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Grade 2 Language Arts

40 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Reading Literature · CCSS.ELA-LITERACY.RL.2.1

Ask and answer who, what, where, when, why, and how questions

Independently ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. across representations and contexts.

Component progression

  1. 1I can ask a question about a text using an appropriate question word (who, what, where, when, why, or how).
  2. 2I can answer who, what, where, or when questions about key details in a text.
  3. 3I can answer why or how questions about key details in a text, using text evidence.
Reading Literature · CCSS.ELA-LITERACY.RL.2.2

Recount stories and determine their lesson or moral

Independently recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. across representations and contexts.

Component progression

  1. 1I can recount a fable or folktale, including one from a culture other than the reader's own.
  2. 2I can determine the central message, lesson, or moral of a fable or folktale.
  3. 3I can explain how events in the story teach its central message or moral.
Reading Literature · CCSS.ELA-LITERACY.RL.2.3

Describe character responses to events and challenges

Independently describe how characters in a story respond to major events and challenges. across representations and contexts.

Component progression

  1. 1I can identify a major event or challenge a character faces in a story.
  2. 2I can describe how a character responds to a major event or challenge.
  3. 3I can explain how a character's response to an event affects the rest of the story.
Reading Literature · CCSS.ELA-LITERACY.RL.2.4

Explain how words and phrases create rhythm and meaning

Independently describe how words and phrases, such as regular beats, alliteration, rhymes, and repeated lines, supply rhythm and meaning in a story, poem, or song. across representations and contexts.

Component progression

  1. 1I can identify an instance of rhythm, rhyme, alliteration, or repeated lines in a story, poem, or song.
  2. 2I can describe how an identified word or phrase pattern contributes to the text's rhythm.
  3. 3I can describe how an identified word or phrase pattern contributes to the text's meaning.
Reading Literature · CCSS.ELA-LITERACY.RL.2.5

Describe how story structure organizes the action

Independently describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. across representations and contexts.

Component progression

  1. 1I can identify what the beginning of a story introduces, such as characters or a problem.
  2. 2I can identify how the ending of a story concludes its action.
  3. 3I can describe how the beginning, middle, and ending work together to structure a story.
Reading Literature · CCSS.ELA-LITERACY.RL.2.6

Distinguish characters' points of view

Independently acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. across representations and contexts.

Component progression

  1. 1I can identify a specific character's point of view about an event in the story.
  2. 2I can compare the points of view of two different characters about the same event.
  3. 3I can read dialogue aloud using a different voice for each character to reflect their differing points of view.
Reading Literature · CCSS.ELA-LITERACY.RL.2.7

Use illustrations and words to understand character, setting, and plot

Independently use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. across representations and contexts.

Component progression

  1. 1I can identify information about characters, setting, or plot gained from a text's illustrations.
  2. 2I can identify information about characters, setting, or plot gained from a text's words.
  3. 3I can combine information from illustrations and words to demonstrate understanding of a text's characters, setting, or plot.
Reading Literature · CCSS.ELA-LITERACY.RL.2.9

Compare and contrast versions of the same story

Independently compare and contrast two or more versions of the same story by different authors or from different cultures. across representations and contexts.

Component progression

  1. 1I can identify two versions of the same story by different authors or from different cultures.
  2. 2I can identify a similarity between two versions of the same story.
  3. 3I can identify a difference between two versions of the same story.
Reading Literature · CCSS.ELA-LITERACY.RL.2.10

Read and comprehend grade 2-3 literature

Independently 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. across representations and contexts.

Component progression

  1. 1I can read a story within the grades 2-3 text complexity band with understanding.
  2. 2I can read a poem within the grades 2-3 text complexity band with understanding.
  3. 3I can demonstrate proficient comprehension of a grade 2-3 complexity literary text by answering questions about it.
Reading Informational Text · CCSS.ELA-LITERACY.RI.2.1

Ask and answer who, what, where, when, why, and how questions

Independently ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in an informational text. across representations and contexts.

Component progression

  1. 1I can ask a question about an informational text using an appropriate question word.
  2. 2I can answer who, what, where, or when questions about key details in an informational text.
  3. 3I can answer why or how questions about key details in an informational text, using text evidence.
Reading Informational Text · CCSS.ELA-LITERACY.RI.2.2

Identify the main topic and paragraph focus

Independently identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. across representations and contexts.

Component progression

  1. 1I can identify the main topic of a text with multiple paragraphs.
  2. 2I can identify the specific focus of an individual paragraph within a multiparagraph text.
  3. 3I can explain how a specific paragraph's focus relates to the text's overall main topic.
Reading Informational Text · CCSS.ELA-LITERACY.RI.2.3

Describe connections among events, ideas, or steps

Independently describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. across representations and contexts.

