Arkansas English Language Arts Standards (adopted in 2023): Grade 2
Skills available for Arkansas Grade 2 language arts standards
Strand
Print skill plan
FR
Foundational Reading
Phonics Decoding (Word Reading): Decoding is the process of transforming graphemes (letter or letter combinations that stand for one sound) into phonemes (sounds) and then blending the sounds to form words with recognizable meanings.
2.FR.1.PD Decode one-syllable words with vowel teams (e.g., haul, straw, clue, chief, key, bread).
Vowel teams
Long vowel patterns
Diphthongs
Variant vowels
2.FR.1.PD Decode one-syllable words with vowel teams (e.g., haul, straw, clue, chief, key, bread).
Vowel teams
Long vowel patterns
Diphthongs
Variant vowels
2.FR.2.PD Decode one-syllable words containing multiple sounds of c and g (e.g., clamp, sent, cinch; goat, gland, germ, gem).
2.FR.2.PD Decode one-syllable words containing multiple sounds of c and g (e.g., clamp, sent, cinch; goat, gland, germ, gem).
2.FR.3.PD Decode words with silent letters (e.g., knit, gnat, wrap, comb).
2.FR.3.PD Decode words with silent letters (e.g., knit, gnat, wrap, comb).
2.FR.4.PD Decode two-syllable base words with grade level letter-sound correspondences (e.g., dollar, wrestle, kidney).
2.FR.4.PD Decode two-syllable base words with grade level letter-sound correspondences (e.g., dollar, wrestle, kidney).
2.FR.5.PD Decode with common prefixes and suffixes (e.g., un-, re-, -ly, -able).
2.FR.5.PD Decode with common prefixes and suffixes (e.g., un-, re-, -ly, -able).
Phonics Encoding (Word Writing): Phonics Encoding is the process of translating a spoken word or sound into a written symbol to create words with recognizable meanings.
2.FR.6.PE Encode one-syllable words with consonant trigraphs and short vowel patterns (e.g., catch, judge).
2.FR.6.PE Encode one-syllable words with consonant trigraphs and short vowel patterns (e.g., catch, judge).
2.FR.7.PE Encode two-syllable words with short vowels (e.g., candid, combat).
2.FR.7.PE Encode two-syllable words with short vowels (e.g., candid, combat).
2.FR.8.PE Encode final /s/ spelled as ss, ce, and se (e.g., dress, face, moose).
2.FR.8.PE Encode final /s/ spelled as ss, ce, and se (e.g., dress, face, moose).
2.FR.9.PE Encode two-syllable words with medial VCe patterns (e.g., compete, mistake, console).
2.FR.9.PE Encode two-syllable words with medial VCe patterns (e.g., compete, mistake, console).
2.FR.10.PE Encode one-syllable words with less predictable vowel-r patterns (e.g., girl, burn, world).
2.FR.10.PE Encode one-syllable words with less predictable vowel-r patterns (e.g., girl, burn, world).
2.FR.11.PE Encode two-syllable words with open syllables (e.g., robot, music, jumbo).
2.FR.11.PE Encode two-syllable words with open syllables (e.g., robot, music, jumbo).
2.FR.12.PE Encode long vowel patterns (e.g., wild, told, kind, most, colt).
2.FR.12.PE Encode long vowel patterns (e.g., wild, told, kind, most, colt).
2.FR.13.PE Encode one-syllable words with common vowel teams (e.g., rain, pay; beach; high, pie; boat, snow, toe; book; new, moon).
Vowel teams
Long vowel patterns
2.FR.13.PE Encode one-syllable words with common vowel teams (e.g., rain, pay; beach; high, pie; boat, snow, toe; book; new, moon).
Vowel teams
Long vowel patterns
2.FR.14.PE Encode one-syllable words with diphthongs (i.e., oi, oy, ou, ow).
2.FR.14.PE Encode one-syllable words with diphthongs (i.e., oi, oy, ou, ow).
2.FR.15.PE Encode two-syllable words with consonant-le (Cle) (e.g., candle, noble, steeple, startle, giggle, sparkle).
2.FR.15.PE Encode two-syllable words with consonant-le (Cle) (e.g., candle, noble, steeple, startle, giggle, sparkle).
