2nd Grade Common Core Standards

8/2/2019 2nd Grade Common Core Standards

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WritingText Types and Purposes Taught W.2.1. Write opinion pieces in which they introduce the topic

or book they are writing about, state an opinion, supplyreasons that support the opinion, use linking words(e.g., because, and, also) to connect opinion andreasons, and provide a concluding statement or section.

W.2.2. Write informative/explanatory texts in which theyintroduce a topic, use facts and definitions to developpoints, 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, includedetails to describe actions, thoughts, and feelings, usetemporal words to signal event order, and provide asense of closure.

Production and Distribution of Writing W.2.5. With guidance and support from adults and peers,

focus on a topic and strengthen writing as needed byrevising and editing.

W.2.6. With guidance and support from adults, use a varietyof digital tools to produce and publish writing, includingin 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 toproduce a report; record science observations).

W.2.8. Recall information from experiences or gatherinformation from provided sources to answer aquestion.


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Reading: Skills/FoundationPhonics and Word Recognition Taught RF.2.3. Know and apply grade-level phonics and word analysis

skills in decoding words.

Distinguish long and short vowels when readingregularly spelled one-syllable words.

Know spelling-sound correspondences for additionalcommon vowel teams.

Decode regularly spelled two-syllable words with long

vowels.Decode words with common prefixes and suffixes.

Identify words with inconsistent but common spelling-sound correspondences.

Recognize and read grade-appropriate irregularlyspelled words.

Fluency RF.2.4. Read with sufficient accuracy and fluency to

support comprehension.

Read grade-level text with purpose andunderstanding.

Read grade-level text orally with accuracy,appropriate rate, and expression.

Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.


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Language: GrammarConventions of Standard Engl ish Taught L.2.1. Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.

Use collective nouns (e.g., group).

Form and use frequently occurring irregular pluralnouns (e.g., feet, children, teeth, mice, fish).

Use reflexive pronouns (e.g., myself, ourselves).

Form and use the past tense of frequently occurringirregular verbs (e.g., sat, hid, told).

Use adjectives and adverbs, and choose between themdepending on what is to be modified.

Produce, expand, and rearrange complete simple andcompound sentences (e.g., The boy watched themovie; The little boy watched the movie; The actionmovie was watched by the little boy).

L.2.2. Demonstrate command of the conventions of standardEnglish capitalization, punctuation, and spelling when

writing.

Capitalize holidays, product names, and geographicnames.

Use commas in greetings and closings of letters.

Use an apostrophe to form contractions andfrequently occurring possessives.

Generalize learned spelling patterns when writing

words (e.g., cage badge; boy boil).Consult reference materials, including beginning

dictionaries, as needed to check and correctspellings.


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Knowledge of Language L.2.3. Use knowledge of language and its conventions when

writing, speaking, reading, or listening.

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 2reading and content, choosing flexibly from an array ofstrategies.

Use sentence-level context as a clue to the meaning of

a word or phrase.

Determine the meaning of the new word formed whena known prefix is added to a known word (e.g.,happy/unhappy, tell/retell).

Use a known root word as a clue to the meaning of anunknown word with the same root (e.g., addition,additional).

Use knowledge of the meaning of individual words to

predict the meaning of compound words (e.g.,birdhouse, lighthouse, housefly; bookshelf,notebook, bookmark).

Use glossaries and beginning dictionaries, both printand digital, to determine or clarify the meaningof words and phrases.

L.2.5. Demonstrate understanding of figurative language,word relationships and nuances in word meanings.

Identify real-life connections between words and theiruse (e.g., describe foods that are spicy or juicy).

Distinguish shades of meaning among closely relatedverbs (e.g., toss, throw, hurl) and closely relatedadjectives (e.g., thin, slender, skinny, scrawny).


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L.2.6. Use words and phrases acquired through conversations,reading and being read to, and responding to texts, includingusing adjectives and adverbs to describe (e.g., When otherkids are happy that makes me happy).

Reading: FictionKey Ideas and Details Taught RL.2.1. Ask and answer such questions as who, what, where,

when, why, and howto demonstrate understanding ofkey details in a text.

RL.2.2. Recount stories, including fables and folktales fromdiverse cultures, and determine their central message,lesson, or moral.

RL.2.3. Describe how characters in a story respond to majorevents and challenges.

Craft and Structure RL.2.4. Describe how words and phrases (e.g., regular beats,

alliteration, rhymes, repeated lines) supply rhythm andmeaning in a story, poem, or song.

RL.2.5. Describe the overall structure of a story, includingdescribing how the beginning introduces the story andthe ending concludes the action.

