Skills: Phonics and Word recognition

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

• [rf-2-3b]  Reading Foundational Skills: Phonics and Word recognition

  Know spelling-sound correspondences for additional common vowel teams.

• [rf-2-3c]  Reading Foundational Skills: Phonics and Word recognition

  Decode regularly spelled two-syllable words with long vowels.

• [rf-2-3d]  Reading Foundational Skills: Phonics and Word recognition

  Decode words with common prefixes and suffixes.

• [rf-2-3e]  Reading Foundational Skills: Phonics and Word recognition

  Identify words with inconsistent but common spelling-sound correspondences.

• [rf-2-3f]  Reading Foundational Skills: Phonics and Word recognition

  Recognize and read grade-appropriate irregularly spelled words.

• [rf-2-4]  Reading Foundational Skills: Fluency

  Read with sufficient accuracy and fluency to support comprehension.

• [rf-2-4a]  Reading Foundational Skills: Fluency

  Read on-level text with purpose and understanding.

• [rf-2-4b]  Reading Foundational Skills: Fluency

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

• [rf-2-4c]  Reading Foundational Skills: Fluency

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

• [ri-2-1]  Reading Informational: Key Ideas and Details

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

• [ri-2-10]  Reading Informational: Range of Reading and Level of Text Complexity

  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-2-2]  Reading Informational: Key Ideas and Details

  Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

• [ri-2-3]  Reading Informational: Key Ideas and Details

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

• [ri-2-4]  Reading Informational: Craft and Structure

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

• [ri-2-5]  Reading Informational: Craft and Structure

  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-2-6]  Reading Informational: Craft and Structure

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

• [ri-2-7]  Reading Informational: Integration of Knowledge and Ideas

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

• [ri-2-8]  Reading Informational: Integration of Knowledge and Ideas

  Describe how reasons support specific points the author makes in a text.

• [ri-2-9]  Reading Informational: Integration of Knowledge and Ideas

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

• [rl-2-1]  Reading Literature: Key Ideas and Details

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

• [rl-2-10]  Reading Literature: Range of Reading and Level of Text Complexity

  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.

• [rl-2-2]  Reading Literature: Key Ideas and Details

  Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

• [rl-2-3]  Reading Literature: Key Ideas and Details

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

• [rl-2-4]  Reading Literature: Craft and Structure

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

• [rl-2-5]  Reading Literature: Craft and Structure

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

• [rl-2-6]  Reading Literature: Craft and Structure

  Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

• [rl-2-7]  Reading Literature: Integration of Knowledge and Ideas

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

• [rl-2-8]  Reading Literature: Integration of Knowledge and Ideas

  (Not applicable to literature)

• [rl-2-9]  Reading Literature: Integration of Knowledge and Ideas

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

• [sl-2-1]  Speaking and Listening: Comprehension and Collaboration

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

• [sl-2-1a]  Speaking and Listening: Comprehension and Collaboration

  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-2-1b]  Speaking and Listening: Comprehension and Collaboration

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

• [sl-2-1c]  Speaking and Listening: Comprehension and Collaboration

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

• [sl-2-2]  Speaking and Listening: Comprehension and Collaboration

  Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

• [sl-2-3]  Speaking and Listening: Comprehension and Collaboration

  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-2-4]  Speaking and Listening: Presentation of Knowledge and Ideas

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

• [sl-2-5]  Speaking and Listening: Presentation of Knowledge and Ideas

  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-2-6]  Speaking and Listening: Presentation of Knowledge and Ideas

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

• [w-2-1]  Writing: Text Types and Purposes

  Write opinion pieces in which they introduce the topic or book they are writing about, state 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-2-2]  Writing: Text Types and Purposes

  Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

• [w-2-3]  Writing: Text Types and Purposes

  Write narratives in which they 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-2-5]  Writing: Production and Distribution of Writing

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

• [w-2-6]  Writing: Production and Distribution of Writing

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

• [w-2-7]  Writing: Research to Build and Present Knowledge

  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-2-8]  Writing: Research to Build and Present Knowledge

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