Virginia Standards of Learning (adopted in 2024): Grade 2
Skills available for Virginia second-grade language arts standards
Strand
Print skill plan
Foundations for Reading
2.FFR.2 Phonological and Phonemic Awareness: The student will orally identify and produce various phonemes (individual sounds) within words to develop phonemic awareness in support of decoding (reading) and encoding (spelling).
2.FFR.2.A Isolate sounds in four and five phoneme words.
2.FFR.2.A Isolate sounds in four and five phoneme words.
2.FFR.2.B Demonstrate the ability to blend words with four and five phonemes, including words with consonant digraphs (e.g., th, sh, ch) and consonant blends (e.g., fr, st, bl).
2.FFR.2.B Demonstrate the ability to blend words with four and five phonemes, including words with consonant digraphs (e.g., th, sh, ch) and consonant blends (e.g., fr, st, bl).
2.FFR.2.C Demonstrate the ability to segment words with four and five phonemes, including words with consonant digraphs (e.g., th, sh, ch) and consonant blends (e.g., fr, st, bl).
2.FFR.2.C Demonstrate the ability to segment words with four and five phonemes, including words with consonant digraphs (e.g., th, sh, ch) and consonant blends (e.g., fr, st, bl).
2.FFR.3 Phonics and Word Analysis: The student will apply phonetic principles to read and spell words.
2.FFR.3.A Decode and encode words with short vowels to include blends, digraphs, and trigraphs in closed syllables (CVCC, CCVC, CVCC, CCVCC, and CCVCCC) and open syllables (CV, CCV).
Short vowel words
Consonant blends
Digraphs
Trigraphs
Blends and digraphs
Open and closed syllables
Short and long vowel words
2.FFR.3.A Decode and encode words with short vowels to include blends, digraphs, and trigraphs in closed syllables (CVCC, CCVC, CVCC, CCVCC, and CCVCCC) and open syllables (CV, CCV).
Short vowel words
Consonant blends
Digraphs
Trigraphs
Blends and digraphs
Open and closed syllables
Short and long vowel words
2.FFR.3.B Decode and encode words with vowel teams and r-controlled vowels.
Vowel teams
R-controlled vowels
2.FFR.3.B Decode and encode words with vowel teams and r-controlled vowels.
Vowel teams
R-controlled vowels
2.FFR.3.C Use knowledge of syllabication and syllable types to decode words.
Syllables
Open and closed syllables
Vowel teams
Diphthongs
R-controlled vowels
Silent e
Consonant-l-e words
2.FFR.3.C Use knowledge of syllabication and syllable types to decode words.
Syllables
Open and closed syllables
Vowel teams
Diphthongs
R-controlled vowels
Silent e
Consonant-l-e words
2.FFR.3.D Use knowledge of affixes (e.g., suffixes, prefixes) to decode words.
2.FFR.3.D Use knowledge of affixes (e.g., suffixes, prefixes) to decode words.
2.FFR.3.E Read grade-level high frequency words, including decodable and irregular words, with automaticity and accuracy.
2.FFR.3.E Read grade-level high frequency words, including decodable and irregular words, with automaticity and accuracy.
Developing Skilled Readers and Building Reading Stamina
2.DSR The student will build knowledge and comprehension skills from reading and listening to a range of challenging, content-rich texts. This includes fluently reading and gathering evidence from grade-level complex texts and reading widely (through read alouds) on topics to gain purposeful knowledge and vocabulary.
2.DSR.A Read a variety of grade-level text with accuracy, automaticity, appropriate rate, and meaningful expression in successive readings to support comprehension. Monitor while reading to confirm or self-correct word recognition and understanding as necessary.
Sight words
Vocabulary in context
Sentence comprehension
2.DSR.A Read a variety of grade-level text with accuracy, automaticity, appropriate rate, and meaningful expression in successive readings to support comprehension. Monitor while reading to confirm or self-correct word recognition and understanding as necessary.
Sight words
Vocabulary in context
Sentence comprehension
2.DSR.B Proficiently read and comprehend texts from a variety of literary forms that exhibit complexity at the lower range of the grades 2-3 band.
Sequence
Setting and characters
Theme
Read-alone literary texts
Topic and purpose
Text structure
Read-alone informational texts
2.DSR.B Proficiently read and comprehend texts from a variety of literary forms that exhibit complexity at the lower range of the grades 2-3 band.
Sequence
Setting and characters
Theme
Read-alone literary texts
Topic and purpose
Text structure
Read-alone informational texts
2.DSR.C When responding to text through discussion and/or writing, draw several pieces of evidence from read-alouds and grade-level texts to support claims, conclusions, and inferences, including quoting or paraphrasing from texts accurately and tracing where relevant evidence is located.
