Idaho

2.FR Foundational Reading

• 2.FR.PA Phonemic Awareness

  • 2.FR.PA.2 Demonstrate understanding of spoken words, syllables, and sounds.

    • 2.FR.PA.2a Reverse phonemes in spoken one-syllable words (e.g., reverse initial and final consonants in the word "pat" and say the resulting word).

    • 2.FR.PA.2b Demonstrate automaticity in the deletion and substitution of phonemes in multi-syllable spoken words and naming of resulting words.

• 2.FR.PH Phonics and Decoding

  • 2.FR.PH.3 Use knowledge of grade-level phonics and word analysis skills in decoding words.

    • 2.FR.PH.3a Know spelling-sound correspondences for common short and long vowel teams (e.g., head, hook, boat, weigh) including diphthongs (e.g., toil, cloud).

      • Choose the picture that matches the vowel team word (2-G.1)
      • Complete the vowel team words (2-G.2)
      • Complete the word with the correct vowel team (2-G.3)
      • Choose the vowel team sentence that matches the picture (2-G.4)
      • Choose the words with a given long vowel (2-H.1)
      • Choose the diphthong word that matches the picture (2-J.1)
      • Complete the word with the correct diphthong: oi, oy, ou, ow (2-J.2)
      • Choose the diphthong sentence that matches the picture (2-J.3)
      • Complete words with variant vowels (2-K.1)

    • 2.FR.PH.3b Decode regularly spelled two-syllable words with long and short vowels.

      • Complete the two-syllable words (2-M.3)
      • Complete the sentence with a two-syllable word (2-M.4)
      • Complete the consonant-l-e words (2-N.1)

    • 2.FR.PH.3c Decode words with common prefixes and suffixes (e.g., un-, dis-, -ful, -less).

      • Identify base words, prefixes, and suffixes (2-II.2)
      • Determine the meaning of a word with pre-, re-, or mis- (2-II.3)
      • Determine the meaning of a word with -ful or -less (2-II.5)
      • Prefixes and suffixes: review (2-II.6)

    • 2.FR.PH.3d Identify words with inconsistent but common spelling-sound correspondences.

      • Complete the words with silent letters (2-C.11)
      • Use spelling patterns to sort long and short vowel words (2-E.7)
      • Complete the sentence with the correct -ild, -ind, -old, -olt, or -ost word (2-E.10)
      • Complete the word with the correct r-controlled vowel: er, ir, ur (2-I.3)
      • Choose the diphthong word that matches the picture (2-J.1)
      • Complete words with variant vowels (2-K.1)
      • Which word has a different vowel sound? (2-K.2)
      • Sort soft and hard g words and soft and hard c words (2-L.1)
      • Pick the soft g or soft c word that matches the picture (2-L.2)
      • Homophones with pictures (2-MM.1)
      • Identify homophones (2-MM.2)

    • 2.FR.PH.3e Recognize and read grade-appropriate irregularly spelled words (e.g., was, again, been), including silent letter combinations.

      • Complete the words with silent letters (2-C.11)

2.RC Reading Comprehension

• 2.RC.TC Text Complexity

  • 2.RC.TC.1 Independently and proficiently read and comprehend texts representing a balance of genres, cultures, and perspectives, that exhibit complexity at the lower end of the grades 2–3 band.

    • Complete the poem with a word that rhymes (2-B.4)
    • Order events in a story (2-P.1)
    • Determine the themes of myths, fables, and folktales (2-R.1)
    • Choose the picture that matches the setting or character (2-S.1)
    • Determine the topic and purpose of informational passages (2-T.2)
    • Read realistic fiction (2-Y.2)
    • Read science fiction (2-Y.3)
    • Read along about famous people (2-Z.2)
    • Read about animals (2-AA.1)
    • Read about famous places (2-AA.3)
    • Read about famous people (2-AA.4)

• 2.RC.V Volume of Reading to Build Knowledge

  • 2.RC.V.2 Regularly engage in reading and listening to a series of texts, independently, with peers, or with modest support related to the topics and themes being studied to build knowledge and vocabulary.

• 2.RC.TE Textual Evidence

  • 2.RC.TE.3 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in grade-level texts heard or read.

