Alaska English Language Arts Standards — Grade 2

Click on any standard to search for aligned resources. This data may be subject to copyright. You may download a CSV of the Alaska English Language Arts Standards if your intention constitutes fair use.

Plan, assess, and analyze learning aligned to these standards using Kiddom.

Learn more: How Kiddom Empowers Teachers.


Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; a Use collective nouns (eg, group); b Form and use frequently occurring irregular plural nouns (eg, feet, children, teeth, mice, fish); c Use reflexive pronouns (eg, myself, ourselves); d Form and use the past tense of frequently occurring irregular verbs (eg, sat, hid, told); e Use adjectives and adverbs, and choose between them depending on what is to be modified; f Produce, expand, and rearrange complete simple and compound sentences (eg, The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy)


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; a Capitalize holidays, product names, and geographic names; b Use commas in greetings and closing of letters; c Use an apostrophe to form contractions and frequently occurring possessives; d Generalize learned spelling patterns when writing words (eg, cage badge; boy boil); e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings


Use knowledge of language and its conventions when writing, speaking, reading, or listening; a Compare formal and informal uses of English


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; a Use sentence-level context as a clue to the meaning of a word or phrase; b Determine the meaning of the new word formed when a known prefix is added to a known word (eg, happy/unhappy, tell/retell); c Use a known root word as a clue to the meaning of an unknown word with the same root (eg, addition, additional); d Use knowledge of the meaning of individual words to predict the meaning of compound words (eg, birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark); e Use glossaries and beginning picture dictionaries, both print and digital, to determine or clarify the meaning of words and phrases


Demonstrate understanding of word relationships and nuances in word meanings; a Identify real-life connections between words and their use (eg, describe foods that are spicy or juicy); b Distinguish shades of meaning among closely related verbs (eg, toss, throw, hurl) and closely related adjectives (eg, thin, slender, skinny, scrawny)


Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (eg, When other kids are happy that makes me happy)


Know and apply grade-level phonics and word analysis skills in decoding words; a Distinguish long and short vowels when reading regularly spelled one-syllable words; b Know spelling-sound correspondences for additional common vowel teams; c Decode regularly spelled two-syllable words with long vowels; d Decode words with common prefixes and suffixes; e Identify words with inconsistent but common spelling-sound correspondences; f Recognize and read grade-appropriate irregularly spelled words


Read with sufficient accuracy and fluency to support comprehension; a Read on-level text with purpose and understanding; b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings; c Use context to confirm or self-correct word recognition and understanding, rereading as necessary


Ask and answer such questions aswho,what,where,when,why, andhowto demonstrate understanding of informational texts using key details from the text


By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 2 (from upper grade 1 to grade 3), with scaffolding as needed at the high end of the range


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


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


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


Know and use various text features (eg, captions, bold print, headings, charts, bulleted or numbered lists, electronic menus, icons) to locate key facts or information in a text efficiently


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


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


Describe how reasons given support specific opinions the author states in a text


Compare and contrast the most important points presented by two texts or related topics (eg, a book about polar bears and a book about black bears)


Ask and answer such questions aswho,what,where,when,why, andhowto demonstrate understanding of a literary text using key details from the text


By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 2 (from upper grade 1 to grade 3), with scaffolding as needed at the high end of the range


Retell stories, including fables and folktales from diverse cultures, and determine the authors purpose (eg, teach a lesson, make you laugh, tell a scary story, describe an imaginary place), lesson or moral


Describe how characters in a story, play or poem respond to major events, problems, and challenges


Identify words and phrases that supply rhythm or sensory images and meaning in a story, poem, or song (eg, regular beats, alliteration, rhymes, repeated lines) and describe how they make a reader feel or what a reader might see in his or her mind


Describe the overall structure of a story, including describing how the beginning introduces the story (who, what, why, where), the middle describes the problem (how characters react or feel and what they do), and the ending concludes the action or tells how the problem was solved


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


Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot (eg, problem-solution; chronology)


(Not applicable to literature)


Compare and contrast two or more versions of the same story/text (eg, Cinderella stories) by different authors or from different cultures


Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups; a Follow agreed-upon rules for discussions (eg, gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion); b Build on others talk in conversations by linking their comments to the remarks of others; c Ask for clarification and further explanation as needed about the topics and texts under discussions


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


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


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


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


Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification (See grade 2 Language standards 1 and 3 for specific expectations)


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 (eg,because,and,also) to connect opinion and reasons, and provide one or more concluding sentences that restate or paraphrase their opinion


(Begins in grade 3)


Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or one or more concluding sentences that emphasize their most important point or focus


Use narrative writing to retell a well-elaborated event or short sequence of real or imagined events, include details to describe actions, thoughts, and feelings, use linking words to signal event order, and provide one or more concluding sentences that restate or emphasize a feeling or lesson learned


(Begins in grade 3)


With guidance and support from adults and peers, focus on a topic and strengthen writing as needed (eg, adding concrete and sensory details; elaborating on how the details chosen support the focus) by revising and editing


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


Participate in shared research and writing projects (eg, read a number of books on a single topic to produce a report or visual or oral presentation; record data from science observations)


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


(Begins in grade 4)