2.DSR.C When responding to text through discussion and/or writing, draw several pieces of evidence from read-alouds and grade-level texts to support claims, conclusions, and inferences, including quoting or paraphrasing from texts accurately and tracing where relevant evidence is located.
2.DSR.D Regularly engage in listening to a series of conceptually related texts organized around topics of study to build knowledge and vocabulary. Use this background knowledge as context for new learning.
Read-along literary texts
Read-along informational texts
2.DSR.D Regularly engage in listening to a series of conceptually related texts organized around topics of study to build knowledge and vocabulary. Use this background knowledge as context for new learning.
Read-along literary texts
Read-along informational texts
Reading and Vocabulary
2.RV.1 Vocabulary Development and Word Analysis
2.RV.1.A Discuss meanings of new words or phrases acquired through conversations and literature.
Vocabulary in context
Shades of meaning
Synonyms
Antonyms
Multiple-meaning words
Homophones
Idioms
2.RV.1.A Discuss meanings of new words or phrases acquired through conversations and literature.
Vocabulary in context
Shades of meaning
Synonyms
Antonyms
Multiple-meaning words
Homophones
Idioms
2.RV.1.B Use vocabulary across content areas.
2.RV.1.B Use vocabulary across content areas.
2.RV.1.C Determine the meaning of an unknown word using frequently occurring root words and inflectional affixes (e.g. -s, -ing, -ed).
Greek and Latin roots
Inflectional affixes
2.RV.1.C Determine the meaning of an unknown word using frequently occurring root words and inflectional affixes (e.g. -s, -ing, -ed).
Greek and Latin roots
Inflectional affixes
2.RV.1.D Use the context of a sentence to apply knowledge of homophones.
2.RV.1.D Use the context of a sentence to apply knowledge of homophones.
2.RV.1.E Apply knowledge of morphology (e.g., common grade appropriate suffixes, prefixes), synonyms, and antonyms to determine the meaning of new words.
Prefixes and suffixes
Synonyms
Antonyms
2.RV.1.E Apply knowledge of morphology (e.g., common grade appropriate suffixes, prefixes), synonyms, and antonyms to determine the meaning of new words.
Prefixes and suffixes
Synonyms
Antonyms
2.RV.1.F Distinguish shades of meaning among verbs and adjectives.
2.RV.1.F Distinguish shades of meaning among verbs and adjectives.
2.RV.1.G Develop breadth of vocabulary knowledge by listening to and reading high quality, complex text.
Read-along literary texts
Read-alone literary texts
Read-along informational texts
Read-alone informational texts
2.RV.1.G Develop breadth of vocabulary knowledge by listening to and reading high quality, complex text.
Read-along literary texts
Read-alone literary texts
Read-along informational texts
Read-alone informational texts
2.RV.1.H Use newly learned words and phrases in discussions and speaking activities.
Adjectives
Adjectives and adverbs
Prepositions
Homophones
Compound words
2.RV.1.H Use newly learned words and phrases in discussions and speaking activities.
Adjectives
Adjectives and adverbs
Prepositions
Homophones
Compound words
Reading Literary Text
2.RL.1 Key Ideas and Plot Details
2.RL.1.A Retell stories sequentially, including their overall structure, essential story events, and the central message, lesson, or moral.
2.RL.1.A Retell stories sequentially, including their overall structure, essential story events, and the central message, lesson, or moral.
2.RL.1.B Identify a story's central conflict using events from the plot as evidence.
2.RL.1.B Identify a story's central conflict using events from the plot as evidence.
2.RL.1.C Describe character's attributes (e.g., traits, motivations, or feelings) and how they respond to major events and challenges.
2.RL.1.C Describe character's attributes (e.g., traits, motivations, or feelings) and how they respond to major events and challenges.
2.RL.1.D Generate predictions about story characters and events using the text.
2.RL.1.D Generate predictions about story characters and events using the text.
2.RL.3 Integration of Concepts
2.RL.3.A Set a purpose for reading by providing guiding questions, activating prior (experience) and background (content) knowledge.
2.RL.3.A Set a purpose for reading by providing guiding questions, activating prior (experience) and background (content) knowledge.
2.RL.3.B Recognize dialogue in text and explain how it can reveal characters' thoughts and perspectives.
2.RL.3.B Recognize dialogue in text and explain how it can reveal characters' thoughts and perspectives.
2.RL.3.C Compare and contrast characters, settings, and plots in two versions of the same story from different cultures (e.g., Cinderella stories).
2.RL.3.C Compare and contrast characters, settings, and plots in two versions of the same story from different cultures (e.g., Cinderella stories).
Reading Informational Text
2.RI.1 Key Ideas and Confirming Details
2.RI.1.A Ask and answer literal and inferential questions (who, what, where, when, how, and why) about key details in a text.
Read-along texts
Read-alone texts
2.RI.1.A Ask and answer literal and inferential questions (who, what, where, when, how, and why) about key details in a text.
