Grade 2 ELA Washington standards Standards

Media Literacy and Critical Thinking

Research and Inquiry

Research and Media Literacy

Structure and Function of English

Knowledge of Language

Language

Voice

Public Speaking and Presentations

Collaboration

Discussion

Speaking, Listening, and Digital Forums

Share and Publish

Revise and Edit

Draft and Establish Voice

Plan and Generate Ideas

Writing Purposes and Products

Writing

Analyzing, Evaluating and Using Texts

Comprehending and Interpreting Texts

Print Environment and Foundational Skills

Reading

Students notice when and why language is used differently at school, at home, and with peers.

Compare formal and informal uses of language.

Identify real-life connections between words and what they represent.

Students read grade-level text orally with purpose, understanding, and accuracy, improving speed and expression on successive readings.

Students produce and expand sentences in group and individual activities in the context of conversations and writing about experiences, events, and second grade content.

Produce, expand, and rearrange complete simple and compound sentences.

Give more detail or be more specific by using adjectives and adverbs.

Use the matching verb form for singular and plural nouns in basic sentences.

Form and use the past tense of frequently occurring irregular verbs.

Capitalize holidays and the names of people, places, and products.

Use commas in greetings and the closing of cards, letters, and emails.

Use periods, exclamation points, and question marks to end statements, exclamations, and questions.

Students determine the meaning of and use words and phrases acquired through conversations, reading, and being read to.

Determine or clarify the meaning of new and multiple-meaning words and phrases.

Use collective nouns and irregular plural nouns.

Use reflexive pronouns.

Understand and use high frequency adjectives, prepositions, conjunctions, and determiners.

Use apostrophes to form contractions and possessives.

Students explore word relationships and distinguish shades of meaning in the context of second grade conversations and reading.

Use known root words and prefixes as a clue to the meaning of an unknown word.

Use knowledge of individual words as a clue to the meaning of compound words.

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

Distinguish shades of meaning among closely related verbs, adjectives, and adverbs.

Students develop command of the English language to speak and write clearly, and to comprehend more fully when reading, listening, or viewing.

Students identify the effects, purposes, and parts of media messages, people who provide information, and options for engaging with media messages.

Students interact with and explore texts in a language-rich environment.

Select texts that interest them and/or that are recommended by peers and adults.

Spend time holding, looking at, reading and/or listening to texts.

Make connections, tell stories and/or explain information based on imagination, images, and/or words they recognize in texts.

Students know and apply the basic features of print and how it is organized.

Recognize, name, and print the lowercase and uppercase letters and the sounds they represent with automaticity.

Recognize the distinguishing features of a paragraph. (e.g., indentation, capitalization, spacing, punctuation).

Recognize the distinguishing features of dialogue.

Students know and apply how concepts of sounds, syllables, words, and silence function in speech (phonological awareness).

Recognize, pronounce, separate, blend, and count the syllables in spoken words.

Recognize, pronounce, isolate, blend, and count initial, medial, and final sounds (phonemes) in spoken words.

Orally produce words by blending sounds (phonemes), including consonant blends.

Blend and segment onsets and rhymes of two-syllable spoken words.

Recognize and produce words that begin with the same initial sound (alliteration).

Parse individual words within spoken phrases and sentences.

Students decode words with accuracy and fluency using grade-level word analysis skills.

Know the letter-sound correspondences, including common consonant digraphs.

Know spelling-sound correspondences for additional common vowel teams.

Add, delete or substitute letters and/or syllables in simple words to form and write new words.

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Recognize, pronounce, separate, blend, and count the syllables in printed words.

Decode words using combined knowledge of letter-sound correspondence, regular and irregular spelling patterns.

Decode multi-syllable words that follow basic patterns by breaking words into syllables.

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

Decode words with common roots, prefixes, and suffixes.

Identify words with inconsistent but common spelling-sound correspondences.

Read high-frequency words by sight with increased automaticity.

Read paragraphs within a text with increasing accuracy and fluency.

Students comprehend and interpret texts using a variety of strategies.

Reflect on their purpose for reading.

Preview the text by topic, genre, and images.

Visualize to make sense of what is in the text.

Use prior knowledge to make predictions and check them against what is in the text.

Use a variety of strategies that encourage and maintain motivation to engage with a text.

Re-connect when the flow of reading is interrupted using a variety of strategies.

Explain how the visual elements in a text represent and/or add to its meaning.

Ask and answer questions about a text, including key details.

Describe a story’s setting, major events, narrators, and characters, including how they respond to major events and challenges.

Retell stories and/or say what they learned from a text.

Students describe how the author, illustrator, and/or creator shape meaning and affect a reader’s experience of the text.

Reflect on what the text makes them feel, think, and/or want to do.

Describe the impact of images and specific words on the reader’s understanding.

Identify different text features used in a genre and what they help the reader do or know.

Compare and contrast choices made by different authors, illustrators, and creators when telling a similar story or writing on a similar topic.

Students evaluate texts.

Say what they may or may not like about a text and tell the reason.

Students use texts they have read for purposes relevant to them.

To better understand themselves and others, explore characters’ thoughts, feelings, and motivations.

To develop imagination and understanding of others, say what they would think, feel, or do in situations similar to those in the texts.

