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Arizona 2nd Grade ELA Standards: Standards Sub-Committee Working Group Draft 2016

2nd Grade 2010 ELA Standards | 2016 ELA Standards Rewrite Comparison

Reading Standards for Literature
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Key Ideas and details
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. “No refinement needed”
2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. No refinement needed
2.RL.3 Describe how characters in a story respond to major events and challenges. Describe how characters in a story respond to major events and challenges. No refinement needed
Craft and Structure
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2.RL.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. No refinement needed
2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. No refinement needed
2.RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. No refinement needed
Integration of Knowledge and Ideas
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2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. No refinement needed
2.RL.8 (Not applicable to literature) (Not applicable to literature)
2.RL.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Compare and contrast the plot from two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. “No change needed to revision. Refinement agreed to by group.” No refinement needed. Group agrees with standard as worded.
Range of Reading and Level of Text Complexity
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2.RL.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as meeded at the high end of the range “By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures and appropriate to grade two.” No change needed to revision. Refinement agreed to by group. No refinement needed. Group agrees with standard as worded.
Reading Standards for Informational Text
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Key Ideas and details
2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. No refinement needed
2.RI.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. No refinement needed
2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. No refinement needed
Craft and Structure
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2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.  Standards Comparison No refinement needed
2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. No refinement needed
2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. No refinement needed
Integration of Knowledge and Ideas
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2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. No refinement needed
2.RI.8 Describe how reasons support specific points the author makes in a text. Describe how reasons support specific points the author makes in a text. No refinement needed
2.RI.9 Compare and contrast the most important points presented by two texts on the same topic Compare and contrast the most important points presented by two texts on the same topic No refinement needed
Range of Reading and Level of Text Complexity
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2.RI.10 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. “By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade two.”  No changes needed to revision. Refinement agreed to by group. No refinement needed. Group agrees with standard as worded.
AZ.2.RI.10 a. By the end of the year, read and comprehend functional 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. Remove all of 2.RI.10a (AZ.2.RI.10). No changes needed to revision. Refinement agreed to by group. No refinement needed. Group agrees with standard as worded.
Reading Standards for Informational Text
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Key Ideas and details
2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.  Standards Comparison No refinement needed
2.RI.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. No refinement needed
2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. No refinement needed
Craft and Structure
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2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. No refinement needed
2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. No refinement needed
2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. No refinement needed
Integration of Knowledge and Ideas
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2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. No refinement needed
2.RI.8 Describe how reasons support specific points the author makes in a text. Describe how reasons support specific points the author makes in a text. No refinement needed
2.RI.9 Compare and contrast the most important points presented by two texts on the same topic Compare and contrast the most important points presented by two texts on the same topic No refinement needed
Range of Reading and Level of Text Complexity
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2.RI.10 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. “By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade two.” No changes needed to revision. Refinement agreed to by group. No refinement needed. Group agrees with standard as worded.
AZ.2.RI.10 a. By the end of the year, read and comprehend functional 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. Remove all of 2.RI.10a (AZ.2.RI.10). No changes needed to revision. Refinement agreed to by group.  No refinement needed. Group agrees with standard as worded. No refinement needed. Group agrees with standard as worded.
Reading Standards: Foundational Skills
Phonics and Word Recognition
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2.RF.3 “Know and apply grade‐level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one‐syllable words.
b. Know spelling‐sound correspondences for additional common vowel teams.
c. Decode regularly spelled two‐syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling‐sound correspondences.
f. Recognize and read grade‐appropriate irregularly spelled words.”		 “Know and apply grade‐level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one‐syllable words.
b. Know spelling‐sound correspondences for additional common vowel teams.
c. Identify and apply six syllable types to decode appropriate grade-level text.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling‐sound correspondences.
f. Recognize and read grade‐appropriate irregularly spelled words.”		 No changes needed to revision. Refinement agreed to by group. Revision is vertically aligned to the standard Revision is horizontally aligned to the standard No refinement needed. Group agrees with standard as worded.
Fluency
2.RF.4 “Read with sufficient accuracy and fluency to support comprehension.
a. Read on‐level text with purpose and understanding.
b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.”		 “Read with sufficient accuracy and fluency to support comprehension.
a. Read on‐level text with purpose and understanding.
b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.”		 No refinement needed
College and Career Readiness Anchor Standards for Writing
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Text Types and Purposes
2.W.1 “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.” “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.” No refinement needed
2.W.2 “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 informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.” No refinement needed
2.W.3 “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 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.” No refinement needed
Production and Distribution of Writing
2.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above). With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above). No refinement needed
AZ.2.W.4 “With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables, directions, posters) in which the development and organization are appropriate to task and purpose.” Remove all of 2.W.4a (AZ.2.W.4) No change needed to revision. Refinement agreed to by group. No change needed to revision. Refinement agreed to by group.