Read-along texts
Read-alone texts
2.RI.1.B Retell key details of texts that demonstrate an understanding of the main topics of texts.
2.RI.1.B Retell key details of texts that demonstrate an understanding of the main topics of texts.
2.RI.1.C Differentiate facts from opinions within a text.
2.RI.1.C Differentiate facts from opinions within a text.
2.RI.2 Craft and Style
2.RI.2.A Use text features (table of contents, headings, pictures, captions, maps, and charts) to preview, set a purpose for reading and gain information.
2.RI.2.A Use text features (table of contents, headings, pictures, captions, maps, and charts) to preview, set a purpose for reading and gain information.
2.RI.2.B Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
2.RI.2.B Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
2.RI.3 Integration of Concepts
2.RI.3.A Use prior (experience) and background (content) knowledge as context for new learning.
2.RI.3.A Use prior (experience) and background (content) knowledge as context for new learning.
2.RI.3.B Compare and contrast the most important points presented by two texts on the same topic.
2.RI.3.B Compare and contrast the most important points presented by two texts on the same topic.
2.RI.3.C Describe the interactions between two individuals, events, ideas, or pieces of information in texts.
2.RI.3.C Describe the interactions between two individuals, events, ideas, or pieces of information in texts.
Foundations for Writing
2.FFW.1 Handwriting
2.FFW.1.A Maintain legible printing and begin to make the transition to cursive.
2.FFW.1.A Maintain legible printing and begin to make the transition to cursive.
2.FFW.1.B Begin to write capital and lowercase letters of the alphabet in cursive.
2.FFW.1.B Begin to write capital and lowercase letters of the alphabet in cursive.
2.FFW.1.C Begin to sign his/her first and last names.
2.FFW.1.C Begin to sign his/her first and last names.
2.FFW.2 Spelling
2.FFW.2.A Use phoneme-grapheme (sound/symbol correspondence to encode (spell) single-syllable words containing closed syllables (cvc, ccvc, cvcc, and ccvcc), open syllables (cv, ccv), vowel-consonant-e (cvce, ccvce), vowel teams, and r-controlled vowels.
Open and closed syllables
Consonant blends
Digraphs
Blends and digraphs
Short vowels
Vowel teams
Long vowels
Diphthongs
Variant vowels
Consonant-l-e words
Silent e
R-controlled vowels
2.FFW.2.A Use phoneme-grapheme (sound/symbol correspondence to encode (spell) single-syllable words containing closed syllables (cvc, ccvc, cvcc, and ccvcc), open syllables (cv, ccv), vowel-consonant-e (cvce, ccvce), vowel teams, and r-controlled vowels.
Open and closed syllables
Consonant blends
Digraphs
Blends and digraphs
Short vowels
Vowel teams
Long vowels
Diphthongs
Variant vowels
Consonant-l-e words
Silent e
R-controlled vowels
2.FFW.2.B Use phoneme-grapheme (sound/symbol) correspondence to encode (spell) multisyllabic words.
2.FFW.2.B Use phoneme-grapheme (sound/symbol) correspondence to encode (spell) multisyllabic words.
2.FFW.2.C Use phoneme/grapheme (sound/symbol) correspondences to encode (spell) grade-level high-frequency words with automaticity and accuracy.
2.FFW.2.C Use phoneme/grapheme (sound/symbol) correspondences to encode (spell) grade-level high-frequency words with automaticity and accuracy.
Writing
2.W.1 Modes and Purposes for Writing
2.W.1.A Write narratives that recount a well-elaborated event or short sequence of events and include details about the events and characters and use of time-related words to signal the event sequence.
Sequence
Topic sentences
Descriptive details
2.W.1.A Write narratives that recount a well-elaborated event or short sequence of events and include details about the events and characters and use of time-related words to signal the event sequence.
Sequence
Topic sentences
Descriptive details
2.W.1.B Write informative/explanatory texts that introduce a topic and develop the ideas with facts and examples.
Topic sentences
Facts and opinions
Opinions, reasons, and examples
2.W.1.B Write informative/explanatory texts that introduce a topic and develop the ideas with facts and examples.
Topic sentences
Facts and opinions
Opinions, reasons, and examples
2.W.1.C Write opinion pieces on topics or texts that support a point of view with reasons.
Facts and opinions
Opinions, reasons, and examples
2.W.1.C Write opinion pieces on topics or texts that support a point of view with reasons.
Facts and opinions
Opinions, reasons, and examples
2.W.1.D Write in response to text(s) read or heard to share thinking with a couple supporting details from the text.
2.W.1.D Write in response to text(s) read or heard to share thinking with a couple supporting details from the text.
2.W.2 Organization and Composition
2.W.2.A Engage in writing as a process to plan writing based on purpose and genre. This includes:
2.W.2.A Engage in writing as a process to plan writing based on purpose and genre. This includes:
2.W.2.A.i: Writing a clear topic sentence focusing on the main idea.
