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Skills available for Ohio 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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Ohio Learning Standards (adopted 2026): Grade 2 Ohio Learning Standards (adopted 2026): Grade 2
Ohio Learning Standards: Language Ohio Learning Standards: Language
Ohio Learning Standards: Reading: Foundational Skills Ohio Learning Standards: Reading: Foundational Skills
Ohio Learning Standards: Reading: Informational Text Ohio Learning Standards: Reading: Informational Text
Ohio Learning Standards: Reading: Literature Ohio Learning Standards: Reading: Literature
Ohio Learning Standards: Writing Ohio Learning Standards: Writing

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RL.2 Reading Literature

RL.2.1 Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details and clarify the meaning of a literary text.
RL.2.2 Retell stories, including fables and folktales from diverse cultures, and explain the central message, lesson, or moral using key details.
- Determine the themes of myths, fables, and folktales (2-V.3)
- Order events in a story (2-Y.1)
RL.2.3 Describe how characters in a literary text respond to major events or challenges, using key details.
- Use actions and dialogue to understand characters (2-X.3)
RL.2.4 Describe how specific words and phrases contribute to rhythm, mood, or meaning in a literary text.
RL.2.5 Describe the structure of a literary text, including how the beginning introduces the story, how events unfold, and how the ending concludes the action.
- Order events in a story (2-Y.1)
- Read alone and identify plot elements (2-Z.1)
RL.2.6 Distinguish between the narrator's point of view and the characters' perspectives in a literary text, recognizing when the narrator is also a character in the story.
- Distinguish points of view (2)
RL.2.7 Use illustrations and textual details in print or digital literary texts to describe characters, settings, and plot elements.
RL.2.9 Compare and/or contrast two or more versions of the same story by different authors from different cultures, focusing on characters, settings, and central messages.
RL.2.10 Read and comprehend grade-level literary text, with scaffolding as needed. Utilize prior knowledge and draw on previous experiences to support understanding and make meaningful comparisons across texts.

RI.2 Reading Informational

RI.2.1 Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details and clarify meaning in an informational text.
RI.2.2 Identify the main topic of an informational text and explain how specific details support that topic.
- Determine the topic and purpose of informational passages (2-U.1)
- Identify the main idea and supporting detail of a passage (2-U.)
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures within an informational text.
RI.2.4 Determine the meaning of words and phrases in an informational text using strategies such as context clues, word parts, and text features.
RI.2.5 Know and use various text features (such as captions, bold print, subheadings, glossaries, indexes, electronic menus, and icons) to efficiently locate key facts and details in an informational text.
- Use text features (2-CC.1)
- Use guide words (2-WW.4)
RI.2.6 Identify the author's purpose in an informational text and explain how the text supports that purpose.
RI.2.7 Explain how illustrations, diagrams, or other visuals contribute to understanding key ideas in an informational text.
RI.2.8 Describe how the author uses evidence to support key ideas in an informational text.
- Determine the topic and purpose of informational passages (2-U.1)
- Analyze persuasive passages (2-W.2)
RI.2.9 Compare and/or contrast key ideas and supporting details in two informational texts on the same topic.
RI.2.10 With scaffolding provided as needed, read and comprehend grade level informational text.

RF.2 Reading Foundations

RF.2.3 Decode words aligned with phonics patterns in scope and sequence of adopted HQIM, such as:
- RF.2.3.a Initial and final 2- to 3-consonant blends; most common vowel teams with long-vowel sounds; hard and soft c and g; vowel-r combinations; compound words; multisyllabic words with closed syllables, open syllables, VCe, Vowel-r, and vowel teams; words containing the -ild, -ost, -old, -olt, -ind pattern; digraphs; trigraphs; silent letter combinations; common prefixes; common inflectional suffixes; and common derivational suffixes.
- RF.2.3.b Read common high-frequency words with automaticity, aligned with the adopted HQIM, such as: phonetically regular words; partially regular words; and irregular words.
  - Read sight words (2-S.1)
  - Complete the sentence with the correct sight word (2-S.2)
RF.2.4 Read connected texts with sufficient fluency to support comprehension:
- RF.2.4.a Orally read decodable, controlled texts containing previously taught patterns with accuracy, automaticity, and appropriate expression to gain meaning from text.
- RF.2.4.b Orally read grade-level text with accuracy (targeting 95% or better), automaticity, and appropriate expression to gain meaning from text, targeting 100 words correct per minute (wcpm) by the end of second grade.
- RF.2.4.c Self-monitor word recognition and understanding, rereading as necessary.