Component progression

  1. 1I can identify a series of historical events, scientific ideas, or procedural steps described in a text.
  2. 2I can describe the connection between events, ideas, or steps in a text, such as cause and effect or sequence.
  3. 3I can use text evidence to explain how one event, idea, or step leads to or relates to another.
Reading Informational Text · CCSS.ELA-LITERACY.RI.2.4

Determine meanings of words and phrases

Independently determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. across representations and contexts.

Component progression

  1. 1I can identify a word or phrase relevant to the topic of a grade 2 informational text.
  2. 2I can use context clues to determine the meaning of a topic-relevant word or phrase.
  3. 3I can use a text feature, such as a glossary, to verify the meaning of a topic-relevant word.
Reading Informational Text · CCSS.ELA-LITERACY.RI.2.5

Use text features to locate information efficiently

Independently know and use various text features, such as captions, bold print, subheadings, glossaries, indexes, electronic menus, and icons, to locate key facts or information in a text efficiently. across representations and contexts.

Component progression

  1. 1I can identify text features such as captions, bold print, subheadings, glossaries, and indexes in an informational text.
  2. 2I can select the appropriate text feature to use for locating a specific type of information.
  3. 3I can use a text feature to locate a specific piece of information in a text efficiently.
Reading Informational Text · CCSS.ELA-LITERACY.RI.2.6

Identify an author's main purpose

Independently identify the main purpose of a text, including what the author wants to answer, explain, or describe. across representations and contexts.

Component progression

  1. 1I can identify a question the author wants to answer in a text.
  2. 2I can identify something the author wants to explain or describe in a text.
  3. 3I can state the overall main purpose of a text based on what it answers, explains, or describes.
Reading Informational Text · CCSS.ELA-LITERACY.RI.2.7

Explain how images clarify a text

Independently explain how specific images, such as a diagram showing how a machine works, contribute to and clarify a text. across representations and contexts.

Component progression

  1. 1I can describe what a specific image, such as a diagram, shows in an informational text.
  2. 2I can connect what an image shows to the related content in the text's words.
  3. 3I can explain how a specific image helps clarify or add to understanding of the text.
Reading Informational Text · CCSS.ELA-LITERACY.RI.2.8

Describe how reasons support an author's points

Independently describe how reasons support specific points the author makes in a text. across representations and contexts.

Component progression

  1. 1I can identify a specific point the author makes in a text.
  2. 2I can identify the reasons the author gives to support a specific point.
  3. 3I can describe how the identified reasons support the author's specific point.
Reading Informational Text · CCSS.ELA-LITERACY.RI.2.9

Compare important points in two texts on the same topic

Independently compare and contrast the most important points presented by two texts on the same topic. across representations and contexts.

Component progression

  1. 1I can identify the most important points presented in each of two texts on the same topic.
  2. 2I can compare the most important points presented by two texts on the same topic.
  3. 3I can contrast the most important points presented by two texts on the same topic.
Reading Informational Text · CCSS.ELA-LITERACY.RI.2.10

Read and comprehend grade 2-3 informational texts

Independently by the end of the 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. across representations and contexts.

Component progression

  1. 1I can read a history/social studies, science, or technical text within the grades 2-3 text complexity band with understanding.
  2. 2I can apply appropriate reading strategies, such as using text features, while reading a grade-level informational text.
  3. 3I can demonstrate proficient comprehension of a grade 2-3 complexity informational text, with scaffolding as needed at the high end of the range, by answering questions about it.
Foundational Reading · CCSS.ELA-LITERACY.RF.2.3

Apply Grade 2 phonics and word-analysis skills

Independently know and apply grade-level phonics and word-analysis skills in decoding words, including distinguishing long and short vowels in regularly spelled one-syllable words, knowing spelling-sound correspondences for additional vowel teams, decoding regularly spelled two-syllable words with long vowels, decoding words with common prefixes and suffixes, identifying words with inconsistent but common spelling-sound correspondences, and recognizing grade-appropriate irregularly spelled words. across representations and contexts.

Component progression

  1. 1I can distinguish long and short vowel sounds in regularly spelled one-syllable words and know spelling-sound correspondences for additional common vowel teams.
  2. 2I can decode a regularly spelled two-syllable word with long vowels and a word with a common prefix or suffix.
  3. 3I can identify a word with an inconsistent but common spelling-sound correspondence and recognize a grade-appropriate irregularly spelled word.
Foundational Reading · CCSS.ELA-LITERACY.RF.2.4

Read with accuracy and fluency to support comprehension

Independently read with sufficient accuracy and fluency to support comprehension, reading on-level text with purpose and understanding, and using context to confirm or self-correct word recognition, rereading as necessary. across representations and contexts.

