English Standards for Colorado — Grade 2


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G21.1a

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

G21.1b

Contribute knowledge to a small group or class discussion to develop a topic

G21.1c

Maintain focus on the topic

G21.1d

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. (CCSS: SL.2.5)

G21.1e

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

G21.1f

Use content-specific vocabulary to ask questions and provide information

G21.2a

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (CCSS: SL.2.1) i. 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). (CCSS: SL.2.1a) ii. Build on others talk in conversations by linking their comments to the remarks of others. (CCSS: SL.2.1b) iii. Ask for clarification and further explanation as needed about the topics and texts under discussion. (CCSS: SL.2.1c)

G21.2a.i

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). (CCSS: SL.2.1a)

G21.2a.ii

Build on others talk in conversations by linking their comments to the remarks of others. (CCSS: SL.2.1b)

G21.2a.iii

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

G21.2b

Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (CCSS: SL.2.2)

G21.2c

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. (CCSS: SL.2.3)

G22.1a

Use Key Ideas and Details to: i. Demonstrate use of self-monitoring comprehension strategies: rereading, checking context clues, predicting, questioning, clarifying, activating schema/background knowledge to construct meaning and draw inferences ii. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CCSS: RL.2.1) iii. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (CCSS: RL.2.2) iv. Describe how characters in a story respond to major events and challenges. (CCSS: RL.2.3)

G22.1a.i

Demonstrate use of self-monitoring comprehension strategies: rereading, checking context clues, predicting, questioning, clarifying, activating schema/background knowledge to construct meaning and draw inferences

G22.1a.ii

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

G22.1a.iii

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (CCSS: RL.2.2)

G22.1a.iv

Describe how characters in a story respond to major events and challenges. (CCSS: RL.2.3)

G22.1b

Use Craft and Structure to: i. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (CCSS: RL.2.4) ii. Read high-frequency words with accuracy and speed iii. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (CCSS: RL.2.5) iv. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (CCSS: RL.2.6) v. Identify how word choice (sensory details, figurative language) enhances meaning in poetry

G22.1b.i

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

G22.1b.ii

Read high-frequency words with accuracy and speed

G22.1b.iii

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

G22.1b.iv

Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (CCSS: RL.2.6)

G22.1b.v

Identify how word choice (sensory details, figurative language) enhances meaning in poetry

G22.1c

Use Integration of Knowledge and Ideas to: i. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (CCSS: RL.2.7) ii. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. (CCSS: RL.2.9)

G22.1c.i

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

G22.1c.ii

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

G22.1d

Use Range of Reading and Level of Text Complexity to: i. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.2.10)

G22.1d.i

By the end of the year, read and comprehend literature, including stories and poetry, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.2.10)

G22.1e

Compare formal and informal uses of English. (CCSS: L.2.3a)

G22.2a

Use Key Ideas and Details to: i. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CCSS: RI.2.1) ii. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. (CCSS: RI.2.2) iii. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (CCSS: RI.2.3) iv. Summarize the main idea using relevant and significant detail in a variety of texts read or read aloud

G22.2a.i

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

G22.2a.ii

Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. (CCSS: RI.2.2)

G22.2a.iii

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

G22.2a.iv

Summarize the main idea using relevant and significant detail in a variety of texts read or read aloud

G22.2b

Use Craft and Structure to: i. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (CCSS: RI.2.) ii. 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. (CCSS: RI.2.5) iii. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (CCSS: RI.2.6) iv. Read text to perform a specific task (such as follow a recipe, play a game)

G22.2b.i

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

G22.2b.ii

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. (CCSS: RI.2.5)

G22.2b.iii

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

G22.2b.iv

Read text to perform a specific task (such as follow a recipe, play a game

G22.2c

Use Integration of Knowledge and Ideas to: i. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. (CCSS: RI.2.7) ii. Describe how reasons support specific points the author makes in a text. (CCSS: RI.2.8) iii. Compare and contrast the most important points presented by two texts on the same topic. (CCSS: RI.2.9)

G22.2c.i

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

G22.2c.ii

Describe how reasons support specific points the author makes in a text. (CCSS: RI.2.8)

G22.2c.iii

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

G22.2d

Use Range of Reading and Level of Text Complexity to: i. Adjust reading rate according to type of text and purpose for reading ii. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.2.10)

G22.2d.i

Adjust reading rate according to type of text and purpose for reading

G22.2d.ii

By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.2.10)

G22.2e

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

G22.3a

Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.2.3) i. Distinguish long and short vowels when reading regularly spelled one-syllable words. (CCSS: RF.2.3a) ii. Know spelling-sound correspondences for additional common vowel teams. (CCSS: RF.2.3b) iii. Read multisyllabic words accurately and fluently iv. Decode regularly spelled two-syllable words with long vowels. (CCSS: RF.2.3c) v. Decode words with common prefixes and suffixes. (CCSS: RF.2.3d) vi. Identify words with inconsistent but common spelling-sound correspondences. (CCSS: RF.2.3e) vii. Recognize and read grade-appropriate irregularly spelled words. (CCSS: RF.2.3f)

