Hampton School District
English Competencies and Standards for Grade 2
▪ Decode regularly spelled two-syllable words with long vowels.
▪ Decode words with common prefixes and suffixes.
▪ Distinguish long and short vowels when reading regularly spelled one-syllable words.
▪ Identify words with inconsistent but common spelling-sound correspondences.
▪ Know and apply grade-level phonics and word analysis skills in decoding words.
▪ Know spelling-sound correspondences for additional common vowel teams.
▪ Read grade-level text orally with accuracy, appropriate rate, and expression.
▪ Read grade-level text with purpose and understanding.
▪ Read with sufficient accuracy and fluency to support comprehension.
▪ Recognize and read grade-appropriate irregularly spelled words.
▪ Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
▪ Decode and spell cvc words.
▪ Decode and spell cvce words
▪ Decode and spell digraphs, blends.
▪ Decode and spell ph, gh words.
▪ Decode and spell r-controlled, prefixes and affixes.
▪ Decode and spell cvvc, cvce words.
▪ Recognize and read LC Grade Level List.
▪ Read common high-frequency words by sight.
▪ Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
▪ Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a literary text.
▪ Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
▪ Describe how characters in a story respond to major events and challenges.
▪ Describe how words and phrases supply rhythm and meaning in a story, poem, or song.
▪ Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
▪ Read and comprehend literature, including prose and poetry, in the grades 2-3 text complexity band proficiently.
▪ Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
▪ Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of
its characters, setting, or plot.
▪ Recognize common types of texts. Ex. storybooks, poems
▪ Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in an informational text.
▪ By the end of year, read and comprehend informational texts, including history, social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
▪ Compare and contrast the most important points presented by two texts on the same topic.
▪ Describe how reasons support specific points the author makes in an informational text.
▪ Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
▪ Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
▪ Explain how specific images contribute to and clarify an informational text.
▪ Identify the main purpose of an informational text, including what the author wants to answer, explain, or describe.
▪ Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the informational text.
▪ Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in an informational text efficiently.
▪ Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
▪ Recall information from experiences or gather information from provided sources to answer a question.
▪ With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
▪ With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
▪ Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
▪ Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
▪ Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and
provide a concluding statement or section.
▪ When writing an informational/expository text, use techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
▪ Capitalize holidays, product names, and geographic names.
▪ Compare formal and informal uses of English.
▪ Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
▪ Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
▪ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
▪ Demonstrate understanding of word relationships and nuances in word meanings.
▪ 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.
▪ Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
▪ Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
▪ Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
▪ Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
▪ Generalize learned spelling patterns when writing words (e.g., cage, badge; boy, boil).
▪ Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
▪ Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The
little boy watched the movie; The action movie was watched by the little boy).
▪ Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
▪ Use adjectives and adverbs, and choose between them depending on what is to be modified.
▪ Use an apostrophe to form contractions and frequently occurring possessives.
▪ Use collective nouns (e.g., group).
▪ Use commas in greetings and closings of letters.
▪ Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
▪ Use knowledge of language and its conventions when writing, speaking, reading, or listening.
▪ Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
▪ Use reflexive pronouns (e.g., myself, ourselves).
▪ Use sentence-level context as a clue to the meaning of a word or phrase.
▪ Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
▪ Introduce verbs, adjectives and nouns.
SPEAKING AND LISTENING
▪ Add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
▪ Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
▪ Ask for clarification and further explanation as needed about the topics and texts under discussion.
▪ Build on others' talk in conversations by linking their comments to the remarks of others.
▪ Create audio recordings of stories or poems.
▪ Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
▪ Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
▪ Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3.)
▪ Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
▪ Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Hampton School District
English Competencies and Standards for Grade 2
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