Common Planner
K–12 Standards

Grades 2-3

Other North Carolina English Language Development sets

Social/ Instructional

  • 1

    NarrateELD-SI.K-3.1

    1. 1

      Share ideas about one’s own and others’ lived experiences and previous learningELD-SI.K-3.1.1

    2. 2

      Connect stories with images and representations to add meaningELD-SI.K-3.1.2

    3. 3

      Ask questions about what others have sharedELD-SI.K-3.1.3

    4. 4

      Recount and restate ideasELD-SI.K-3.1.4

    5. 5

      Discuss how stories might end or next stepsELD-SI.K-3.1.5

  • 2

    InformELD-SI.K-3.2

    1. 1

      Define and classify objects or conceptsELD-SI.K-3.2.1

    2. 2

      Describe characteristics, patterns, or behaviorELD-SI.K-3.2.2

    3. 3

      Describe parts and wholesELD-SI.K-3.2.3

    4. 4

      Sort, clarify, and summarize ideasELD-SI.K-3.2.4

    5. 5

      Summarize information from interaction with others and from learning experiencesELD-SI.K-3.2.5

  • 3

    ExplainELD-SI.K-3.3

    1. 1

      Share initial thinking with othersELD-SI.K-3.3.1

    2. 2

      Follow and describe cycles in diagrams, steps in procedures, or causes and effectsELD-SI.K-3.3.2

    3. 3

      Compare and contrast objects or conceptsELD-SI.K-3.3.3

    4. 4

      Offer ideas and suggestionsELD-SI.K-3.3.4

    5. 5

      Act on feedback to revise understandings of how or why something worksELD-SI.K-3.3.5

  • 4

    ArgueELD-SI.K-3.4

    1. 1

      Ask questions about others’ opinionsELD-SI.K-3.4.1

    2. 2

      Support own opinions with reasonsELD-SI.K-3.4.2

    3. 3

      Clarify and elaborate ideas based on feedbackELD-SI.K-3.4.3

    4. 4

      Defend change in one’s own thinkingELD-SI.K-3.4.4

    5. 5

      Revise one’s own opinions based on new informationELD-SI.K-3.4.5

Language Arts

  • 1

    Narrate.Interpretive: Interpret language arts narratives (with prompting and support) by:ELD-LA.2-3.1

    1. 1

      Identifying a central message from key detailsELD-LA.2-3.1.1

    2. 2

      Identifying how character attributes and actions contribute to event sequencesELD-LA.2-3.1.2

    3. 3

      Determining the meaning of words and phrases as they are used in texts, distinguishing literal from nonliteral languageELD-LA.2-3.1.3

  • 2

    Narrate.Expressive: Construct language arts narratives (with prompting and support) that:ELD-LA.2-3.2

    1. 1

      Orient audience to contextELD-LA.2-3.2.1

    2. 2

      Develop story with time and event sequences, complication, resolution, or endingELD-LA.2-3.2.2

    3. 3

      Engage and adjust for audienceELD-LA.2-3.2.3

  • 3

    Inform.Interpretive: Interpret informational texts in language arts (with prompting and support) by:ELD-LA.2-3.3

    1. 1

      Identifying the main idea and key detailsELD-LA.2-3.3.1

    2. 2

      Referring explicitly to descriptions for themes and relationships among meaningsELD-LA.2-3.3.2

    3. 3

      Describing relationship between a series of events, ideas or concepts, or procedural stepsELD-LA.2-3.3.3

  • 4

    Inform.Expressive: Construct informational texts in language arts (with prompting and support) that:ELD-LA.2-3.4

    1. 1

      Introduce and define topic and/or entity for audienceELD-LA.2-3.4.1

    2. 2

      Add details to define, describe, compare, and classify topic and/or entityELD-LA.2-3.4.2

    3. 3

      Develop coherence and cohesion throughout textELD-LA.2-3.4.3

Math

  • 1

    Explain.Interpretive: Interpret mathematical explanations by: ELD-MA.2-3.1

    1. 1

      Identifying concept or entityELD-MA.2-3.1.1

    2. 2

      Analyzing plan for problem-solving stepsELD-MA.2-3.1.2

    3. 3

      Evaluating simple pattern or structureELD-MA.2-3.1.3

  • 2

    Explain.Expressive: Construct mathematical explanations that:ELD-MA.2-3.2

    1. 1

      Introduce concept or entityELD-MA.2-3.2.1

    2. 2

      Describe solution and steps used to solve problem with othersELD-MA.2-3.2.2

    3. 3

      State reasoning used to generate solutionELD-MA.2-3.2.3

  • 3

    Argue.Interpretive: Interpret mathematics arguments by:ELD-MA.2-3.3

    1. 1

      Identifying conjectures about what might be trueELD-MA.2-3.3.1

    2. 2

      Distinguishing connections among ideas in justificationsELD-MA.2-3.3.2

    3. 3

      Extracting mathematical operations and facts from solution strategies to create generalizationsELD-MA.2-3.3.3