G22.3a.i

Distinguish long and short vowels when reading regularly spelled one-syllable words. (CCSS: RF.2.3a)

G22.3a.ii

Know spelling-sound correspondences for additional common vowel teams. (CCSS: RF.2.3b)

G22.3a.iii

Read multisyllabic words accurately and fluently

G22.3a.iv

Decode regularly spelled two-syllable words with long vowels. (CCSS: RF.2.3c)

G22.3a.v

Decode words with common prefixes and suffixes. (CCSS: RF.2.3d)

G22.3a.vi

Identify words with inconsistent but common spelling-sound correspondences. (CCSS: RF.2.3e)

G22.3a.vii

Recognize and read grade-appropriate irregularly spelled words. (CCSS: RF.2.3f)

G22.3b

Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.2.4) i. Read grade-level text with purpose and understanding. (CCSS: RF.2.4a) ii. Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.2.4b) iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.2.4c)

G22.3b.i

Read grade-level text with purpose and understanding. (CCSS: RF.2.4a)

G22.3b.ii

Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.2.4b

G22.3b.iii

Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.2.4c)

G22.3c

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. (CCSS: L.2.4) i. Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.2.4a) ii. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). (CCSS: L.2.4b) iii. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). (CCSS: L.2.4c) iv. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). (CCSS: L.2.4d)

G22.3c.i

Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.2.4a)

G22.3c.ii

Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). (CCSS: L.2.4b)

G22.3c.iii

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). (CCSS: L.2.4c)

G22.3c.iv

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

G22.3d

Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.2.5) i. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). (CCSS: L.2.5a) ii. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). (CCSS: L.2.5b)

G22.3d.i

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

G22.3d.ii

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

G22.3e

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). (CCSS: L.2.6)

G23.1a

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. (CCSS: W.2.1)

G23.1b

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. (CCSS: W.2.3)

G23.1c

Organize ideas using pictures, graphic organizers, or story maps

G23.1d

Write simple, descriptive poems

G23.1e

Write with precise nouns, active verbs, and descriptive adjectives

G23.1f

Use a knowledge of structure and crafts of various forms of writing gained through reading and listening to mentor texts

G23.1g

Develop characters both internally (thoughts and feelings) and externally (physical features, expressions, clothing)

G23.2a

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (CCSS: W.2.2)

G23.2b

Write letters and how-tos (procedures, directions, recipes) that follow a logical order and appropriate format

G23.2c

Organize informational texts using main ideas and specific supporting details

G23.2d

Organize ideas using a variety of pictures, graphic organizers or bulleted lists

G23.2e

Use relevant details when responding in writing to questions about texts

G23.2f

State a focus when responding to a given question, and use details from text to support a given focus

G23.2g

Apply appropriate transition words to writing

G23.3a

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.2.1) i. Use collective nouns (e.g., group). (CCSS: L.2.1a) ii. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). (CCSS: L.2.1b) iii. Use reflexive pronouns (e.g., myself, ourselves). (CCSS: L.2.1c) iv. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). (CCSS: L.2.1d) v. Use adjectives and adverbs, and choose between them depending on what is to be modified. (CCSS: L.2.1e) vi. Apply accurate subject-verb agreement while writing vii. 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). (CCSS: L.2.1f) viii. Vary sentence beginning ix. Spell high-frequency words correctly

G23.3a.i

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

G23.3a.ii

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

G23.3a.iii

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

G23.3a.iv

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

G23.3a.ix

Spell high-frequency words correctly

G23.3a.v

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

G23.3a.vi

Apply accurate subject-verb agreement while writing

G23.3a.vii

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). (CCSS: L.2.1f)

G23.3a.viii

Vary sentence beginning

G23.3b

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

G23.3b.i

Capitalize holidays, product names, and geographic names. (CCSS: L.2.2a)

G23.3b.ii

Use commas in greetings and closings of letters. (CCSS: L.2.2b)

G23.3b.iii

Use an apostrophe to form contractions and frequently occurring possessives. (CCSS: L.2.2c)

G23.3b.iv

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

G23.3b.v

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (CCSS: L.2.2e)

G23.3c

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

G23.3d

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

G24.1a

Identify a variety of resources and the information they might contain (dictionary, trade book, library databases, Internet web page)

G24.1b

Identify a specific question and gather information for purposeful investigation and inquiry

G24.1c

Use text features to locate, interpret, and use information (table of contents, illustrations, diagrams, headings, bold type)

G24.1d

Use a variety of multimedia sources to answer questions of interest

G24.1e

Recall information from experiences or gather information from provided sources to answer a question. (CCSS: W.2.8)

G24.2a

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). (CCSS: W.2.7) i. Ask primary questions of depth and breadth ii. Acknowledge the need to treat all viewpoints fair-mindedly

G24.2a.i

Ask primary questions of depth and breadth

G24.3a.ii

Acknowledge the need to treat all viewpoints fair-mindedly