2.FR.16.PE Encode one and two-syllable words with common prefixes and suffixes, applying spelling changes [e.g., -e drop (game to gaming); doubling (run to running); change y to i (cry to cries)] to the base word when necessary.
Prefixes
Suffixes
Spelling changes
2.FR.16.PE Encode one and two-syllable words with common prefixes and suffixes, applying spelling changes [e.g., -e drop (game to gaming); doubling (run to running); change y to i (cry to cries)] to the base word when necessary.
Prefixes
Suffixes
Spelling changes
Handwriting: Handwriting is writing done by hand, using a pencil, pen, digital stylus, or another instrument.
2.FR.17.H Form upper and lowercase cursive letters correctly, using a common path of movement.
2.FR.17.H Form upper and lowercase cursive letters correctly, using a common path of movement.
Fluency: Fluency is the ability to perform a task with automaticity, correctly and at an appropriate rate.
2.FR.18.F Orally read texts with accuracy, automaticity, and expression at an appropriate rate to support comprehension, self-correcting as necessary.
Read-alone literary texts
Read-alone informational texts
2.FR.18.F Orally read texts with accuracy, automaticity, and expression at an appropriate rate to support comprehension, self-correcting as necessary.
Read-alone literary texts
Read-alone informational texts
RC
Reading Comprehension
Reading Fundamentals: Reading Fundamentals includes skills that can be applied to literary and informational texts.
2.RC.1.RF Ask questions about key details in a text.
2.RC.1.RF Ask questions about key details in a text.
2.RC.2.RF Answer questions about key details in a text.
Topic and purpose
Setting and character
Sequence
Read-along literary texts
Decodable texts
Read-alone literary texts
Read-along informational texts
Read-alone informational texts
2.RC.2.RF Answer questions about key details in a text.
Topic and purpose
Setting and character
Sequence
Read-along literary texts
Decodable texts
Read-alone literary texts
Read-along informational texts
Read-alone informational texts
2.RC.3.RF Retell (orally or in writing) a text read aloud including main idea and key details to demonstrate understanding of the central message or topic.
2.RC.3.RF Retell (orally or in writing) a text read aloud including main idea and key details to demonstrate understanding of the central message or topic.
2.RC.4.RF Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.
Synonyms and antonyms
Categories
Homophones
Multiple-meaning words
Shades of meaning
Idioms
2.RC.4.RF Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.
Synonyms and antonyms
Categories
Homophones
Multiple-meaning words
Shades of meaning
Idioms
2.RC.5.RF Use background knowledge and details, including illustrations, charts, and graphs, to make predictions and inferences about what happens in a text.
2.RC.5.RF Use background knowledge and details, including illustrations, charts, and graphs, to make predictions and inferences about what happens in a text.
2.RC.6.RF Demonstrate reading comprehension of age and grade-appropriate texts by speaking or writing.
Read-along literary texts
Read-alone literary texts
Read-along informational texts
Read-alone informational texts
2.RC.6.RF Demonstrate reading comprehension of age and grade-appropriate texts by speaking or writing.
Read-along literary texts
Read-alone literary texts
Read-along informational texts
Read-alone informational texts
Reading Literature: Reading Literary includes skills that are specific to literature.
2.RC.7.RL Describe a character's traits.
2.RC.7.RL Describe a character's traits.
2.RC.8.RL Identify the main story elements (characters, settings, events, problem, and solution) in a text.
2.RC.8.RL Identify the main story elements (characters, settings, events, problem, and solution) in a text.
2.RC.9.RL Compare and contrast two versions of the same story (e.g., Three Little Pigs vs. The True Story of the Three Little Pigs).
2.RC.9.RL Compare and contrast two versions of the same story (e.g., Three Little Pigs vs. The True Story of the Three Little Pigs).
2.RC.10.RL Explain how specific visual images contribute to and clarify story elements (setting, characters, and events).
2.RC.10.RL Explain how specific visual images contribute to and clarify story elements (setting, characters, and events).
2.RC.11.RL Identify differences in the perspectives of characters.
2.RC.11.RL Identify differences in the perspectives of characters.
2.RC.12.RL Describe the overall structure of a story and the purpose of the parts (e.g., paragraphs, sections, chapters, stanzas, lines).