RL.2.6. Acknowledge differences in the points of view ofcharacters, 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 demonstrateunderstanding of its characters, setting, or plot.

RL.2.9. Compare and contrast two or more versions of the


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same story (e.g., Cinderella stories) by differentauthors or from different cultures.

Range of Reading and Level of TextComplexityRL.2.10. By the end of the year, read and comprehendliterature, including stories and poetry, in the grades 23text complexity band proficiently, with scaffolding as neededat the high end of the range.

Reading: Non- FictionKey Ideas and Details Taught RI.2.1. Ask and answer such questions as who, what, where,

when, why, and howto demonstrate understanding ofkey details in a text.

RI.2.2. Identify the main topic of a multi-paragraph text aswell as the focus of specific paragraphs within the text.

RI.2.3. Describe the connection between a series of historicalevents, scientific ideas or concepts, or steps in technicalprocedures in a text.

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.

RI.2.5. Know and use various text features (e.g., captions,bold print, subheadings, glossaries, indexes, electronicmenus, icons) to locate key facts or information in atext efficiently.

RI.2.6. Identify the main purpose of a text, including whatthe author wants to answer, explain, or describe.

Integration of Knowledge and Ideas


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RI.2.7. Explain how specific images (e.g., a diagram showinghow a machine works) contribute to and clarify a text.

RI.2.8. Describe how reasons support specific points theauthor makes in a text.

RI.2.9. Compare and contrast the most important pointspresented by two texts on the same topic.

Range of Reading and Level of TextComplexityRI.2.10. By the end of year, read and comprehendinformational texts, including history/social studies, science,and technical texts, in the grades 23 text complexity band

proficiently, with scaffolding as needed at the high end ofthe range.

Language Arts: Speaking & ListeningComprehension and Col laboration Taught SL.2.1. Participate in collaborative conversations with diverse

partners aboutgrade 2 topics and textswith peers andadults in small and larger groups.

Follow agreed-upon rules for discussions (e.g., gainingthe floor in respectful ways, listening to otherswith care, speaking one at a time about the topicsand texts under discussion).

Build on others talk in conversations by linking theircomments to the remarks of others.

Ask for clarification and further explanation asneeded about the topics and texts underdiscussion.

SL.2.2. Recount or describe key ideas or details from a textread aloud or information presented orally or throughother media.


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SL.2.3. Ask and answer questions about what a speaker saysin order to clarify comprehension, gather additionalinformation, or deepen understanding of a topic orissue.

Presentation of Knowledge and Ideas SL.2.4. Tell a story or recount an experience with

appropriate facts and relevant, descriptive details,speaking audibly in coherent sentences.

SL.2.5. Create audio recordings of stories or poems; adddrawings or other visual displays to stories or recountsof experiences when appropriate to clarify ideas,thoughts, and feelings.

SL.2.6. Produce complete sentences when appropriate to taskand situation in order to provide requested detail orclarification.


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Math(1) Students extend their understanding of the base-ten system. Thisincludes ideas of counting in fives, tens, and multiples of hundreds,

tens, and ones, as well as number relationships involving these units,including comparing. Students understand multi-digit numbers (up to1000) written in base-ten notation, recognizing that the digits in eachplace represent amounts of thousands, hundreds, tens, or ones (e.g.,853 is 8 hundreds + 5 tens + 3 ones).

(2) Students use their understanding of addition to develop fluencywith addition and subtraction within 100. They solve problems within1000 by applying their understanding of models for addition andsubtraction, and they develop, discuss, and use efficient, accurate,and generalizable methods to compute sums and differences of wholenumbers in base-ten notation, using their understanding of place valueand the properties of operations. They select and accurately applymethods that are appropriate for the context and the numbers involvedto mentally calculate sums and differences for numbers with only tensor only hundreds.

(3) Students recognize the need for standard units of measure(centimeter and inch) and they use rulers and other measurement tools

with the understanding that linear measure involves an iteration ofunits. They recognize that the smaller the unit, the more iterationsthey need to cover a given length.

(4) Students describe and analyze shapes by examining their sides andangles. Students investigate, describe, and reason about decomposingand combining shapes to make other shapes. Through building, drawing,and analyzing two- and three-dimensional shapes, students develop a

foundation for understanding area, volume, congruence, similarity,and symmetry in later grades.


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operations and algebraic thinkingRepresent and solve problems involv ingaddition and subtraction.

2.OA.1. Use addition and subtraction within 100 to solveone- and two-step word problems involving situations ofadding to, taking from, putting together, taking apart,and comparing, with unknowns in all positions, e.g., byusing drawings and equations with a symbol for theunknown number to represent the problem.Add and subtract within 20.