2.W.2.A.i: Writing a clear topic sentence focusing on the main idea.
2.W.2.A.ii: Identifying the audience and purpose of the writing.
2.W.2.A.ii: Identifying the audience and purpose of the writing.
2.W.2.A.iii: Developing, selecting, and organizing ideas and details relevant to the topic, purpose, and genre.
Purpose
Organization
Topic sentences
2.W.2.A.iii: Developing, selecting, and organizing ideas and details relevant to the topic, purpose, and genre.
Purpose
Organization
Topic sentences
2.W.2.A.iv: Providing a concluding statement or section.
2.W.2.A.iv: Providing a concluding statement or section.
2.W.3 Usage and Mechanics
2.W.3.A With guidance and support from adults, develop and strengthen writing as needed by revising for quality of ideas, organization, sentence fluency, and word choice.
Organization
Word choice
Sentence variety
2.W.3.A With guidance and support from adults, develop and strengthen writing as needed by revising for quality of ideas, organization, sentence fluency, and word choice.
Organization
Word choice
Sentence variety
2.W.3.B With guidance and support from adults, edit writing for conventions (e.g., spelling, capitalization, usage, punctuation).
Sentence structure
Spelling
Abbreviations
Capitalization
Reflexive nouns
Verb tense
To be and to have verbs
Possessive nouns
Contractions
2.W.3.B With guidance and support from adults, edit writing for conventions (e.g., spelling, capitalization, usage, punctuation).
Sentence structure
Spelling
Abbreviations
Capitalization
Reflexive nouns
Verb tense
To be and to have verbs
Possessive nouns
Contractions
Language Usage
2.LU.1 Grammar
2.LU.1.A Produce and expand complete sentences, both simple and compound.
2.LU.1.A Produce and expand complete sentences, both simple and compound.
2.LU.1.B Use indefinite (e.g., anybody, anything) reflexive (e.g., yourself, herself) pronouns.
2.LU.1.B Use indefinite (e.g., anybody, anything) reflexive (e.g., yourself, herself) pronouns.
2.LU.1.C Form and use regular and frequently occurring irregular plural nouns (e.g., men, teeth).
2.LU.1.C Form and use regular and frequently occurring irregular plural nouns (e.g., men, teeth).
2.LU.1.D Use frequently occurring conjunctions to signal simple relationships (e.g., and, but, or, so, because).
2.LU.1.D Use frequently occurring conjunctions to signal simple relationships (e.g., and, but, or, so, because).
2.LU.1.E Use proper verb tense, including for frequently occurring irregular verbs (e.g., ran, told, went).
Regular past tense
Irregular past tense
Future tense
To be and to have verbs
2.LU.1.E Use proper verb tense, including for frequently occurring irregular verbs (e.g., ran, told, went).
Regular past tense
Irregular past tense
Future tense
To be and to have verbs
2.LU.1.F Use subject-verb agreement in simple sentences.
2.LU.1.F Use subject-verb agreement in simple sentences.
2.LU.1.G Use common abbreviations.
2.LU.1.G Use common abbreviations.
2.LU.1.H Use contractions and singular possessives.
Possessives
Contractions
2.LU.1.H Use contractions and singular possessives.
Possessives
Contractions
2.LU.1.I Eliminate double negatives when speaking.
2.LU.1.I Eliminate double negatives when speaking.
2.LU.2 Mechanics
2.LU.2.A Identify statements, questions, and commands and use correct ending punctuation (e.g., period, question mark, and exclamation points).
2.LU.2.A Identify statements, questions, and commands and use correct ending punctuation (e.g., period, question mark, and exclamation points).
2.LU.2.B Use commas in salutation and closing of a letter.
2.LU.2.B Use commas in salutation and closing of a letter.
2.LU.2.C Generalize learned spelling patterns when writing words.
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
2.LU.2.C Generalize learned spelling patterns when writing words.
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
Research
2.R.1 Evaluation and Synthesis of Information
2.R.1.A Identify a topic and generate questions to explore the topic.
2.R.1.A Identify a topic and generate questions to explore the topic.
2.R.1.B Locate information in reference texts, electronic resources, interviews, or provided sources.
2.R.1.B Locate information in reference texts, electronic resources, interviews, or provided sources.
2.R.1.C Use templates to organize the information collected (e.g., charts, graphs).
2.R.1.C Use templates to organize the information collected (e.g., charts, graphs).
2.R.1.D Record information on sources using own words, organizing evidence into provided categories.
2.R.1.D Record information on sources using own words, organizing evidence into provided categories.
2.R.1.E Share information orally in writing, or through visual display, avoiding plagiarism and using own words.
2.R.1.E Share information orally in writing, or through visual display, avoiding plagiarism and using own words.