2.RC.12.RL Describe the overall structure of a story and the purpose of the parts (e.g., paragraphs, sections, chapters, stanzas, lines).
Reading Information: Reading Information includes skills that are specific to non-fiction texts.
2.RC.13.RI Explain how an author uses reasons/evidence to support main ideas in a text.
2.RC.13.RI Explain how an author uses reasons/evidence to support main ideas in a text.
2.RC.14.RI Compare and contrast two texts on the same topic.
2.RC.14.RI Compare and contrast two texts on the same topic.
2.RC.15.RI Determine the purpose of a section of a text (e.g., paragraphs, sections).
2.RC.15.RI Determine the purpose of a section of a text (e.g., paragraphs, sections).
2.RC.16.RI Use text features (e.g., headings, table of contents, glossaries, bold font, italics) to locate key facts and information.
2.RC.16.RI Use text features (e.g., headings, table of contents, glossaries, bold font, italics) to locate key facts and information.
2.RC.17.RI Explain how specific visual images (e.g., charts, graphs, illustrations) contribute to and clarify a text.
2.RC.17.RI Explain how specific visual images (e.g., charts, graphs, illustrations) contribute to and clarify a text.
2.RC.18.RI Identify the author's purpose of a text.
2.RC.18.RI Identify the author's purpose of a text.
V
Vocabulary
Vocabulary: Vocabulary includes understanding and using words to communicate effectively.
2.V.1 Determine or clarify the meaning of words and phrases in a text read aloud or independently.
2.V.1 Determine or clarify the meaning of words and phrases in a text read aloud or independently.
2.V.2 Use sentence-level clues to identify the meaning of words or phrases.
Vocabulary in context
Multiple-meaning words
Figurative language
2.V.2 Use sentence-level clues to identify the meaning of words or phrases.
Vocabulary in context
Multiple-meaning words
Figurative language
2.V.3 Sort and categorize words by multiple attributes (e.g., synonyms, antonyms, size, color, type).
Categories
Synonyms
Antonyms
2.V.3 Sort and categorize words by multiple attributes (e.g., synonyms, antonyms, size, color, type).
Categories
Synonyms
Antonyms
2.V.4 Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
2.V.4 Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
2.V.5 Distinguish the literal and nonliteral meanings of words and phrases in context.
2.V.5 Distinguish the literal and nonliteral meanings of words and phrases in context.
2.V.6 Use knowledge of base words (including compound words) and common prefixes and suffixes (e.g., un-, re-, pre-, dis-, -ly, -able) as clues to meaning (e.g., add, addition, additional).
Prefixes
Suffixes
Prefixes and suffixes
Compound words
2.V.6 Use knowledge of base words (including compound words) and common prefixes and suffixes (e.g., un-, re-, pre-, dis-, -ly, -able) as clues to meaning (e.g., add, addition, additional).
Prefixes
Suffixes
Prefixes and suffixes
Compound words
W
Writing
Style: Writing style includes different types of writing for different purposes.
2.W.1.S Write an opinion piece about a topic or text with details to support the opinion.
2.W.1.S Write an opinion piece about a topic or text with details to support the opinion.
2.W.2.S Write an informative or explanatory piece about a topic, using facts from a source.
2.W.2.S Write an informative or explanatory piece about a topic, using facts from a source.
2.W.3.S Write a narrative, using a logical sequence of events.
Sequence
Topic sentences
2.W.3.S Write a narrative, using a logical sequence of events.
Sequence
Topic sentences
Production: Writing production includes volume and clarity of writing, the writing process, and research.
2.W.4.P Produce clear and coherent writing, using precise language, relevant details and descriptions, and grade-appropriate conventions.
Relevant details
Descriptive details
Complete sentences
Regular plurals
Irregular plurals
Personal and object pronouns
Reflexive pronouns
Plurals and possessives
Subject-verb agreement
Verb tense
Irregular past tense
To be and to have verbs
Articles
Adjectives and adverbs
Prepositions
Linking words
Contractions
Capitalization
Greetings and closings
Commas
Abbreviations
End punctuation
2.W.4.P Produce clear and coherent writing, using precise language, relevant details and descriptions, and grade-appropriate conventions.
