Arizona's College and Career Ready Standards 2nd Grade ELA Activities

AZ.2.RL. Reading Standards for Literature

Key Ideas and Details

2.RL.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

2.RL.3. Describe how characters in a story respond to major events and challenges.

Craft and Structure

2.RL.4. Describe how words and phrases supply rhythm (e.g., regular beats, alliteration, rhymes, repeated lines) and meaning in a story, poem, or song.

2.RL.5. Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action.

Integration of Knowledge and Ideas

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.

Range of Reading and Level of Text Complexity

2.RL.10. 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 appropriate to grade 2.

AZ.2.RI. Reading Standards for Informational Text

Key Ideas and Details

2.RI.2. Identify and explain the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

2.RI.3. With prompting and support, describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Craft and Structure

2.RI.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

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.

2.RI.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Integration of Knowledge and Ideas

2.RI.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

2.RI.8. Describe how reasons support specific points the author makes in a text.

Range of Reading and Level of Text Complexity

2.RI.10. 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.

AZ.2.RF. Reading Standards: Foundational Skills

Phonics and Word Recognition

2.RF.3. Know and apply grade-level phonics and word analysis skills in decoding one-syllable or two-syllable words.

2.RF.3.a. Distinguish long and short vowels when reading regularly spelled one‐syllable words.

2.RF.3.b. Know spelling‐sound correspondences for additional common vowel teams.

2.RF.3.c. Identify and apply all six syllable types to decode appropriate grade-level text.

2.RF.3.d. Decode words with common prefixes and suffixes.

Fluency

2.RF.4. Read with sufficient accuracy and fluency to support comprehension.

2.RF.4.c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.

AZ.2.W. Writing Standards

Production and Distribution of Writing

2.W.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

AZ.2.WF. Writing Standards: Foundational Skills

Sound-letter basics and Handwriting

2.WF.2. Demonstrate and apply sound-letter concepts.

2.WF.2.a. Write the most common graphemes (letters or letter groups) for each phoneme. For example:

2.WF.2.a.1. Consonants: /s/= s, ss, ce, ci, cy; /f/= f, ff, ph; /k/= c, k, ck

2.WF.2.a.2. Vowels: /o/= o, o_e, oa, ow (long o); /a/= a, a_e, ai, ay, eigh (long a)

Spelling

2.WF.3. Know and apply phonics and word analysis skills when encoding words.

2.WF.3.a. Spell on-level, regular, single-syllable words that include:

2.WF.3.a.4. Vowel-r combinations (e.g., turn, star, third, four, for).

2.WF.3.a.5. Contractions (e.g., we'll, I'm, they've, don't).

2.WF.3.a.6. Homophones (e.g., bear, bare; past, passed).

2.WF.3.a.7. Plurals and possessives (e.g., its, it's).

2.WF.3.b. With prompting and support, spell two- and three-syllable words that:

2.WF.3.b.1. Combine closed, open, vowel teams, vowel-r, and CVe (Consonant-Vowel-silent e) syllables (e.g., compete, robot, violet, understand).

2.WF.3.b.2. Include familiar compound words (e.g., houseboat, yellowtail).

2.WF.3.b.3. Include the most common prefixes and derivational suffixes (e.g., un-, re-, en-, -ful, -ment, -less).

2.WF.3.c. With prompting and support, spell words with suffixes that require:

2.WF.3.c.3. Changing y to i (e.g., cried, babies).

2.WF.3.d. Spell grade-level appropriate words in English, as found in a research-based list, including:

2.WF.3.d.1. Irregular words (e.g., against, many, enough, does).

2.WF.3.d.2. Pattern-based words (e.g., which, kind, have).

AZ.2.L. Language Standards

Conventions of Standard English

2.L.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

2.L.1.b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

2.L.1.e. Use adjectives and adverbs, and choose between them depending on what is to be modified.

2.L.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

2.L.2.c. Use an apostrophe to form contractions and frequently occurring possessives.

2.L.2.d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Vocabulary Acquisition and Use

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.

2.L.4.a. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

2.L.4.b. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

2.L.4.c. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

2.L.4.d. Use sentence‐level context as a clue to the meaning of a word or phrase.

2.L.4.e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

2.L.5. Demonstrate understanding of word relationships and nuances in word meanings.

2.L.5.a. Identify real‐life connections between words and their use (e.g., describe foods that are spicy or juicy).