Common Planner
K–12 Standards

Grade 2

Other Kentucky Reading and Writing sets

Reading Foundational Skills

  •  

    Print Concepts

    1. 1.

      No Print Concepts Standard 1 for grade 2.RF.2.1

  •  

    Phonological Awareness

    1. 2.

      No Phonological Awareness Standard for grade 2.RF.2.2

  •  

    Phonics and Word Recognition

    1. 3.

      Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.3

      1. a.

        Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3.a

      2. b.

        Know spelling-sound correspondences for additional common vowel teams.RF.2.3.b

      3. c.

        Decode regularly spelled two-syllable words with long vowels.RF.2.3.c

      4. d.

        Identify, decode and know the meaning of words with the most common prefixes and derivational suffixes.RF.2.3.d

      5. e.

        Identify words with inconsistent but common spelling-sound correspondences.RF.2.3.e

      6. f.

        Recognize and read grade-appropriate irregularly spelled words.RF.2.3.f

  •  

    Fluency

    1. 4.

      Read fluently (accuracy, speed and prosody) on grade-level to support comprehension.RF.2.4

      1. a.

        Read grade-level text with purpose and understanding.RF.2.4.a

      2. b.

        Orally read grade-level text fluently on successive readings.RF.2.4.b

      3. c.

        Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RF.2.4.c

Reading Standards for Literature

  •  

    Key Ideas and Details

    1. 1.

      Ask and answer such questions as who, what, where, when, why and how, and make and support logical inferences to construct meaning from the text.RL.2.1

    2. 2.

      Identify implicit and explicit information from a summary to determine the author's message, lesson learned and/or moral, including but not limited to fables and folk tales from diverse cultures.RL.2.2

    3. 3.

      Describe how characters in a story respond to major events and challenges in order to make meaning of the story development.RL.2.3

  •  

    Craft and Structure

    1. 4.

      Describe how words and phrases, including but not limited to regular beats, alliteration, rhymes and/or repeated lines, supply rhythm and shape meaning in a story, poem or song.RL.2.4

    2. 5.

      Describe how parts of the text contribute to the overall structure of poems, stories and dramas, including but not limited to linear, non-linear and circular structures.RL.2.5

    3. 6.

      With prompting and support, acknowledge differences in the perspectives of characters, including by speaking in a different voice for each character when reading dialogue aloud, and how those perspectives shape the content of the text.RL.2.6

  •  

    Integration of Knowledge and Ideas

    1. 7.

      Use a story's illustrations and words in print/non-print texts to demonstrate understanding of characters, setting and plot.RL.2.7

    2. 8.

      Not applicable to literature.RL.2.8

    3. 9.

      Compare/contrast two or more versions of the same story by different authors or from different cultures.RL.2.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10.

      By the end of the year, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to read, comprehend and analyze grade-level appropriate, complex literary texts independently and proficiently.RL.2.10

Reading Standards for Informational Text

  •  

    Key Ideas and Details

    1. 1.

      Ask and answer such questions as who, what, where, when, why, and how, and make and support logical inferences to construct meaning from the text.RI.2.1

    2. 2.

      Identify implicit and explicit information from a summary to determine the central idea of a text.RI.2.2

    3. 3.

      Describe the connection between individuals, historical events, scientific ideas or concepts or steps in technical procedures over the course of a text.RI.2.3

  •  

    Craft and Structure

    1. 4.

      Determine the meaning of general academic words and phrases and how those words and phrases shape meaning in a grade-level text.RI.2.4

    2. 5.

      Identify and describe informational text structures, including sequence/chronological and descriptive structures, and describe the logical connection between particular sentences and paragraphs in a text and how they contribute to the overall structure.RI.2.5

    3. 6.

      Identify the main purpose of a text, including what the author wants to answer, explain or describe, and how that purpose shapes the content of the text.RI.2.6

  •  

    Integration of Knowledge and Ideas

    1. 7.

      Identify information gained from visuals and words in the text, and explain how that information contributes to understanding of the text.RI.2.7

    2. 8.

      Describe how reasons support specific claims the author makes in a text.RI.2.8

    3. 9.

      Describe the relationship between information from two or more texts on the same theme or topic.RI.2.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10.

      By the end of the year, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to read, comprehend and analyze grade-level appropriate, complex informational texts independently and proficiently.RI.2.10

Handwriting

  • 1.

