The Common Core in Michigan

Michigan Flag
Skills available for Michigan second-grade language arts standards

Standards are in black and IXL language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample problem. Click on the name of a skill to practice that skill.

Show alignments for:


2.R Reading

  • 2.R.WS Word Recognition and Word Study

  • 2.R.NT Narrative Text

    • 2.R.NT.02.01 describe the similarities of plot and character in classic, multicultural, and contemporary literature that is recognized for quality and literary merit.

    • 2.R.NT.02.02 identify and describe the basic elements and purpose of a variety of narrative genre including poetry, fantasy, legends, and drama.

    • 2.R.NT.02.03 identify and describe characters' actions and motivations, setting (time and place), problem/solution, and sequence of events.

    • 2.R.NT.02.04 identify and explain how authors/illustrators use literary devices including illustrations and titles to depict major story events, and comparisons including metaphors or similes to reveal characters' thoughts and actions.

    • 2.R.NT.02.05 respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

  • 2.R.IT Informational Text

    • 2.R.IT.02.01 identify and describe the basic form, features, and purpose of a variety of informational genre including simple "how-to" books, personal correspondence, science and social studies magazines.

    • 2.R.IT.02.02 discuss informational text patterns including descriptive, sequential, enumerative, and compare/contrast.

    • 2.R.IT.02.03 explain how authors use text features including boldface text, graphs, maps, diagrams, and charts to enhance the understanding of key and supporting ideas.

    • 2.R.IT.02.04 respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

  • 2.R.CM Comprehension

    • 2.R.CM.02.01 make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge, experience, and understanding of others to ideas in text through oral and written responses.

    • 2.R.CM.02.02 retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text.

    • 2.R.CM.02.03 compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read.

    • 2.R.CM.02.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.

  • 2.R.MT Metacognition

    • 2.R.MT.02.01 self-monitor comprehension by recognizing when meaning is breaking down and use strategies including making credible predictions to increase comprehension when reading or listening to text.

    • 2.R.MT.02.02 self-monitor comprehension by using strategies including constructing mental images, visually representing ideas in text, and asking questions before, during, and after reading.

    • 2.R.MT.02.03 self-monitor comprehension by re-reading or listening again if uncertain about meaning, making inferences, and summarizing the most important ideas and themes in a text.

    • 2.R.MT.02.04 plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning (e.g., using context to predict meaning of unfamiliar words), and discuss which comprehension strategies worked and did not work.

    • 2.R.MT.02.05 self-monitor comprehension by using graphic organizers such as a Venn diagram and paragraphs to compare and contrast or indicate a sequence of ideas.

    • 2.R.MT.02.06 determine which resources contain appropriate information for the intended task using teacher/student generated criteria.

  • 2.R.CS Critical Standards

    • 2.R.CS.02.01 develop and discuss shared standards and begin to assess the quality and accuracy of their own writing and the writing of others.

  • 2.R.AT Reading Attitude

    • 2.R.AT.02.01 be enthusiastic about reading and learning how to read.

    • 2.R.AT.02.02 do substantial reading and writing on their own during free time in school and at home.