Illinois 2nd Grade ELA Standards

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RF.2 Reading: Foundational Skills

• Phonics and Word Recognition
  • RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
    • RF.2.3.a Distinguish long and short vowels when reading regularly spelled one-syllable words.
    • RF.2.3.b Know spelling-sound correspondences for additional common vowel teams.
    • RF.2.3.c Decode regularly spelled two-syllable words with long vowels.
    • RF.2.3.d Decode words with common prefixes and suffixes.
    • RF.2.3.e Identify words with inconsistent but common spelling-sound correspondences.
    • RF.2.3.f Recognize and read grade-appropriate irregularly spelled words.
• Fluency
  • RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
    • RF.2.4.a Read on-level text with purpose and understanding.
    • RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
    • RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

RI.2 Reading: Informational Text

• Key Ideas and Details
  • RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
  • RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
• Range of Reading and Level of Text Complexity
  • RI.2.10 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.

RL.2 Reading: Literature

• Key Ideas and Details
  • RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
  • RL.2.3 Describe how characters in a story respond to major events and challenges.
• Integration of Knowledge and Ideas
  • RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
• Range of Reading and Level of Text Complexity
  • RL.2.10 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.

W.2 Writing

• Text Types and Purposes
  • W.2.1 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.
  • W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
  • W.2.3 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.
• Production and Distribution of Writing
  • W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  • W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

L.2 Language

• Conventions of Standard English
  • L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • L.2.1.a Use collective nouns (e.g., group).
    • L.2.1.b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
    • L.2.1.c Use reflexive pronouns (e.g., myself, ourselves).
    • L.2.1.d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
    • L.2.1.e Use adjectives and adverbs, and choose between them depending on what is to be modified.
    • L.2.1.f 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).
  • L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • L.2.2.a Capitalize holidays, product names, and geographic names.
    • L.2.2.b Use commas in greetings and closings of letters.
    • L.2.2.c Use an apostrophe to form contractions and frequently occurring possessives.
    • L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil).
    • L.2.2.e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
  • L.2.6 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).