    Introduce formation of all upper- and lowercase cursive letters.HW.2.1

Composition

  •  

    Text Types and Purposes

    1. 1.

      Compose opinion pieces, using a combination of writing and digital resources, on topics or texts, with supporting reasons.C.2.1

      1. a.

        With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed.C.2.1.a

      2. b.

        Introduce the topic, followed by opinion statement, and create an organizational structure.C.2.1.b

      3. c.

        Provide reasons with details to support the opinion.C.2.1.c

      4. d.

        Use grade-appropriate transitions.C.2.1.d

      5. e.

        Provide a concluding section.C.2.1.e

      6. f.

        With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.C.2.1.f

    2. 2.

      Compose informative and/or explanatory texts, using writing and digital resources, to establish a topic and provide information about the topic.C.2.2

      1. a.

        With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed.C.2.2.a

      2. b.

        Introduce the topic.C.2.2.b

      3. c.

        Supply information with detail to develop the topic.C.2.2.c

      4. d.

        Use grade-appropriate conjunctions to develop text structure within sentences.C.2.2.d

      5. e.

        Use grade-appropriate transitions to develop text structure across paragraphs.C.2.2.e

      6. f.

        Provide a concluding section.C.2.2.f

      7. g.

        With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.C.2.2.g

    3. 3.

      Compose narratives, using writing and digital resources, to develop real or imagined experiences or multiple events or ideas, using effective technique, descriptive details and clear sequences.C.2.3

      1. a.

        With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.C.2.3.a

      2. b.

        Recount a single event or multiple events, memories or ideas.C.2.3.b

      3. c.

        Include details which describe actions, thoughts, emotions.C.2.3.c

      4. d.

        Use temporal words and phrases to signal event order.C.2.3.d

      5. e.

        Create a sense of closure.C.2.3.e

      6. f.

        With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.C.2.3.f

  •  

    Production and Distribution

    1. 4.

      With guidance and support from adults, use a variety of digital resources to create and publish products, including in collaboration with peers.C.2.4

  •  

    Research to Build and Present Knowledge

    1. 5.

      Conduct shared research and writing projects that build knowledge about a topic.C.2.5

    2. 6.

      Collect information from real-world experiences or provided sources to answer or generate questions.C.2.6

  •  

    Range of Writing

    1. 7.

      Begins in grade 3.C.2.7

Language

  •  

    Conventions of Standard English

    1. 1.

      In writing or speaking, demonstrate appropriate use of:L.2.1

      1. a.

        collective nouns.L.2.1.a

      2. b.

        frequently occurring irregular nouns.L.2.1.b

      3. c.

        reflexive pronouns.L.2.1.c

      4. d.

        past tense of frequently occurring irregular verbs.L.2.1.d

      5. e.

        adjectives and adverbs in sentence formation.L.2.1.e

      6. f.

        producing, expanding and rearranging complete simple and compound sentences.L.2.1.f

    2. 2.

      When writing:L.2.2

      1. a.

        Capitalize proper nouns, including but not limited to holidays, product names and geographic names.L.2.2.a

      2. b.

        Demonstrate appropriate use of commas in varied communication formats (e.g., letter, email, blog).L.2.2.b

      3. c.

        Use apostrophe to form contractions and possessives.L.2.2.c

      4. d.

        Generalize spelling patterns.L.2.2.d

      5. e.

        Use reference materials to self-check and correct spelling.L.2.2.e

  •  

    Knowledge of Language

    1. 3.

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

      1. a.

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

  •  

    Vocabulary Acquisition and Use

    1. 4.

      Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.L.2.4

      1. a.

        Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4.a

      2. b.

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

      3. c.

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

      4. d.

        Use knowledge of the meaning of individual words to predict the meaning of compound words.L.2.4.d

      5. e.

        Use glossaries and beginning dictionaries to determine or clarify the meaning of words and phrases.L.2.4.e

      6. f.

        Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.L.2.4.f

    2. 5.

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

      1. a.

        Demonstrate understanding of words by relating them to their synonyms and antonyms.L.2.5.a

      2. b.

        Distinguish the shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender).L.2.5.b

Frequently asked questions

What grade levels do these standards cover?
Grade 2
When were these standards adopted?
2019
Where can I read the official document?
Kentucky Academic Standards: Reading and Writing

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