The Common Core in Hawaii

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Skills available for Hawaii 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 question. Click on the name of a skill to practice that skill.

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Hawaii Common Core Standards (adopted in 2024): Grade 2 Hawaii Common Core Standards (adopted in 2024): Grade 2
Common Core State Standards: Language Common Core State Standards: Language
Common Core State Standards: Reading: Foundational Skills Common Core State Standards: Reading: Foundational Skills
Common Core State Standards: Reading: Informational Text Common Core State Standards: Reading: Informational Text
Common Core State Standards: Reading: Literature Common Core State Standards: Reading: Literature
Common Core State Standards: Writing Common Core State Standards: Writing

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2.RF Reading Foundations

Phonological Awareness
- 2.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes):
  - 2.RF.2.a Add, delete, or substitute individual sounds in initial, medial, or final, position in single-syllable words to make new words, including substitution within consonant blends.
    - Change the sound in a word (2-C.1)
    - Delete the sound in a word (2-C.2)
Phonics and Word Recognition
- 2.RF.3 Know and apply grade-level phonics and word analysis skills to read:
  - 2.RF.3.a Read one- and 2-syllable words in isolation and in text, including:
    - 3-Consonant Blends
      - Complete the word with a three-letter consonant blend (2-E.4)
      - Complete the sentence with a three-letter consonant blend word (2-E.5)
    - Digraphs ph (/f/), gh (/f/), and ch (/k/ and /sh/)
      - Complete the word with the correct digraph: ch, sh, th, ph, wh (2-D.1)
    - Trigraphs
    - Complex Vowel-r Combinations (e.g., are, air, our, ore, ear, eer, ure, etc.)
    - Diphthongs
    - Schwa
    - Possessives
      - Identify plurals, singular possessives, and plural possessives (2-WW.11)
    - Plurals
      - Use singular and plural nouns (2-WW.8)
      - Is the noun singular or plural? (2-WW.9)
    - Silent Letter Combinations (kn-, -Im, -mb, gh-, wr-)
      - Complete the words with silent letters (2-F.5)
    - Inflectional Suffixes with spelling change (e.g., carry, carries)
    - Common Derivational Suffixes
      - Complete the word with the ending that you hear (2-LL.1)
    - Less Common Prefixes (e.g., fore-, pro-, intra-, inter-, trans-, non-, over-, sub-, etc.)
      - Use the prefixes pre-, re-, and mis- (2-LL.4)
  - 2.RF.3.b Apply knowledge of the 6 syllable types when reading one- and 2-syllable words (open, closed, VCE, r-controlled, consonant + le, and vowel teams).
  - 2.RF.3.c Read common, grade-appropriate decodable and irregularly-spelled high-frequency words by sight (e.g., eat, can, the, of, to, you, she, my, is, are, do, does).
    - Choose the sight word that you hear (2-R.1)
    - Complete the sentence with the correct sight word (2-R.2)
Fluency
- 2.RF.4 Read grade-level text orally with fluency (accuracy, automaticity, and prosody) to support comprehension, in accordance with grade-level fluency norms.

2.RI Reading Informational

Key Ideas and Details
- 2.RI.1 Ask and answer who, what, where, when, why, and how questions to demonstrate understanding of key details in a text.
- 2.RI.2 Analyze informational text development:
  - 2.RI.2.a Identify the main/central topic of a multiparagraph text.
    - Determine the topic and purpose of informational passages (2-W.2)
  - 2.RI.2.b Identify the focus of specific paragraphs within a multiparagraph text.
- 2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Craft and Structure
- 2.RI.4 Determine the meaning of words and phrases in a text relevant to grade 2 topic or subject area.
- 2.RI.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.
  - Use text features (2-Z.1)
  - Use guide words (2-TT.4)
- 2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
  - Identify the purpose of a text (2-W.1)
  - Determine the topic and purpose of informational passages (2-W.2)
Integration of Knowledge and Ideas
- 2.RI.7 Explain how specific visual aids (e.g., a diagram showing how a machine works) contribute to and clarify a text.
- 2.RI.8 Describe how reasons support specific points the author makes in a text.
  - Determine the topic and purpose of informational passages (2-W.2)
- 2.RI.9 Compare and contrast the most important points presented by two texts on the same topic.
Range of Reading and Level of Text Complexity
- 2.RI.10 Read and comprehend informational texts appropriately complex for grade 2.

2.RL Reading Literature

Key Ideas and Details
- 2.RL.1 Ask and answer who, what, where, when, why, and how questions to demonstrate understanding of key details in a text.
- 2.RL.2 Analyze literary text development:
  - 2.RL.2.a Determine the lesson or moral.
    - Determine the themes of myths, fables, and folktales (2-U.2)
  - 2.RL.2.b Retell stories, including fables and folktales from diverse cultures.
    - Order events in a story (2-T.1)
- 2.RL.3 Describe story elements:
  - 2.RL.3.a Using key details, describe characters and their traits in a story, and how they respond to major events (plot) and challenges.
    - Choose the picture that matches the setting or character (2-V.1)
    - Use actions and dialogue to understand characters (2-V.2)
Craft and Structure
- 2.RL.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning a story, poem, or song.
- 2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
  - Order events in a story (2-T.1)
- 2.RL.6 Acknowledge differences in the perspectives of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Integration of Knowledge and Ideas
- 2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
- 2.RL.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
- 2.RL.10 Read and comprehend literary texts appropriately complex for grade 2.

