New Jersey Standards
New Jersey 2nd Grade ELA Standards
All 36 New Jersey English language arts standards for 2nd grade, each explained in plain English. The official wording is one click away under each one.
36 standards
Foundational Skills: Reading Language
2 standardsL.RF.2.3
Say the main sound of each consonant, know the long and short sounds of a, e, i, o and u, and read common sight words like the, of and you.
Official wording
Know and apply grade-level phonics and word analysis skills in decoding words.AKnow spelling-sound correspondences for common vowel teams.BDecode regularly spelled two-syllable words with long vowels.CDecode words with common prefixes and suffixes.DIdentify words with inconsistent but common spelling-sound correspondences.ERecognize and read grade-appropriate irregularly spelled words.FRead high-frequency and grade-level irregular words with automaticity (e.g., friend, other, would).GIdentify the parts of high-frequency words that are regular and the parts that are irregular.
L.RF.2.4
Read 1st-grade books aloud smoothly and accurately with expression, understand them, and reread when a word or sentence does not make sense.
Official wording
Read with sufficient accuracy and fluency to support comprehension.ARead grade-level text with purpose and understanding.BRead grade-level text orally with accuracy, appropriate rate, and expression.CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.
Foundational Skills: Writing Language
3 standardsL.WF.2.1
Write neatly and quickly enough to get ideas down, and use the common spellings for each sound, like ph for the f sound or ai and ay for long a.
Official wording
Demonstrate command of the conventions of writing.AWrite legibly and with sufficient fluency to support composition.BWrite the most common graphemes (letters or letter groups) for each phoneme, for example:B.iConsonants: /s/ = s, ss, ce, ci, cy; /f/ = f, ff, ph; /k/ = c, k, -ckB.iiVowels: /ō/ = o, oe, oa, ow; /ā/ = a, a_e, ai, ay, eigh.
L.WF.2.2
Spell words with patterns like tch and dge, vowel teams, contractions and homophones, two- and three-syllable words, suffix changes, and common irregular words.
Official wording
Demonstrate command of the conventions of encoding and spelling.ARegular, single-syllable words that include:A.iPosition-based patterns (ch, -tch; k, -ck; -ge, -dge).A.iiComplex consonant blends (scr, str, squ).A.iiiLess common vowel teams for long vowels (ow, oo, au, ou, ue).A.ivVowel-r combinations (turn, star, third, four/for).A.vContractions (we’ll; I’m; they’ve; don’t).A.viHomophones (bear, bare; past, passed).A.viiPlurals and possessives (its, it’s).BRegular two- and three-syllable words that:B.iCombine closed, open, vowel team, vowel –r and CVe syllables (compete; robot; violet; understand).B.iiAre compounds comprising familiar parts (houseboat; yellowtail).B.iiiInclude the most common prefixes and derivational suffixes (un, re, en; -ful, -ment, -less).CWords with suffixes that require:C.iconsonant doubling (penning, slimmed).C.iidropping silent-e (smiled, paving).DMost often used words in English:D.iIrregular words (against, many, enough, does).D.iiPattern-based words (which, kind, have).
L.WF.2.3
Fix run-ons and fragments, capitalize holidays and places, keep verb tenses steady, use apostrophes and commas correctly, and join sentences into a short paragraph.
Official wording
Demonstrate command and use of the conventions of writing including those listed under grade one foundational skills.AWith modeling or prompting, separate run-on sentences and identify fragments, supplying a subject or predicate as necessary.BCapitalize holidays, product names and geographic names.CSupply adjectives in noun phrases to make them more precise or engaging.DIdentify the verbs in clauses; form and use regular and irregular verbs for consistent use of past, present, and future tenses.EPunctuate dates, abbreviations, greetings and closings, initials, important words in a title, and items in a list.FUse an apostrophe to form contractions and frequently occurring possessives.GWith assistance, link sentences into a simple, cohesive paragraph with a main idea.
Language Domain
3 standardsL.KL.2.1
Notice the difference between formal and casual English, like Good morning, Mrs. Lee versus Hey, and choose which fits the moment.
Official wording
Use knowledge of language and its conventions when writing, speaking, reading, or listening.AUse words and phrases acquired through conversations, reading and being read to, and responding to texts.BCompare formal and informal uses of English.
L.VL.2.2
Figure out a new word in 2nd grade reading from its sentence, a prefix like un- in unhappy, a root like add in addition, its parts like birdhouse, or a dictionary.
Official wording
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.AUse sentence-level context as a clue to the meaning of a word or phrase.BDetermine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).CUse a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).DUse knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).EUse glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.VI.2.3
Explain a nonliteral phrase like take steps, name someone who is friendly to link a word to real life, and rank knew, believed and suspected by how sure they are.