    • Read along with realistic fiction (2-X.1)
    • Read along with fantasy (2-X.2)
    • Read along with historical fiction (2-X.3)
    • Read animal fantasy (2-Y.1)
    • Read realistic fiction (2-Y.2)
    • Read science fiction (2-Y.3)
    • Read along about science and nature (2-Z.1)
    • Read along about famous people (2-Z.2)
    • Read along about art, music, and traditions (2-Z.3)
    • Read along about business and technology (2-Z.4)
    • Read about animals (2-AA.1)
    • Read about sports and hobbies (2-AA.2)
    • Read about famous places (2-AA.3)
    • Read about famous people (2-AA.4)

• 2.RC.RF Reading Fluency

  • 2.RC.RF.4 Read grade-level text with accuracy, appropriate rate, and expression to support comprehension in successive readings.

• 2.RC.L Literature

  • 2.RC.L.5 Use evidence from literature to demonstrate understanding grade-level texts.

    • 2.RC.L.5a Identify the central message, lesson, or moral of stories (including fables and folktales) from diverse cultures heard or read.

      • Determine the themes of myths, fables, and folktales (2-R.1)

    • 2.RC.L.5b Describe how characters in stories heard or read respond to major events and challenges.

      • Read realistic fiction (2-Y.2)
      • Read science fiction (2-Y.3)

    • 2.RC.L.5c Describe the overall structure of stories heard or read, including identifying how the beginning introduces the story and the ending concludes the action.

      • Order events in a story (2-P.1)
      • Match each effect to its cause (2-U.1)
      • Match each cause to its effect (2-U.2)

    • 2.RC.L.5d Identify different perspectives of characters in stories heard or read.

    • 2.RC.L.5e Compare and contrast two or more versions of the same story (heard or read) by different authors or from different cultures.

• 2.RC.NF Nonfiction Text

  • 2.RC.NF.6 Use evidence from nonfiction works to demonstrate understanding of grade-level texts.

    • 2.RC.NF.6a Identify the central idea of texts heard or read.

      • Determine the topic and purpose of informational passages (2-T.2)

    • 2.RC.NF.6b Describe the connection between a series of historical events, scientific concepts, or steps in technical procedures in texts.

    • 2.RC.NF.6c Describe the overall structure of nonfiction texts heard or read, including identifying how the beginning introduces information and the ending sums up the information.

      • Identify text structures (3-I.6)

    • 2.RC.NF.6d Describe how authors use facts and reasons to support specific points in texts.

      • Determine the topic and purpose of informational passages (2-T.2)

    • 2.RC.NF.6e Compare and contrast the most important points presented in two texts on the same topic.

      • Compare and contrast in informational passages (2-V.1)

2.VD Vocabulary Development

• 2.VD.WB Word Building

  • 2.VD.WB.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from an array of strategies.

    • 2.VD.WB.1a Use sentence-level context as clues to the meaning of words or phrases.

      • Find synonyms in context (2-LL.2)
      • Find antonyms in context (2-LL.5)
      • Use context to identify the meaning of a word (2-QQ.1)

    • 2.VD.WB.1b Determine the meaning of new words formed when known prefixes (e.g., safe/unsafe, like/dislike) and suffixes (e.g., beauty/beautiful, light/lightness) are added to a known word.

      • Identify base words, prefixes, and suffixes (2-II.2)
      • Determine the meaning of a word with pre-, re-, or mis- (2-II.3)
      • Use the prefixes pre-, re-, and mis- (2-II.4)
      • Determine the meaning of a word with -ful or -less (2-II.5)

    • 2.VD.WB.1c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., pain/painful, help/helpless).

      • Determine the meaning of a word with -ful or -less (2-II.5)
      • Prefixes and suffixes: review (2-II.6)

    • 2.VD.WB.1d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., backpack, backyard; flashlight, lighthouse).

      • Form and use compound words (2-JJ.3)

    • 2.VD.WB.1e Use glossaries and beginning dictionaries, print or digital, to clarify the meaning of words and phrases.

      • Use guide words (2-RR.4)
      • Use dictionary entries (2-RR.5)

  • 2.VD.WB.2 Determine how words and phrases provide meaning and nuance to texts.

    • 2.VD.WB.2a Identify real-life connections between words and their use (e.g., describe weather that is freezing or windy).

      • Sort words into categories (2-KK.1)
      • Multiple-meaning words with pictures (2-NN.1)
      • Shades of meaning with pictures (2-OO.1)
      • Use action verbs (2-VV.1)
      • Use sense words (2-ZZ.1)
      • Does the adjective tell you what kind or how many? (2-ZZ.2)
      • Select the best preposition to match the picture (2-AAA.1)

    • 2.VD.WB.2b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., hot, sizzling, blazing).