Component progression

  1. 1I can read a grade 2 text with purpose and understanding.
  2. 2I can read a grade 2 text aloud with accuracy, appropriate rate, and expression on successive readings.
  3. 3I can use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing · CCSS.ELA-LITERACY.W.2.1

Write opinions with reasons, linking words, and a conclusion

Independently 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 to connect opinion and reasons, and provide a concluding statement or section. across representations and contexts.

Component progression

  1. 1I can introduce a topic or book and state an opinion about it in writing.
  2. 2I can supply reasons that support the opinion, using linking words such as because or also to connect them.
  3. 3I can write a concluding statement or section for an opinion piece.
Writing · CCSS.ELA-LITERACY.W.2.2

Write informative texts with facts, definitions, and a conclusion

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

Component progression

  1. 1I can introduce a topic clearly at the start of an informative piece.
  2. 2I can use facts and definitions to develop points about the topic.
  3. 3I can write a concluding statement or section for an informative piece.
Writing · CCSS.ELA-LITERACY.W.2.3

Write sequenced narratives with details, temporal words, and closure

Independently 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. across representations and contexts.

Component progression

  1. 1I can recount a well-elaborated single event or short sequence of events in a narrative.
  2. 2I can include details describing actions, thoughts, and feelings in a narrative.
  3. 3I can use temporal words to signal event order and write a closing statement for the narrative.
Writing · CCSS.ELA-LITERACY.W.2.5

Strengthen writing through revising and editing

Independently with guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. across representations and contexts.

Component progression

  1. 1I can focus a piece of writing on a single topic, with guidance and support.
  2. 2I can revise a piece of writing to strengthen its content or ideas, with guidance and support.
  3. 3I can edit a piece of writing to correct conventions such as spelling and punctuation, with guidance and support.
Writing · CCSS.ELA-LITERACY.W.2.6

Use digital tools to produce and publish writing

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

Component progression

  1. 1I can use a digital tool to produce a piece of writing, with guidance and support.
  2. 2I can use a digital tool to publish a piece of writing, with guidance and support.
  3. 3I can use a digital tool to collaborate with a peer on a piece of writing, with guidance and support.
Writing · CCSS.ELA-LITERACY.W.2.7

Participate in shared research and writing projects

Independently participate in shared research and writing projects, such as reading a number of books on a single topic to produce a report, and recording science observations. across representations and contexts.

Component progression

  1. 1I can participate in a shared research activity, such as reading several books on the same topic.
  2. 2I can contribute an idea or piece of writing to a shared research and writing project.
  3. 3I can help produce a shared written product, such as a report or record of observations, based on a research activity.
Writing · CCSS.ELA-LITERACY.W.2.8

Recall or gather information to answer a question

Independently recall information from experiences or gather information from provided sources to answer a question. across representations and contexts.

Component progression

  1. 1I can recall information from personal experience to help answer a question.
  2. 2I can gather information from a provided source to help answer a question.
  3. 3I can use recalled or gathered information to answer a question.
Speaking And Listening · CCSS.ELA-LITERACY.SL.2.1

Participate in collaborative conversations

Independently participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups, following agreed-upon rules for discussion, building on others' talk by linking their comments to the remarks of others, and asking for clarification and further explanation as needed. across representations and contexts.

Component progression

  1. 1I can follow agreed-upon rules for discussion, such as gaining the floor respectfully and listening to others with care, in a group conversation.
  2. 2I can build on others' talk in a conversation by linking one's own comments to the remarks of others.
  3. 3I can ask for clarification and further explanation as needed about the topic or text under discussion.
Speaking And Listening · CCSS.ELA-LITERACY.SL.2.2

Recount or describe key ideas from oral or media presentations

Independently recount or describe key ideas or details from a text read aloud or information presented orally or through other media. across representations and contexts.

Component progression

  1. 1I can identify a key idea or detail from a text read aloud or information presented orally.
  2. 2I can recount key ideas or details from a text read aloud or oral presentation accurately.
  3. 3I can describe a key idea from an oral or media presentation in one's own words.
Speaking And Listening · CCSS.ELA-LITERACY.SL.2.3

Ask and answer questions to clarify and deepen understanding

Independently 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. across representations and contexts.

