Colorado Standards 2nd Grade ELA Activities
Printable Second Grade English Language Arts Worksheets and Study Guides.
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CO.2.1. Oral Expression and Listening
2.1.2. New information can be learned and better dialogue created by listening actively. Students can:
2.1.2.b. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (CCSS: SL.2.2)
CO.2.2. Reading for All Purposes
2.2.1. Fluent reading depends on specific skills and approaches to understanding strategies when reading literary text. Students can:
2.2.1.a. Use Key Ideas and Details to:
2.2.1.a.i. Demonstrate use of self-monitoring comprehension strategies: rereading, checking context clues, predicting, questioning, clarifying, activating schema/background knowledge to construct meaning and draw inferences.
2.2.1.a.iii. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (CCSS: RL.2.2)
2.2.1.a.iv. Describe how characters in a story respond to major events and challenges. (CCSS: RL.2.3)
2.2.1.b. Use Craft and Structure to:
2.2.1.b.ii. Read high-frequency words with accuracy and speed.
2.2.1.b.iii. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (CCSS: RL.2.5)
2.2.1.b.v. Identify how word choice (sensory details, figurative language) enhances meaning in poetry.
2.2.1.c. Use Integration of Knowledge and Ideas to:
2.2.1.c.i. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (CCSS: RL.2.7)
2.2.1.c.ii. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. (CCSS: RL.2.9)
2.2.1.d. Use Range of Reading and Level of Text Complexity to:
2.2.1.d.i. 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 needed at the high end of the range. (CCSS: RL.2.10)
2.2.2. Fluent reading depends on specific skills and approaches to understanding strategies when reading informational text. Students can:
2.2.2.a. Use Key Ideas and Details to:
2.2.2.a.ii. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. (CCSS: RI.2.2)
2.2.2.a.iii. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (CCSS: RI.2.3)
2.2.2.a.iv. Summarize the main idea using relevant and significant detail in a variety of texts read or read aloud.
2.2.2.b. Use Craft and Structure to:
2.2.2.b.i. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (CCSS: RI.2.)
2.2.2.b.ii. 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. (CCSS: RI.2.5)
2.2.2.b.iii. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (CCSS: RI.2.6)
2.2.2.b.iv. Read text to perform a specific task (such as follow a recipe, play a game).
2.2.2.c. Use Integration of Knowledge and Ideas to:
2.2.2.c.i. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. (CCSS: RI.2.7)
2.2.2.c.ii. Describe how reasons support specific points the author makes in a text. (CCSS: RI.2.8)
2.2.2.d. Use Range of Reading and Level of Text Complexity to:
2.2.2.d.ii. 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. (CCSS: RI.2.10)
2.2.2.e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. (CCSS: L.2.4e)
2.2.3. Decoding words with accuracy depends on knowledge of complex spelling patterns and morphology. Students can:
2.2.3.a. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.2.3)
2.2.3.a.i. Distinguish long and short vowels when reading regularly spelled one-syllable words. (CCSS: RF.2.3a)
2.2.3.a.ii. Know spelling-sound correspondences for additional common vowel teams. (CCSS: RF.2.3b)
2.2.3.a.iii. Read multisyllabic words accurately and fluently.
2.2.3.a.iv. Decode regularly spelled two-syllable words with long vowels. (CCSS: RF.2.3c)
2.2.3.a.v. Decode words with common prefixes and suffixes. (CCSS: RF.2.3d)
2.2.3.a.vii. Recognize and read grade-appropriate irregularly spelled words. (CCSS: RF.2.3f)
2.2.3.b. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.2.4)
2.2.3.b.iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.2.4c)
2.2.3.c. 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. (CCSS: L.2.4)
2.2.3.c.i. Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.2.4a)
2.2.3.c.ii. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). (CCSS: L.2.4b)
2.2.3.c.iii. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). (CCSS: L.2.4c)
2.2.3.c.iv. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). (CCSS: L.2.4d)
2.2.3.d. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.2.5)
2.2.3.d.i. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). (CCSS: L.2.5a)
2.2.3.d.ii. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). (CCSS: L.2.5b)
CO.2.3. Writing and Composition
2.3.1. Exploring the writing process helps to plan and draft a variety of literary genres. Students can:
2.3.1.e. Write with precise nouns, active verbs, and descriptive adjectives.
2.3.2. Exploring the writing process helps to plan and draft a variety of simple informational texts. Students can:
2.3.2.b. Write letters and “how-to’s” (procedures, directions, recipes) that follow a logical order and appropriate format.
2.3.2.e. Use relevant details when responding in writing to questions about texts.
2.3.2.f. State a focus when responding to a given question, and use details from text to support a given focus.
2.3.3. Appropriate spelling, capitalization, grammar, and punctuation are used and applied when writing. Students can:
2.3.3.a. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.2.1)
2.3.3.a.ii. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). (CCSS: L.2.1b)
2.3.3.a.ix. Spell high-frequency words correctly
2.3.3.a.v. Use adjectives and adverbs, and choose between them depending on what is to be modified. (CCSS: L.2.1e)
2.3.3.a.vi. Apply accurate subject-verb agreement while writing
2.3.3.b. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.2.2)
2.3.3.b.iii. Use an apostrophe to form contractions and frequently occurring possessives. (CCSS: L.2.2c)
2.3.3.b.iv. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). (CCSS: L.2.2d)
2.3.3.c. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (CCSS: W.2.5)
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