WF.2 Writing Foundations

WF.2.1 Write legibly in manuscript and/or cursive:
- WF.2.1.a Write all letters independently, in manuscript and/or cursive, with accuracy and fluency across words and sentences.
- WF.2.1.b Maintain consistent letter size, spacing, alignment, and automaticity of strokes.
WF.2.2 Encode words aligned with scope and sequence of adopted HQIM, such as:
- WF.2.2.a Grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel consonant-e, vowel teams, vowel-r, and consonant-le.
- WF.2.2.b Grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.
  - Spell the sight word (2-S.3)
- WF.2.2.c Encode words aligned with phonics patterns in scope and sequence of adopted HQIM, such as: two- and three-consonant blends, including those containing digraphs; consonant digraphs, trigraphs, and silent-letter combinations; Y as a consonant and a vowel; common vowel teams, including diphthongs; hard and soft c and g; contractions with am, is, has, not, have, would, and will, using apostrophes appropriately; compound words; words containing the -ild, -ost, -old, -olt, -ind patterns; common prefixes; common inflectional suffixes (wishes, wished, wishing); and common derivational suffixes.
WF.2.3 Write complete sentences demonstrating knowledge of punctuation conventions.
- WF.2.3.a Utilize commas with words in a series in a sentence.
  - Commas with a series (2-III.1)
- WF.2.3.b Use apostrophes to form contractions and possessives.
- WF.2.3.c Use punctuations to set off interjections.
- WF.2.3.d Expand sentences using frequently occurring conjunctions.
  - Use conjunctions (2-JJ.1)
  - Use subordinating conjunctions (2-JJ.2)

W.2 Writing

W.2.1 Write opinion pieces that include a clear topic, a stated opinion, reasons supported by evidence or examples, and a conclusion, using linking words and grade-level phonics-based spelling.
W.2.2 Write informative pieces that introduce a topic, use facts and definitions to explain ideas, and include a conclusion, using linking words and grade-level phonics-based spelling.
W.2.3 Write narratives that recount sequenced events with descriptive details, temporal words, and a clear conclusion, using linking words and grade-level phonics-based spelling.
W.2.5 With adult support, revise and edit writing to improve clarity, organization, and conventions, using feedback from adults or peers.
W.2.6 With adult support, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.2.7 With adult support, recall information from personal experiences or gather information from provided sources to answer a specific question in writing.
W.2.8 With adult support, engage in shared and independent research projects by reading multiple texts on a topic, recording observations, and composing short reports using grade-level vocabulary and sentence structure.

L.2 Language

L.2.1 Know and apply formal American English grammar, usage, and mechanics when writing or speaking.
- L.2.1.a Use collective nouns.
- L.2.1.b Form and use frequently occurring irregular plural nouns.
  - Form and use irregular plurals (2-ZZ.10)
- L.2.1.c Use reflexive pronouns.
  - Choose between personal and reflexive pronouns (2-AAA.9)
  - Use reflexive pronouns (2-AAA.10)
- L.2.1.d Form and use the past tense of frequently occurring irregular verbs.
- L.2.1.e Use adjectives and adverbs.
- L.2.1.f Produce, expand, and rearrange complete simple and compound sentences.
L.2.2 Recognize and apply the conventions of formal American English capitalization, punctuation, and spelling.
- L.2.2.a Capitalize holidays, product names, and geographic names.
  - Capitalizing days, months, and holidays (2-JJJ.2)
  - Capitalizing the names of places and geographic features (2-JJJ.3)
- L.2.2.b Use commas to separate items in a series and to format dates, addresses, greetings, and closings of letters.
- L.2.2.c Generalize learned spelling patterns when writing words.
- L.2.2.d Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- L.2.3.a Recognize formal and informal uses of English.
- L.2.3.b Compare formal and informal uses of English.
L.2.4 Use word analysis skills to break down and build grade-appropriate words to understand their meaning.
- L.2.4.a Utilize context within and beyond a sentence to determine or clarify the meaning of unknown and multiple-meaning words and phrases.
- L.2.4.b Determine the meaning of a new word when a known prefix is added to a known word.
  - Determine the meaning of a word with pre-, re-, or mis- (2-OO.3)
  - Use the prefixes pre-, re-, and mis- (2-OO.4)
- L.2.4.c Use a known root word as a clue to the meaning of an unknown word with the same root.
- L.2.4.d Recognize common base words and inflectional endings used to form and understand new words.
- L.2.4.e Use knowledge of the meaning of base words to understand the meaning of compound words.
  - Form and use compound words (2-PP.3)
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.
- L.2.5.b Distinguish shades of meaning among closely related verbs and closely related adjectives.
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.

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RL.2 Reading Literature

RL.2.1 Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details and clarify the meaning of a literary text.

RL.2.2 Retell stories, including fables and folktales from diverse cultures, and explain the central message, lesson, or moral using key details.

RL.2.3 Describe how characters in a literary text respond to major events or challenges, using key details.

RL.2.4 Describe how specific words and phrases contribute to rhythm, mood, or meaning in a literary text.

RL.2.5 Describe the structure of a literary text, including how the beginning introduces the story, how events unfold, and how the ending concludes the action.

RL.2.6 Distinguish between the narrator's point of view and the characters' perspectives in a literary text, recognizing when the narrator is also a character in the story.

RL.2.7 Use illustrations and textual details in print or digital literary texts to describe characters, settings, and plot elements.

RL.2.9 Compare and/or contrast two or more versions of the same story by different authors from different cultures, focusing on characters, settings, and central messages.

RL.2.10 Read and comprehend grade-level literary text, with scaffolding as needed. Utilize prior knowledge and draw on previous experiences to support understanding and make meaningful comparisons across texts.