      • Shades of meaning with pictures (2-OO.1)
      • Find the words with related meanings (2-OO.2)
      • Describe the difference between related words (2-OO.3)
      • Order related words based on meaning (2-OO.4)

    • 2.VD.WB.2c Describe how words and phrases (e.g., rhymes, alliteration) supply rhythm and meaning in a story, poem, or song.

      • Choose the picture that rhymes with the word (2-B.1)
      • Which word does not rhyme? (2-B.2)
      • Complete the rhyme (2-B.3)
      • Complete the poem with a word that rhymes (2-B.4)

2.RS Research

• 2.RS.IP Inquiry Process to Build, Present, and Use Knowledge

  • 2.RS.IP.1 With support as needed, conduct short research tasks to take some action or make informal presentations by gathering information from experiences and provided sources (including read alouds), and organizing information using graphic organizers or other aids.

    • Use text features (2-W.1)
    • Read graphic organizers (2)

• 2.RS.DR Deep Reading on Topics to Build Knowledge

  • 2.RS.DR.2 Read or listen to a series of texts organized around a variety of conceptually related topics to build knowledge about the world. (These texts should be at a range of complexity levels so students can read the texts independently, with peers, or with modest support.)

    • Read along about science and nature (2-Z.1)
    • Read along about famous people (2-Z.2)
    • Read along about art, music, and traditions (2-Z.3)
    • Read along about business and technology (2-Z.4)
    • Read about animals (2-AA.1)
    • Read about sports and hobbies (2-AA.2)
    • Read about famous places (2-AA.3)
    • Read about famous people (2-AA.4)

2.W Writing

• 2.W.RW Range of Writing

  • 2.W.RW.1 Develop flexibility in writing by routinely engaging in the production of writing shorter and longer pieces for a range of tasks, purposes, and audiences. This could include reflections, descriptions, letters, and poetry, etc.

    • Choose the text that matches the writer's purpose (2-EE.1)

  • 2.W.RW.2 Write arguments that express an opinion supported by details and reasons and provide a concluding sentence.

    • Use conjunctions (2-DD.1)
    • Use subordinating conjunctions (2-DD.2)
    • Use linking words to complete a passage (2-DD.5)
    • Complete the fact and opinion sentences (2-FF.1)
    • Complete the opinion passage with an example (2-FF.2)
    • Complete the opinion passage with a reason (2-FF.3)
    • Complete the opinion-reason-example table (2-FF.4)

  • 2.W.RW.3 Write informational texts that state a focus and support the focus with facts and details and provide a concluding sentence.

    • Select the detail that does not support the topic sentence (2-CC.1)
    • Choose topic sentences for expository paragraphs (2-CC.3)

  • 2.W.RW.4 Write personal or fictional stories that recount a short sequence of events, include details to develop the characters or experiences, and provide sense of closure.

    • Put the sentences in order (2-BB.1)
    • Choose topic sentences for narrative paragraphs (2-CC.2)
    • Use time-order words (2-DD.4)
    • Choose the sensory details that match the picture (2-GG.1)
    • Add descriptive details to sentences (2-GG.2)
    • Revise the sentence using a stronger verb (2-GG.3)
    • Insert dialogue into a story (2-GG.4)
    • Use sense words (2-ZZ.1)

  • 2.W.RW.6 With support from adults and peers, strengthen writing as needed by revising and editing.

    • Select the detail that does not support the topic sentence (2-CC.1)
    • Add descriptive details to sentences (2-GG.2)
    • Revise the sentence using a stronger verb (2-GG.3)
    • Combine sentences: subjects (2-HH.1)
    • Combine sentences: predicates (2-HH.2)
    • Combine sentences: subjects and predicates (2-HH.3)
    • Rewrite sentences using introductory elements (2-HH.4)
    • Is it a complete sentence, a fragment, or a run-on? (2-SS.6)
    • Identify and correct errors with plural and possessive nouns (2-TT.13)
    • Commas: review (2-CCC.4)
    • Capitalization: review (2-DDD.4)

• 2.W.HWK Handwriting and Keyboarding

  • 2.W.HWK.7 Form letters correctly with functional speed. Space words and sentences properly so that writing can be read easily by another person.