Component progression

  1. 1I can ask a question to clarify comprehension of what a speaker said.
  2. 2I can ask a question to gather additional information about a topic a speaker discussed.
  3. 3I can answer a question about a speaker's message in a way that deepens understanding of the topic.
Speaking And Listening · CCSS.ELA-LITERACY.SL.2.4

Tell a story with relevant facts and coherent sentences

Independently tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. across representations and contexts.

Component progression

  1. 1I can tell a story or recount a personal experience with appropriate facts.
  2. 2I can include relevant, descriptive details when telling a story or recounting an experience.
  3. 3I can speak audibly using coherent, complete sentences while telling a story or recounting an experience.
Speaking And Listening · CCSS.ELA-LITERACY.SL.2.5

Create recordings or add visuals to clarify ideas

Independently 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. across representations and contexts.

Component progression

  1. 1I can create an audio recording of a story or poem.
  2. 2I can add a drawing or visual display to a story or recount of an experience when appropriate.
  3. 3I can explain how a created recording or visual display clarifies an idea, thought, or feeling.
Speaking And Listening · CCSS.ELA-LITERACY.SL.2.6

Produce complete sentences to provide detail or clarification

Independently produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. across representations and contexts.

Component progression

  1. 1I can produce a grammatically complete spoken sentence.
  2. 2I can determine when a task or situation is requesting additional detail or clarification.
  3. 3I can provide requested detail or clarification using complete sentences.
Language · CCSS.ELA-LITERACY.L.2.1

Use Grade 2 grammar and usage

Independently demonstrate command of the conventions of standard english grammar and usage when writing or speaking, including using collective nouns, forming and using irregular plural nouns, using reflexive pronouns, forming and using the past tense of frequently occurring irregular verbs, and using adjectives and adverbs correctly. across representations and contexts.

Component progression

  1. 1I can use collective nouns, such as group or team, correctly in speaking or writing.
  2. 2I can form and use irregular plural nouns, such as children or feet, correctly.
  3. 3I can use adjectives and adverbs correctly, choosing between them appropriately in a sentence.
Language · CCSS.ELA-LITERACY.L.2.2

Use Grade 2 capitalization, punctuation, and spelling

Independently demonstrate command of the conventions of standard english capitalization, punctuation, and spelling when writing, including capitalizing holidays, product names, and geographic names, using an apostrophe to form contractions and frequently occurring possessives, and generalizing learned spelling patterns when writing new words. across representations and contexts.

Component progression

  1. 1I can capitalize holidays, product names, and geographic names correctly in writing.
  2. 2I can use an apostrophe correctly to form a contraction or a frequently occurring possessive.
  3. 3I can spell grade-appropriate words correctly, generalizing learned spelling patterns when writing new words.
Language · CCSS.ELA-LITERACY.L.2.3

Compare formal and informal uses of English

Independently use knowledge of language and its conventions when writing, speaking, reading, or listening, including comparing formal and informal uses of english. across representations and contexts.

Component progression

  1. 1I can identify examples of formal and informal english in spoken or written language.
  2. 2I can compare how the same idea might be expressed formally versus informally.
  3. 3I can choose formal or informal language appropriate to a given speaking or writing situation.
Language · CCSS.ELA-LITERACY.L.2.4

Determine meanings of unknown and multiple-meaning words

Independently 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. across representations and contexts.

Component progression

  1. 1I can use context clues to determine the meaning of an unfamiliar word.
  2. 2I can use a known prefix or root word to determine the meaning of an unfamiliar word.
  3. 3I can choose an effective strategy, such as context, word parts, or a reference source, to determine an unfamiliar word's meaning.
Language · CCSS.ELA-LITERACY.L.2.5

Demonstrate understanding of word relationships and shades of meaning

Independently demonstrate understanding of word relationships and nuances in word meanings, including identifying real-life connections between words and their use and distinguishing shades of meaning among closely related verbs and adjectives. across representations and contexts.

Component progression

  1. 1I can identify a real-life connection between a word and its use.
  2. 2I can distinguish shades of meaning among closely related verbs, such as toss, throw, and hurl.
  3. 3I can distinguish shades of meaning among closely related adjectives, such as thin and skinny.
Language · CCSS.ELA-LITERACY.L.2.6

Use words and phrases acquired through conversation and reading

Independently use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. across representations and contexts.

Component progression

  1. 1I can acquire new words and phrases through conversations, reading, and being read to.
  2. 2I can use acquired adjectives and adverbs to add description to speaking or writing.
  3. 3I can use a newly acquired word or phrase appropriately in speaking or writing.
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