Use information or examples from texts for discussions and projects. [See W2nd.3 and SLDF2nd.3.]

Use choices made by authors, illustrators, and creators as ideas for their own multimodal compositions. [See W2nd.4b.]

Students ask questions about things that make them curious.

Students seek answers from information sources.

Generate ideas for where they might find information based on what they and/or others know about the topic.

Identify a variety of print and digital information sources and where to find them, including libraries.

Contribute suggestions when adults use digital search tools.

Talk with adults or peers about the topic.

Students gather relevant information using a variety of strategies.

Students use and/or share new learning.

Students identify the effects of media messages.

Identify how media messages make them feel and what these emotions may make them want to say or do.

Students identify the purposes of media messages.

Identify media messages that are mainly helping people learn new things, trying to change people’s minds, selling something, or just for fun.

Students compare different parts of media messages.

Determine whether statements in media messages express an opinion or can be verified as true or false.

Compare and contrast information on the same topic in two or more media messages from different sources.

Describe how changing an image can change the meaning of a media message.

Students identify people who provide information.

Determine whether an individual, an organization, or both can be considered responsible for the content of an information source.

Identify individuals or organizations made up of people who are experts on a particular topic and could provide information about it.

Not in 2nd.

Students read, comprehend, interpret, use, analyze, and appreciate fiction, poetry, nonfiction, and multimodal texts from a broad range of genres, cultures, and media in the context of grade-level content to understand themselves, others, and the world.

Students ask questions, seek answers using a variety of sources and tools, and use their learning.

Students listen, respond respectfully, and contribute during discussions.

Discuss expectations and roles within the community, changing them when needed.

Review previous conversations when continuing a discussion.

Ask questions about the topic and others’ observations and opinions.

Draw on experience, observation, and prior learning to contribute.

Explain what they understood from other’s contributions and ask for clarification or more information to build common understanding.

Connect statements to others’ contributions to build community and propel conversation.

Identify points of agreement or disagreement.

Ask questions to explore why someone else may relate or think differently.

Identify opinions or understandings that have changed.

Retell memorable and/or important moments or ideas.

Starts in 3rd.

Students collaborate on projects or tasks.

Discuss expectations, roles, and timelines, changing them when needed.

Connect the project to their interests, experiences, and/or community needs.

Review progress and discuss what needs to happen next.

Students present experience, positions, ideas, findings, and creative work.

Identify topics from the situation, experience, imagination, reading, research (see RML2nd.4) media, conversations, and/or products from W2nd.1.

Develop content by considering what they want to communicate within the situation and what the audience already knows.

Use images, media, and artifacts in presentations to clarify content and support the audience’s engagement.

Students determine how to present themselves and their ideas.

Express voice by building on strengths, experiences, and personality.

Determine how to respond to others given the expectations of the community, their role, and how they wish to express themselves and their ideas.

Determine which language and/or languages support their purpose.

Determine what they want or do not want to share and why.

Students use an audible voice, gesture, and pacing to illuminate the content and engage the audience.

Students comprehend, engage in, and learn from collaborative discussions and presentations in the context of grade-level content, in person and/or through teacher-moderated digital forums.

Students compose to make personal sense of information, ideas, opinions, emotions, and/or experiences. [Not all products from W2nd.1 must be taken through W2nd.2 – W2nd.10.]

Students share and publish compositions in person and/or on digital or non-digital platforms for known and trusted audiences.

Students compose multimodal texts in a variety of genres to communicate with others.

Describe experiences, ideas, and imaginings.

Inform others about their observations and explanations of the world.

Express their opinions and/or preferences.

Persuade others to consider new options, resolve conflicts, and create and strengthen communities.

Tell stories and narratives.

Students plan and complete writing projects.

Connect the prompt to their interests, perspectives, and/or experiences.

Determine the process or steps needed to complete the project.

Students generate and gather ideas, including appropriate use of tools.

Identify topics and ideas from experience, imagination, reading, research (see RML2nd.4), media, conversations, products from W2nd.1, and/or desire to communicate.

Determine which features and/or genre conventions to follow or adapt from mentor texts.

Answer questions about what the writer knows that the audience does not.

Choose facts from research (see RML2nd.4), images, and/or other media that illustrate and support their ideas.

Students draft content within the genre to develop ideas and express voice.

Use facts and definitions to develop points.

Support an opinion with reasons, using linking words to connect them.

Tell events in stories in order, using temporal words to signal order and details to elaborate a single event string of events and describe actions, thoughts, and feelings.

Approximate some text features and/or formatting by the placement of drawings, titles, labels, blank space, and/or other features noticed in mentor texts.

Identify who deserves credit when using information from a source.

Students compose introductions and conclusions within the genre.

Introduce topics.

Provide a sense of closure for stories.

Provide a concluding statement or section for informational texts and opinions.

Students organize content by using or adapting the genre’s structure.

Students discuss their compositions with others.

Re-read to determine whether the draft says what they want it to say.

Describe what their composition means and/or represents to an adult or peer.

Ask an adult or peer to describe their perceived meaning of the composition.

Students revise and edit their compositions.

Use what they learned from re-reading and feedback to add details, change words, and/or provide focus.

Edit for conventions and consistency of text features. [Demonstrate command of Language standards K–2.]

Students compose multimodal texts in a variety of genres in the context of grade-level content.