  • 2.W.HWK.8 With support, use keyboarding skills to produce and publish writing.

2.GC Grammar and Conventions

• 2.GC.GU Grammar and Usage

  • 2.GC.GU.1 Demonstrate command of the conventions of English grammar and usage when writing or speaking.

    • 2.GC.GU.1a Form and use the past tense of frequently occurring irregular verbs (e.g., felt, told, went).

      • Form and use the irregular past tense: set 1 (2-XX.8)
      • Form and use the irregular past tense: set 2 (2-XX.9)
      • Form and use the irregular past tense: set 3 (2-XX.10)
      • Form and use the irregular past tense: set 4 (2-XX.11)
      • To be: use the correct past tense form (2-XX.14)

    • 2.GC.GU.1b Use adjectives and adverbs and choose between them depending on what is to be modified.

      • Use sense words (2-ZZ.1)
      • Choose between adjectives and adverbs (2-ZZ.8)
      • Is the word an adjective or adverb? (2-ZZ.9)

    • 2.GC.GU.1c Form and use regular and frequently occurring irregular plural nouns (e.g., men, teeth, fish).

      • Form regular plurals with -s and -es (2-TT.6)
      • Use regular plurals with -s and -es (2-TT.7)
      • Use singular and plural nouns (2-TT.8)
      • Is the noun singular or plural? (2-TT.9)
      • Form and use irregular plurals (2-TT.10)

    • 2.GC.GU.1d Recognize that the names of things can also be the names of actions (fish, dream, run).

    • 2.GC.GU.1e Use reflexive pronouns (e.g., yourself, herself).

      • Choose between personal and reflexive pronouns (2-UU.9)
      • Use reflexive pronouns (2-UU.10)

    • 2.GC.GU.1f Distinguish between complete and incomplete sentences and recognize and use correct word order in written sentences.

      • Is it a complete sentence or a fragment? (2-SS.4)
      • Is it a complete sentence or a run-on? (2-SS.5)
      • Is it a complete sentence, a fragment, or a run-on? (2-SS.6)
      • Unscramble the words to make a complete sentence (2-SS.7)

    • 2.GC.GU.1g Produce and expand complete simple and compound sentences.

      • Is it a complete sentence or a fragment? (2-SS.4)
      • Is it a complete sentence or a run-on? (2-SS.5)
      • Is it a complete sentence, a fragment, or a run-on? (2-SS.6)
      • Unscramble the words to make a complete sentence (2-SS.7)

• 2.GC.M Mechanics

  • 2.GC.M.2 Demonstrate command of the conventions of English punctuation and capitalization when writing and reading aloud to create meaning.

    • 2.GC.M.2a Commas in greetings and closing of letters.

      • Greetings and closings of letters (2-DDD.6)

    • 2.GC.M.2b Apostrophes to form contractions and frequently occurring possessives.

      • Form the singular or plural possessive (2-TT.12)
      • Form pronoun-verb contractions (2-BBB.2)
      • Form contractions with "not" (2-BBB.3)
      • Use pronoun-verb contractions (2-BBB.4)
      • Use contractions with "not" (2-BBB.5)

    • 2.GC.M.2c Capitalize holidays, names, and places.

      • Capitalizing the names of people and pets (2-DDD.1)
      • Capitalizing days, months, and holidays (2-DDD.2)
      • Capitalizing the names of places and geographic features (2-DDD.3)
      • Capitalization: review (2-DDD.4)

  • 2.GC.M.3 Use knowledge of spelling in writing.

    • 2.GC.M.3a Generalize learned spelling patterns when writing words (e.g., cage to badge; boy to boil).

      • Spell words with final consonant patterns: ng, nk (2-C.)
      • Complete the words with silent letters (2-C.11)
      • Complete the word with the correct diphthong: oi, oy, ou, ow (2-J.2)
      • Spell the soft g or soft c word (2-L.4)
      • Form regular plurals with -s and -es (2-TT.6)
      • Use regular plurals with -s and -es (2-TT.7)
      • Form and use the regular past tense (2-XX.3)
      • Form pronoun-verb contractions (2-BBB.2)
      • Form contractions with "not" (2-BBB.3)
      • Use pronoun-verb contractions (2-BBB.4)
      • Use contractions with "not" (2-BBB.5)

    • 2.GC.M.3b Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

      • Use guide words (2-RR.4)