The Common Core in Hawaii

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2.RF Reading Foundations

Phonological Awareness

2.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes):

2.RF.2.a Add, delete, or substitute individual sounds in initial, medial, or final, position in single-syllable words to make new words, including substitution within consonant blends.

Phonics and Word Recognition

2.RF.3 Know and apply grade-level phonics and word analysis skills to read:

2.RF.3.a Read one- and 2-syllable words in isolation and in text, including:

3-Consonant Blends

Digraphs ph (/f/), gh (/f/), and ch (/k/ and /sh/)

Trigraphs

Complex Vowel-r Combinations (e.g., are, air, our, ore, ear, eer, ure, etc.)

Diphthongs

Schwa

Possessives

Plurals

Silent Letter Combinations (kn-, -Im, -mb, gh-, wr-)

Inflectional Suffixes with spelling change (e.g., carry, carries)

Common Derivational Suffixes

Less Common Prefixes (e.g., fore-, pro-, intra-, inter-, trans-, non-, over-, sub-, etc.)

2.RF.3.b Apply knowledge of the 6 syllable types when reading one- and 2-syllable words (open, closed, VCE, r-controlled, consonant + le, and vowel teams).

2.RF.3.c Read common, grade-appropriate decodable and irregularly-spelled high-frequency words by sight (e.g., eat, can, the, of, to, you, she, my, is, are, do, does).

Fluency

2.RF.4 Read grade-level text orally with fluency (accuracy, automaticity, and prosody) to support comprehension, in accordance with grade-level fluency norms.

2.RI Reading Informational

Key Ideas and Details

2.RI.1 Ask and answer who, what, where, when, why, and how questions to demonstrate understanding of key details in a text.

2.RI.2 Analyze informational text development:

2.RI.2.a Identify the main/central topic of a multiparagraph text.

2.RI.2.b Identify the focus of specific paragraphs within a multiparagraph text.

2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Craft and Structure

2.RI.4 Determine the meaning of words and phrases in a text relevant to grade 2 topic or subject area.

2.RI.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.

2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Integration of Knowledge and Ideas

2.RI.7 Explain how specific visual aids (e.g., a diagram showing how a machine works) contribute to and clarify a text.

2.RI.8 Describe how reasons support specific points the author makes in a text.

2.RI.9 Compare and contrast the most important points presented by two texts on the same topic.

Range of Reading and Level of Text Complexity

2.RI.10 Read and comprehend informational texts appropriately complex for grade 2.

2.RL Reading Literature

Key Ideas and Details

2.RL.1 Ask and answer who, what, where, when, why, and how questions to demonstrate understanding of key details in a text.

2.RL.2 Analyze literary text development:

2.RL.2.a Determine the lesson or moral.

2.RL.2.b Retell stories, including fables and folktales from diverse cultures.

2.RL.3 Describe story elements:

2.RL.3.a Using key details, describe characters and their traits in a story, and how they respond to major events (plot) and challenges.

Craft and Structure

2.RL.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning a story, poem, or song.

2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

2.RL.6 Acknowledge differences in the perspectives of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Integration of Knowledge and Ideas

2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

2.RL.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

2.RL.10 Read and comprehend literary texts appropriately complex for grade 2.

2.WF Writing Foundations

Handwriting, Spelling, and Sentence Formation

2.WF.1 Demonstrate and apply correct handwriting skills:

2.WF.1.a Write legibly in manuscript using correct letter formation.

2.WF.1.b Transcribe ideas in manuscript with automaticity and proper spacing.

2.WF.2 Know and apply phonics and word analysis skills when encoding words:

2.WF.2.a Spell common, regular, single-syllable words using:

Long vowel patterns spelled correctly, including common vowel teams (e.g., boat, play, wait, see, team, right)

Vowel-r combinations, including er, ar, or (e.g., car, her, stir, for, burn)

All jobs of y (as consonant /y/; as /ī/ on ends of single-syllable words like fly; as /e/ on ends of multisyllabic words like baby; as /i/ in a few words like gym and myth)

Three consonant blends (str, scr, spr) and blends with digraphs (thr, shr)

Digraphs ph (/f/), gh (/f/), ch (/k/ and /sh/)

2.WF.2.b With prompting and support, spell two- and three-syllable words that:

Combine closed, open, vowel teams, vowel-r, and CVe (Consonant-Vowel-silent e) syllables (e.g., compete, robot, violet, understand)

Include familiar compound words (e.g., houseboat, yellowtail)

Include the most common prefixes and derivational suffixes (e.g., un-, re-, en-, -ful, -ment, -less)

2.WF.2.c With prompting and support, spell words with suffixes that require:

Consonant doubling (e.g., running, slipped)

Dropping silent e (e.g., smiled, paving)

Changing y to i (e.g., cried, babies)