Relevant details
Descriptive details
Complete sentences
Regular plurals
Irregular plurals
Personal and object pronouns
Reflexive pronouns
Plurals and possessives
Subject-verb agreement
Verb tense
Irregular past tense
To be and to have verbs
Articles
Adjectives and adverbs
Prepositions
Linking words
Contractions
Capitalization
Greetings and closings
Commas
Abbreviations
End punctuation
2.W.5.P Organize writing logically, constructing an introduction, body, and a sense of closure.
Organization
Topic sentences
Supporting details
2.W.5.P Organize writing logically, constructing an introduction, body, and a sense of closure.
Organization
Topic sentences
Supporting details
2.W.6.P Use transitional words to connect ideas.
2.W.6.P Use transitional words to connect ideas.
2.W.7.P Revise writing to expand and combine simple sentences to create compound sentences.
2.W.7.P Revise writing to expand and combine simple sentences to create compound sentences.
2.W.8.P Edit writing to include K-2 language conventions for publishing.
Complete sentences
Editing
Capitalization
Commas
2.W.8.P Edit writing to include K-2 language conventions for publishing.
Complete sentences
Editing
Capitalization
Commas
2.W.9.P Participate in shared research projects to gather information from experiences and/or provided sources to produce writing.
2.W.9.P Participate in shared research projects to gather information from experiences and/or provided sources to produce writing.
L
Language
Structures: Language structure involves correct use of parts of speech and creating sentences in speaking and writing, including how the arrangement of words within sentences impacts the meaning.
2.L.1.S Use abstract nouns (e.g., love, peace, joy).
2.L.1.S Use abstract nouns (e.g., love, peace, joy).
2.L.2.S Use regular and irregular plural nouns (e.g., branches, elves; geese, sheep).
Regular plurals
Irregular plurals
2.L.2.S Use regular and irregular plural nouns (e.g., branches, elves; geese, sheep).
Regular plurals
Irregular plurals
2.L.3.S Use singular possessive common and proper nouns.
2.L.3.S Use singular possessive common and proper nouns.
2.L.4.S Use subject pronouns (e.g., I, he, she).
Subject and object pronouns
Personal pronouns
2.L.4.S Use subject pronouns (e.g., I, he, she).
Subject and object pronouns
Personal pronouns
2.L.5.S Use possessive pronouns (e.g., mine, his, hers).
2.L.5.S Use possessive pronouns (e.g., mine, his, hers).
2.L.6.S Use pronoun/antecedent agreement.
2.L.6.S Use pronoun/antecedent agreement.
2.L.7.S Use common adjectives.
2.L.7.S Use common adjectives.
2.L.8.S Recognize words adjectives modify.
2.L.8.S Recognize words adjectives modify.
2.L.9.S Use irregular verbs (e.g., sang, came).
Irregular past tense
To be
To have
2.L.9.S Use irregular verbs (e.g., sang, came).
Irregular past tense
To be
To have
2.L.10.S Use subject/verb agreement for singular and plural nouns.
2.L.10.S Use subject/verb agreement for singular and plural nouns.
2.L.11.S Use adverbs.
2.L.11.S Use adverbs.
2.L.12.S Use conjunctions (and, but, or) in compound sentences.
Linking words
Compound sentences
2.L.12.S Use conjunctions (and, but, or) in compound sentences.
Linking words
Compound sentences
2.L.13.S Expand and combine simple sentences to create compound sentences, using two independent clauses.
2.L.13.S Expand and combine simple sentences to create compound sentences, using two independent clauses.
Conventions: Conventions involve the correct use of mechanics in writing.
2.L.14.C Capitalize holidays.
2.L.14.C Capitalize holidays.
2.L.15.C Capitalize product names.
2.L.15.C Capitalize product names.
2.L.16.C Use all end punctuation marks.
2.L.16.C Use all end punctuation marks.
2.L.17.C Use commas with words and items in a series.
2.L.17.C Use commas with words and items in a series.
2.L.18.C Use commas in greetings.
2.L.18.C Use commas in greetings.
2.L.19.C Use commas in closing of letters.
2.L.19.C Use commas in closing of letters.
2.L.20.C Use commas before a coordinating conjunction in a compound sentence.
2.L.20.C Use commas before a coordinating conjunction in a compound sentence.