2.W.5 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 and peers, focus on a topic and strengthen writing as needed by revising and editing. No refinement needed
2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. No refinement needed
Research to Build and Present Knowledge
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2.W.7 “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)” “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)” No refinement needed
2.W.8 Recall information from experiences or gather information from provided sources to answer a question. Recall information from experiences or gather information from provided sources to answer a question.  No refinement needed
2.W.9 (Begins in grade 4) (Begins in grade 4)
Range of Writing
2.W.10 (Begins in grade 3) (Begins in grade 3)
Speaking and Listening Standards
Comprehension and Collaboration
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2.SL.1 “Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. 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).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed 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.
a. 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).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.”		 No refinement needed
2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. No refinement needed
2.SL.3 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 and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. No refinement needed
2.SL.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. No refinement needed
Presentation of Knowledge and Ideas
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2.SL.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. No refinement needed
2.SL.6 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 specific expectations.) 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 specific expectations.) No refinement needed
Language Standards
Conventions of Standard English
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2.L.1 “Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular
plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, and told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. 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).”		 “Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past, present, and future tenses of frequently occurring regular and irregular verbs (e.g. sat, hit, and told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Use interjections, (e.g.,Yes, that is mine!, Yes! That is mine.)
g. 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), using frequently occurring conjunctions (e.g. and, but, or, yet, so).
h. Identify and use declarative, interrogative, imperative, and exclamatory sentences.
i. With assistance, link sentences into a simple, cohesive paragraph that conains: main idea, supporting details, and conclusion.”		 No change needed to revision. Refinement agreed to by group. “Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past, present, and future tenses of frequently occurring regular and irregular verbs (e.g. sat, hit, and told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Use interjections, (e.g.,Yes, that is mine!, Yes! That is mine.)
g. 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), using frequently occurring conjunctions (e.g. and, but, or, yet, so).
h. Identify and use declarative, interrogative, imperative, and exclamatory sentences.
i. With assistance, link sentences into a simple, cohesive paragraph that conains: main idea, supporting details, and conclusion.”
AZ.2.L.1 “Write multiple sentences in an order that supports a main idea or story.” No change needed to revision. Refinement agreed to by group.
2.L.2 “Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
e. 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.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.”		 No refinement needed
Knowledge of Language
2.L.3 “Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.”		 “Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.”		 No refinement needed
Vocabulary Acquisition and Use
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2.L.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.
a. Use sentence‐level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.”		 “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.
a. Use sentence‐level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.”		 No refinement needed
2.L.5 “Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real‐life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).”		 “Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real‐life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).”		 No refinement needed
2.L.6 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). 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). No refinement needed
Writing Standards: Foundational Skills (Not included in 2010 standards)
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Write legibly in manuscript No change to revision. Refinement agreed to by group
Write with sufficient fluency to support composition No change to revision. Refinement agreed to by group
“Write the most common graphemes (letters or letter groups) for each phoneme, for example:
a. Consonants: /s/= s, ss, ce, ci, cy
/f/= f, ff, ph
/k/= c, k, ck
b. Vowels: /o/= o, o_e, oa, ow (long o)
/a/=a, a_e, ia, ay, eigh (long a)”		 No change to revision. Refinement agreed to by group
“Spell regular, single-syllable words that include:
a. Position-based patterns (e.g., ch, -tch; k, -ck; -ge, -dge)
b. Complex consonants blends (e.g., scr, str, squ)
c. Less common vowel teams for long vowels (e.g., ow, oo, au, ou,ue)
d. Vowel r combinations (e.g., turn, star, third, four, for)
e. Contractions (e.g., we’ll; I’m; they’ve; don’t)
f. Homophones (e.g., bear, bare; past, passed)
g. Plurals and possessives (e.g.; its, it’s)”		 No change to revision. Refinement agreed to by group
“Spell two- and three-syllable words that:
a. Combine closed, open, vowel teams, vowel-r, and Cve syllables (e.g., compete; robot; violet; understand)
b. Compounds comprising familiar parts (e.g., houseboat; yellowtail)
c. Include the most common prefixes and derivational suffixes (e.g., un, re, en; ful, -ment, -less)”		 No change to revision. Refinement agreed to by group
“Spell words with suffixes that require:
a. Consonant doubling (e.g., running, slipped)
b. Dropping silent -e (e.g., smiled, paving)
c. Changing y to I (e.g., cried)”		 No change to revision. Refinement agreed to by group
“Spell the 200 most often used words in English
a. Irregular words (e.g., against, many, enough, does)
b. Pattern-based words (e.g., which, kind, have)”		 No change to revision. Refinement agreed to by group