Colorado 2nd Grade ELA Standards in Reading for All Purposes

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RW.2.2 Reading for All Purposes

• RW.2.2.1 Apply specific skills to comprehend and fluently read literary texts.
  • RW.2.2.1.a Use Key Ideas and Details to:
    • RW.2.2.1.a.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.
    • RW.2.2.1.a.ii Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
    • RW.2.2.1.a.iii Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
    • RW.2.2.1.a.iv Describe how characters in a story respond to major events and challenges.
  • RW.2.2.1.b Use Craft and Structure to:
    • RW.2.2.1.b.i Describe how words and phrases (for example: regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
    • RW.2.2.1.b.ii Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
    • RW.2.2.1.b.iii Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
    • RW.2.2.1.b.iv Identify how word choice (for example: sensory details, figurative language) enhances meaning in poetry.
  • RW.2.2.1.c Use Integration of Knowledge and Ideas to:
    • RW.2.2.1.c.i Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
    • RW.2.2.1.c.ii Compare and contrast two or more versions of the same story (for example: Cinderella stories) by different authors or from different cultures.
  • RW.2.2.1.d Use Range of Reading and Level of Text Complexity to:
    • RW.2.2.1.d.i 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.
• RW.2.2.2 Apply specific skills to comprehend and fluently read informational texts.
  • RW.2.2.2.a Use Key Ideas and Details to:
    • RW.2.2.2.a.i Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
    • RW.2.2.2.a.ii Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
    • RW.2.2.2.a.iii Summarize the main idea using relevant and significant details in a variety of texts.
    • RW.2.2.2.a.iv Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
  • RW.2.2.2.b Use Craft and Structure to:
    • RW.2.2.2.b.i Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
    • RW.2.2.2.b.ii 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.
    • RW.2.2.2.b.iii Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
    • RW.2.2.2.b.iv Read text to perform a specific task such as follow a recipe or play a game.
  • RW.2.2.2.c Use Integration of Knowledge and Ideas to:
    • RW.2.2.2.c.i Explain how specific images (for example: a diagram showing how a machine works) contribute to and clarify a text.
    • RW.2.2.2.c.ii Describe how reasons support specific points the author makes in a text.
    • RW.2.2.2.c.iii Compare and contrast the most important points presented by two texts on the same topic.
  • RW.2.2.2.d Use Range of Reading and Level of Text Complexity to:
    • RW.2.2.2.d.i Adjust reading rate according to type of text and purpose for reading.
    • RW.2.2.2.d.ii By the end of 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.
• RW.2.2.3 Apply knowledge of complex spelling patterns (orthography) and word meanings (morphology) to decode words with accuracy.
  • RW.2.2.3.a Know and apply grade-level phonics and word analysis skills in decoding words.
    • RW.2.2.3.a.i Distinguish long and short vowels when reading regularly spelled one-syllable words.
    • RW.2.2.3.a.ii Know spelling-sound correspondences for additional common vowel teams.
    • RW.2.2.3.a.iii Read multisyllabic words accurately and fluently.
    • RW.2.2.3.a.iv Decode regularly spelled two-syllable words with long vowels.
    • RW.2.2.3.a.v Decode words with common prefixes and suffixes.
    • RW.2.2.3.a.vi Identify words with inconsistent but common spelling-sound correspondences.
    • RW.2.2.3.a.vii Read grade-appropriate irregularly spelled words.
  • RW.2.2.3.b Read with sufficient accuracy and fluency to support comprehension.
    • RW.2.2.3.b.i Read grade-level text with purpose and understanding.
    • RW.2.2.3.b.ii Read grade-level text orally with accuracy, appropriate rate, and expression.
    • RW.2.2.3.b.iii Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
    • RW.2.2.3.b.iv Read grade-level text accurately and fluently, attending to phrasing, intonation, and punctuation.
  • RW.2.2.3.c Compare formal and informal uses of English.
  • RW.2.2.3.d 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.
    • RW.2.2.3.d.i Use sentence-level context as a clue to the meaning of a word or phrase.
    • RW.2.2.3.d.ii Determine the meaning of the new word formed when a known prefix is added to a known word (for example: happy/unhappy, tell/retell).
    • RW.2.2.3.d.iii Use a known root word as a clue to the meaning of an unknown word with the same root (for example: addition, additional).
    • RW.2.2.3.d.iv Use knowledge of the meaning of individual words to predict the meaning of compound words (for example: birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
    • RW.2.2.3.d.v Create new words by combining base words with affixes to connect known words to new words.
    • RW.2.2.3.d.vi Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
  • RW.2.2.3.e Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
    • RW.2.2.3.e.i Identify real-life connections between words and their use (for example: describe foods that are spicy or juicy).
    • RW.2.2.3.e.ii Distinguish shades of meaning among closely related verbs (for example: toss, throw, hurl) and closely related adjectives (for example: thin, slender, skinny, scrawny).
  • RW.2.2.3.f Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (for example: When other kids are happy that makes me happy).
  • RW.2.2.3.g Determine which strategies should be used to decode multisyllabic words.