California Common Core Content Standards: Grade 2
Skills available for California second-grade language arts standards
Strand
Print skill plan
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.
Sequence
Inference and analysis
Read-along texts
Decodable texts
Read-alone texts
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.
Sequence
Inference and analysis
Read-along texts
Decodable texts
Read-alone texts
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
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.
RL.2.3 Describe how characters in a story respond to major events and challenges.
Craft and Structure
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
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.
Setting and characters
Read-alone texts
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.
Setting and characters
Read-alone texts
RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
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.
Sequence
Setting and characters
Theme
Read-along texts
Decodable texts
Read-alone texts
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.
Sequence
Setting and characters
Theme
Read-along texts
Decodable texts
Read-alone texts
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.
Topic and purpose
Read-along texts
Read-alone texts
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.
Topic and purpose
Read-along texts
Read-alone texts
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the 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.
Cause and effect
Compare and contrast
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Cause and effect
Compare and contrast
Craft and Structure
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Vocabulary in context
Read-along texts
Read-alone texts
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Vocabulary in context
Read-along texts
Read-alone texts
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Integration of Knowledge and Ideas
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.8 Describe how reasons support specific points the author makes in a text.
RI.2.8 Describe how reasons support specific points the author makes in a text.
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
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.
Topic and purpose
Text structure
Read-alone texts
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.
Topic and purpose
Text structure
Read-alone texts
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 both in isolation and in text.
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.
RF.2.3.a: Distinguish long and short vowels when reading regularly spelled one-syllable 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.
Vowel teams
Long vowel patterns
Diphthongs
Variant vowels
RF.2.3.b: Know spelling-sound correspondences for additional common vowel teams.
Vowel teams
Long vowel patterns
Diphthongs
Variant vowels
RF.2.3.c: Decode regularly spelled two-syllable words with long vowels.
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.d: Decode words with common prefixes and suffixes.
RF.2.3.e: Identify words with inconsistent but common spelling-sound correspondences.
Short and long vowels
R-controlled vowels
Variant vowels
Soft and hard g and c
Homophones
Silent letters
Diphthongs
RF.2.3.e: Identify words with inconsistent but common spelling-sound correspondences.
Short and long vowels
R-controlled vowels
Variant vowels
Soft and hard g and c
Homophones
Silent letters
Diphthongs
RF.2.3.f: Recognize and read grade-appropriate irregularly spelled words.
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 Read with sufficient accuracy and fluency to support comprehension.
RF.2.4.a: Read on-level text with purpose and understanding.
Decodable texts
Read-alone literary texts
Read-alone informational texts
RF.2.4.a: Read on-level text with purpose and understanding.
Decodable texts
Read-alone literary texts
Read-alone informational texts
RF.2.4.b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
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.
Sight words
Vocabulary in context
Sentence completion
Sentence comprehension
Decodable texts
Read-alone literary texts
Read-alone informational texts
RF.2.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Sight words
Vocabulary in context
Sentence completion
Sentence comprehension
Decodable texts
Read-alone literary texts
Read-alone informational texts
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.
Facts and opinions
Opinions, reasons, and examples
Conjunctions and linking words
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.
Facts and opinions
Opinions, reasons, and examples
Conjunctions and linking words
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.2.2 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.
Sequence
Topic sentences
Descriptive details
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.
Sequence
Topic sentences
Descriptive details
Production and Distribution of Writing
W.2.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
Author's purpose
Organization
Development and support
W.2.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
Author's purpose
Organization
Development and support
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Editing
Complete sentences
Sentence variety
Commas
Capitalization
Revision
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Editing
Complete sentences
Sentence variety
Commas
Capitalization
Revision
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
Range of Writing
W.2.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.2.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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 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.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.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.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.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.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.2.1.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.2.1.g: Create readable documents with legible print.
L.2.1.g: Create readable documents with legible print.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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.a: Capitalize holidays, product names, and geographic names.
L.2.2.b: Use commas in greetings and closings of letters.
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.
Possessives
Contractions
L.2.2.c: Use an apostrophe to form contractions and frequently occurring possessives.
Possessives
Contractions
L.2.2.d: Generalize learned spelling patterns when writing words (e.g., cage --> badge; boy --> boil).
Spelling rules
Sight words
Contractions
Consonant blends
Long vowel patterns
Soft g and c
Consonant-l-e
Regular plurals
Irregular plurals
Past tense
Silent letters
Diphthongs
Consonant patterns ng and nk
Digraphs, trigraphs, qu, and x
L.2.2.d: Generalize learned spelling patterns when writing words (e.g., cage --> badge; boy --> boil).
Spelling rules
Sight words
Contractions
Consonant blends
Long vowel patterns
Soft g and c
Consonant-l-e
Regular plurals
Irregular plurals
Past tense
Silent letters
Diphthongs
Consonant patterns ng and nk
Digraphs, trigraphs, qu, and x
L.2.2.e: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.2.2.e: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Knowledge of Language
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.2.3.a: Compare formal and informal uses of English.
L.2.3.a: Compare formal and informal uses of English.
Vocabulary Acquisition and Use
L.2.4 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.
L.2.4 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.
L.2.4.a: Use sentence-level context as a clue to the meaning of a word or phrase.
Vocabulary in context
Multiple-meaning words
Figurative language
L.2.4.a: Use sentence-level context as a clue to the meaning of a word or phrase.
Vocabulary in context
Multiple-meaning words
Figurative language
L.2.4.b: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
L.2.4.b: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
L.2.4.c: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
L.2.4.c: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
L.2.4.d: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
L.2.4.d: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
L.2.4.e: Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases in all content areas.
Reference skills
Dictionary skills
L.2.4.e: Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases in all content areas.
Reference skills
Dictionary skills
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5.a: Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
Categories
Multiple-meaning words
Verbs
Adjectives
Prepositions
L.2.5.a: Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
Categories
Multiple-meaning words
Verbs
Adjectives
Prepositions
L.2.5.b: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.5.b: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
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).
Adjectives
Adjectives and adverbs
Prepositions
Homophones
Compound words
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).
Adjectives
Adjectives and adverbs
Prepositions
Homophones
Compound words