  • 4

    Argue.Expressive: Construct mathematics arguments that:ELD-MA.2-3.4

    1. 1

      Create conjecture using definitionsELD-MA.2-3.4.1

    2. 2

      Generalize commonalities across casesELD-MA.2-3.4.2

    3. 3

      Justify conclusion steps and strategies in simple patternsELD-MA.2-3.4.3

    4. 4

      Identify and respond to others’ argumentsELD-MA.2-3.4.4

Science

  • 1

    Explain.Interpretive: Interpret scientific explanations by:ELD-SC.2-3.1

    1. 1

      Defining investigable questions or simple design problems based on observations, data, and prior knowledge about a phenomenonELD-SC.2-3.1.1

    2. 2

      Obtaining and combining information from observations, and using evidence to help explain how or why a phenomenon occursELD-SC.2-3.1.2

    3. 3

      Identifying information from observations as well as evidence that supports particular points in explanationsELD-SC.2-3.1.3

  • 2

    Explain.Expressive: Construct scientific explanations that:ELD-SC.2-3.2

    1. 1

      Describe observations and/or data about a phenomenonELD-SC.2-3.1.1

    2. 2

      Develop a logical sequence between data or evidence and claimELD-SC.2-3.1.2

    3. 3

      Compare multiple solutions to a problem considering how well they meet the criteria andELD-SC.2-3.1.3

    4. 4

      constraints of the design solutionELD-SC.2-3.1.4

  • 3

    Argue.Interpretive: Interpret scientific arguments by:ELD-SC.2-3.3

    1. 1

      Identifying potential evidence from data, models, and/or information from investigations of phenomena or design solutionsELD-SC.2-3.3.1

    2. 2

      Analyzing whether evidence is relevant or notELD-SC.2-3.3.2

    3. 3

      Distinguishing between evidence and opinionsELD-SC.2-3.3.3

  • 4

    Argue.Expressive Construct scientific arguments that:ELD-SC.2-3.4

    1. 1

      Introduce topic/phenomenon for an issue related to the natural and designed world(s)ELD-SC.2-3.4.1

    2. 2

      Make a claim supported by relevant evidenceELD-SC.2-3.4.2

    3. 3

      Establish a neutral toneELD-SC.2-3.4.3

    4. 4

      Signal logical relationships among reasoning, evidence, data, and/or a model when making a claimELD-SC.2-3.4.4

Social Studies

  • 1

    Explain.Interpretive Interpret social studies explanations by:ELD-SS.2-3.1

    1. 1

      Determining types of sources for answering compelling and supporting questions about phenomena or eventsELD-SS.2-3.1.1

    2. 2

      Analyzing sources for event sequences and/or causes/effectsELD-SS.2-3.1.2

    3. 3

      Evaluating disciplinary concepts and ideas associated with a compelling or supporting questionELD-SS.2-3.1.3

  • 2

    Explain.Expressive: Construct social studies explanations that: ELD-SS.2-3.2

    1. 1

      Introduce phenomena or eventsELD-SS.2-3.2.1

    2. 2

      Describe components, order, causes, or cyclesELD-SS.2-3.2.2

    3. 3

      Generalize possible reasons for a development or eventELD-SS.2-3.2.3

  • 3

    Argue.Interpretive: Interpret social studies arguments by:ELD-SS.2-3.3

    1. 1

      Identifying topic and purpose (argue in favor or against a position, present a balanced interpretation, challenge perspective)ELD-SS.2-3.3.1

    2. 2

      Analyzing relevant information from one or two sources to develop claims in response to compelling questionsELD-SS.2-3.3.2

    3. 3

      Evaluating source credibility based on distinctions between fact and opinionELD-SS.2-3.3.3

  • 4

    Argue.Expressive: Construct social studies arguments that: ELD-SS.2-3.4

    1. 1

      Introduce topicELD-SS.2-3.4.1

    2. 2

      Select relevant information to support claims with evidence from one or more sourcesELD-SS.2-3.4.2

    3. 3

      Show relationships between claim, evidence, and reasoningELD-SS.2-3.4.3

Frequently asked questions

What grade levels do these standards cover?
Grade 2 and Grade 3

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Keep exploring English Language Development standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

More North Carolina English Language Development sets

English Language Development

English Language Development in other jurisdictions

English Language Development