Action steps
1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2. Retell stories, including fables and folktales, from diverse cultures, and determine their central message, lesson, or moral.
3. Describe how characters in a story respond to major events and challenges.
Action steps
1. Describe how words and phrases supply rhythm and meaning in a story, poem, or song.
2. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
3. Recognize differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Action steps
1. Use information gained from the illustrations and words in print or digital text to demonstrate understanding of its characters, setting, or plot.
2. Compare and contrast two or more versions of the same story by different authors or from different cultures.
Action steps
1. By the end of the school year, read and comprehend literature, including stories and poetry of appropriate complexity for grade 2.
Action steps
1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Action steps
1. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
2. Know and use various text features (for example, captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
3. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Action steps
1. Explain how specific images (for example, a diagram showing how a machine works) contribute to and clarify a text.
2. Describe how reasons support specific points the author makes in a text.
3. Compare and contrast the most important points presented by two texts on the same topic.
Action steps
1. By the end of the school year, read and comprehend informational texts, including history/social studies, science, and technical texts, of appropriate complexity for grade 2.
Action steps
1. Distinguish long and short vowels when reading regularly spelled one-syllable words.
2. Recognize spelling-sound correspondences for additional common vowel teams.
3. Decode regularly spelled two-syllable words with long vowels.
4. Decode words with common prefixes and suffixes.
5. Identify words with inconsistent but common spelling-sound correspondences.
6. Recognize and read grade 2 level irregularly spelled words.
Action steps
1. Read grade 2 level text with purpose and understanding.
2. Read grade 2 level text orally with accuracy, appropriate rate, and expression on successive readings.
3. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Action steps
1. Write an opinion on a grade 2 level book you have read.
2. State in writing a reason for the opinion.
3. State in writing the conclusion you have reached.
4. Write an informative/explanatory text in which you namea topic, supply some facts about the topic, and describe the conclusion you have reached.
5. Write a narrative in which youdescribe two or more events, include some details regarding what happened, use appropriate words to signal event order, and describe the conclusion you have reached.
Action steps
1. Participate in shared research and writing projects to record observations and produce reports.
2. Recall information from experiences or gather information from provided sources to answer a question.
Action steps
1. Listen to others with care in a group conversation.
2. Allow one person to speak at a time in a group conversation.
3. Build on others’ talk in conversations by responding to the comments of others.
4. Ask and answer questions about what a speaker says to gather additional information.
Action steps
1. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
2. 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.
3. Produce complete sentences when appropriate to task and situation.
Action steps
1. Use collective nouns (for example, group).
2. Form and use frequently occurring irregular plural nouns. (for example, feet, children, teeth, mice, fish)
3. Use reflexive pronouns (for example, myself, ourselves).
4. Form and use the past tense of frequently occurring irregular verbs (for example, sat, hid, told)
5. Use adjectives and adverbs, and choose between them depending on what is to be modified.
6. Produce, expand, and rearrange complete simple and compound sentences (for example, The boy watched the movie.; The action movie was watched by the little boy.).
Action steps
1. Capitalize holidays, product names, and geographic names.
2. Use commas in greetings and closings of letters.
3. Use an apostrophe to form contractions and frequently occurring possessives.
4. Generalize learned spelling patterns when writing words. (for example, cage to badge; boy to boil).
5. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Action steps
1. Use sentence-level context as a clue to the meaning of a word or phrase.
2. Use frequently occurring beginning-of-word letters (prefix) or end-of-word letters (suffix) as a clue to the meaning of a word.
3. Use a known root word as a clue to the meaning of an unknown word with the same root (for example, addition , additional).
4. Use knowledge of the meaning of individual words to predict the meaning of compound words (for example, birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
5. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
Action steps
1. Identify real-life connections between words and their use (for example, describe foods that are spicy or juicy).
2. Distinguish shades of meaning among closely related verbs (for example, toss, throw, hurl) and closely related adjectives (for example, thin, slender, skinny, scrawny).
3. Use words and phrases acquired through conversations, reading and being read to.
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