2.OA.2. Fluently add and subtract within 20 using mentalstrategies.2 By end of Grade 2, know from memory allsums of two one-digit numbers.Work with equal groups of objects to ga infoundations for multipl ication.

2.OA.3. Determine whether a group of objects (up to 20)has an odd or even number of members, e.g., by pairingobjects or counting them by 2s; write an equation toexpress an even number as a sum of two equal addends.

2.OA.4. Use addition to find the total number of objectsarranged in rectangular arrays with up to 5 rows andup to 5 columns; write an equation to express the totalas a sum of equal addends.

Base 10 and Place ValueUnderstand place value.

2.NBT.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and

ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.Understand the following as special cases:100 can be thought of as a bundle of ten tens called a

hundred.The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900

refer to one, two, three, four, five, six, seven, eight, or ninehundreds (and 0 tens and 0 ones).


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2.NBT.2. Count within 1000; skip-count by 5s, 10s, and100s.

2.NBT.3. Read and write numbers to 1000 using base-tennumerals, number names, and expanded form.

2.NBT.4. Compare two three-digit numbers based onmeanings of the hundreds, tens, and ones digits, using>, =, and < symbols to record the results ofcomparisons.Use place value understanding andproperties of operations to add andsubtract.

2.NBT.5. Fluently add and subtract within 100 usingstrategies based on place value, properties of

operations, and/or the relationship between addition andsubtraction.

2.NBT.6. Add up to four two-digit numbers usingstrategies based on place value and properties ofoperations.

2.NBT.7. Add and subtract within 1000, using concretemodels or drawings and strategies based on place value,properties of operations, and/or the relationshipbetween addition and subtraction; relate the strategyto a written method. Understand that in adding or

subtracting three-digit numbers, one adds or subtractshundreds and hundreds, tens and tens, ones and ones;and sometimes it is necessary to compose or decomposetens or hundreds.

2.NBT.8. Mentally add 10 or 100 to a given number 100900, and mentally subtract 10 or 100 from a givennumber 100900.

2.NBT.9. Explain why addition and subtraction strategieswork, using place value and the properties of

operations.


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Measurement and DataMeasure and estimate lengths in standardunits.

2.MD.1. Measure the length of an object by selecting andusing appropriate tools such as rulers, yardsticks,meter sticks, and measuring tapes.

2.MD.2. Measure the length of an object twice, usinglength units of different lengths for the twomeasurements; describe how the two measurementsrelate to the size of the unit chosen.

2.MD.3. Estimate lengths using units of inches, feet,centimeters, and meters.

2.MD.4. Measure to determine how much longer oneobject is than another, expressing the length differencein terms of a standard length unit.Relate addition and subtraction to length.

2.MD.5. Use addition and subtraction within 100 to solveword problems involving lengths that are given in thesame units, e.g., by using drawings (such as drawingsof rulers) and equations with a symbol for the unknownnumber to represent the problem.

2.MD.6. Represent whole numbers as lengths from 0 on anumber line diagram with equally spaced pointscorresponding to the numbers 0, 1, 2, ..., and representwhole-number sums and differences within 100 on anumber line diagram.Work with time and money.

2.MD.7. Tell and write time from analog and digitalclocks to the nearest five minutes, using a.m. and p.m.

2.MD.8. Solve word problems involving dollar bills,quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Example: If you have 2 dimes and3 pennies, how many cents do you have?Represent and interpret data.

2.MD.9. Generate measurement data by measuringlengths of several objects to the nearest whole unit, or


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by making repeated measurements of the same object.Show the measurements by making a line plot, where thehorizontal scale is marked off in whole-number units.

2.MD.10. Draw a picture graph and a bar graph (withsingle-unit scale) to represent a data set with up to

four categories. Solve simple put-together, take-apart,and compare problemsusing information presented in abar graph.

GeometryReason with shapes and their attributes.

2.G.1. Recognize and draw shapes having specifiedattributes, such as a given number of angles or a givennumber of equal faces.1 Identify triangles,quadrilaterals, pentagons, hexagons, and cubes.

2.G.2. Partition a rectangle into rows and columns ofsame-size squares and count to find the total numberof them.

2.G.3. Partition circles and rectangles into two, three,or four equal shares, describe the shares using thewords halves, thirds, half of, a third of, etc., and

describe the whole as two halves, three thirds, fourfourths. Recognize that equal shares of identical wholesneed not have the same shape.

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2nd Grade Common Core Standards