RI.2 Reading Informational

RI.2.1 Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details and clarify meaning in an informational text.

RI.2.2 Identify the main topic of an informational text and explain how specific details support that topic.

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures within an informational text.

RI.2.4 Determine the meaning of words and phrases in an informational text using strategies such as context clues, word parts, and text features.

RI.2.5 Know and use various text features (such as captions, bold print, subheadings, glossaries, indexes, electronic menus, and icons) to efficiently locate key facts and details in an informational text.

RI.2.6 Identify the author's purpose in an informational text and explain how the text supports that purpose.

RI.2.7 Explain how illustrations, diagrams, or other visuals contribute to understanding key ideas in an informational text.

RI.2.8 Describe how the author uses evidence to support key ideas in an informational text.

RI.2.9 Compare and/or contrast key ideas and supporting details in two informational texts on the same topic.

RI.2.10 With scaffolding provided as needed, read and comprehend grade level informational text.

RF.2 Reading Foundations

RF.2.3 Decode words aligned with phonics patterns in scope and sequence of adopted HQIM, such as:

RF.2.3.b Read common high-frequency words with automaticity, aligned with the adopted HQIM, such as: phonetically regular words; partially regular words; and irregular words.

RF.2.4 Read connected texts with sufficient fluency to support comprehension:

RF.2.4.a Orally read decodable, controlled texts containing previously taught patterns with accuracy, automaticity, and appropriate expression to gain meaning from text.

RF.2.4.b Orally read grade-level text with accuracy (targeting 95% or better), automaticity, and appropriate expression to gain meaning from text, targeting 100 words correct per minute (wcpm) by the end of second grade.

RF.2.4.c Self-monitor word recognition and understanding, rereading as necessary.

WF.2 Writing Foundations

WF.2.1 Write legibly in manuscript and/or cursive:

WF.2.1.a Write all letters independently, in manuscript and/or cursive, with accuracy and fluency across words and sentences.

WF.2.1.b Maintain consistent letter size, spacing, alignment, and automaticity of strokes.

WF.2.2 Encode words aligned with scope and sequence of adopted HQIM, such as:

WF.2.2.a Grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel consonant-e, vowel teams, vowel-r, and consonant-le.

WF.2.2.b Grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.

WF.2.3 Write complete sentences demonstrating knowledge of punctuation conventions.

WF.2.3.a Utilize commas with words in a series in a sentence.

WF.2.3.b Use apostrophes to form contractions and possessives.

WF.2.3.c Use punctuations to set off interjections.

WF.2.3.d Expand sentences using frequently occurring conjunctions.

W.2 Writing

W.2.1 Write opinion pieces that include a clear topic, a stated opinion, reasons supported by evidence or examples, and a conclusion, using linking words and grade-level phonics-based spelling.

W.2.2 Write informative pieces that introduce a topic, use facts and definitions to explain ideas, and include a conclusion, using linking words and grade-level phonics-based spelling.

W.2.3 Write narratives that recount sequenced events with descriptive details, temporal words, and a clear conclusion, using linking words and grade-level phonics-based spelling.

W.2.5 With adult support, revise and edit writing to improve clarity, organization, and conventions, using feedback from adults or peers.

W.2.6 With adult support, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.2.7 With adult support, recall information from personal experiences or gather information from provided sources to answer a specific question in writing.

W.2.8 With adult support, engage in shared and independent research projects by reading multiple texts on a topic, recording observations, and composing short reports using grade-level vocabulary and sentence structure.

L.2 Language

L.2.1 Know and apply formal American English grammar, usage, and mechanics when writing or speaking.

L.2.1.a Use collective nouns.

L.2.1.b Form and use frequently occurring irregular plural nouns.

L.2.1.c Use reflexive pronouns.

L.2.1.d Form and use the past tense of frequently occurring irregular verbs.

L.2.1.e Use adjectives and adverbs.

L.2.1.f Produce, expand, and rearrange complete simple and compound sentences.

L.2.2 Recognize and apply the conventions of formal American English capitalization, punctuation, and spelling.

L.2.2.a Capitalize holidays, product names, and geographic names.

L.2.2.b Use commas to separate items in a series and to format dates, addresses, greetings, and closings of letters.

L.2.2.c Generalize learned spelling patterns when writing words.

L.2.2.d Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.2.3.a Recognize formal and informal uses of English.

L.2.3.b Compare formal and informal uses of English.

L.2.4 Use word analysis skills to break down and build grade-appropriate words to understand their meaning.

L.2.4.a Utilize context within and beyond a sentence to determine or clarify the meaning of unknown and multiple-meaning words and phrases.

L.2.4.b Determine the meaning of a new word when a known prefix is added to a known word.

L.2.4.c Use a known root word as a clue to the meaning of an unknown word with the same root.

L.2.4.d Recognize common base words and inflectional endings used to form and understand new words.

L.2.4.e Use knowledge of the meaning of base words to understand the meaning of compound words.

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.

L.2.5.b Distinguish shades of meaning among closely related verbs and closely related adjectives.

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.