Official wording
Demonstrate understanding of figurative language, word relationships and nuances in word meanings.AIdentify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).BDistinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).CDescribe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Reading Domain
15 standardsRL.CR.2.1
Ask and answer questions about a story's important details, pointing to the exact words in the text that show each answer.
Official wording
Ask and answer questions to demonstrate understanding of key details in a literary text, referring explicitly to the text as the basis for the answers.
RI.CR.2.1
Ask and answer questions about a nonfiction text's important facts, pointing back to the text to show where each answer comes from.
Official wording
Ask and answer questions to demonstrate understanding of key details in an informational text, referring explicitly to the text as the basis for the answers.
RL.CI.2.2
Retell a story out loud and in writing, like a fable or folktale from another culture, and figure out its lesson or message.
Official wording
Recount a text in oral and written form and determine central message (in literary texts, e.g. fables and folktales from diverse cultures).
RI.CI.2.2
Retell a nonfiction text out loud and in writing and name its main topic, including what certain paragraphs focus on.
Official wording
Recount a text in oral and written form and determine main topic (in multi-paragraph informational text, focusing on specific paragraphs).
RL.IT.2.3
Describe how story characters react to big events and problems, using details from the text.
Official wording
Describe how characters in a story respond to major events and challenges using key details within a text.
RI.IT.2.3
Explain how a chain of history events, science ideas or steps in a process connect to each other in a text.
Official wording
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in a sequence within a text.
RL.TS.2.4
Describe how a story is built, telling how the beginning sets it up, how each part adds to the one before, and how the ending wraps it up.
Official wording
Describe the overall structure of a text, including describing how the beginning introduces the story and the ending concludes the action, identifying how each successive part builds on earlier sections.
RI.TS.2.4
Describe how a nonfiction text is organized and use features like captions, bold words, subheadings and an index to find key facts quickly.
Official wording
Describe the overall structure of a text and effectively use various text features (e.g., graphs, charts, images, captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information.
RL.PP.2.5
Notice that the characters in a story see things differently and show it by using a different voice for each one when reading their lines aloud.
Official wording
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RI.PP.2.5
Name the main reason a text was written, like to answer a question, explain how something works or describe a place.
Official wording
Identify the main purpose of a text, including what the author seeks to explore, answer, explain, or describe.
RL.MF.2.6
With help, use what the pictures and words in a print or digital story show to explain its characters, setting or plot.
Official wording
With prompting and support, use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
RI.MF.2.6
Explain how certain pictures and images, like a labeled diagram of a bike, add to and clear up what a text says.
Official wording
Explain how specific illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.AA.2.7
Find the reasons an author gives and describe how each one logically supports a particular point in the text.
Official wording
Describe and identify the logical connections of how reasons support specific points the author makes in a text.
RL.CT.2.8
Tell how two tellings of one story from different authors or cultures are alike and different, like Cinderella tales from around the world.
Official wording
Compare and contrast literary versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
RI.CT.2.8
Tell how two nonfiction texts on the same idea by different authors or cultures are alike and different, like two books about the moon.
Official wording
Compare and contrast two informational versions of the same idea or topic by different authors or authors from different cultures.
Writing Domain
7 standardsW.AW.2.1
With help, write an opinion piece that states the opinion, backs it with reasons, facts or text evidence, and ends with a conclusion.
Official wording
With prompts and support, write opinion pieces to present an idea with reasons or information.AIntroduce an opinion.BSupport the opinion with facts, definitions, concrete details, text evidence, or other information and examples related to the topic.CProvide a conclusion.
W.IW.2.2
Write to teach about a topic, introducing it clearly, building it with facts, definitions and details, and ending with a conclusion.
Official wording
Write informative/explanatory texts to examine a topic and convey ideas and information.AIntroduce a topic clearly.BDevelop a topic with facts definitions, concrete details, text evidence, or other information and examples related to the topic.CProvide a conclusion.
W.NW.2.3
Write a real or made-up story that sets the scene, uses dialogue, time words and sensory details, shows how characters react, and has a clear ending.
Official wording
Write narratives based on real or imagined experiences or events with basic story elements.AOrient the reader by establishing a situation and introducing characters; organize an event sequence.BProvide dialogue and description of experiences and events and/or show the responses of characters to situations.CUse transitional words to manage the sequence of events.DUse concrete words and phrases and sensory details to convey experience and events.EProvide a conclusion or sense of closure related to the narrated experiences or events.
W.WP.2.4
With help from adults and classmates, plan, revise and edit writing, thinking about audience and purpose, checking your own work and fixing errors with a dictionary.
Official wording
With guidance and support from adults and peers, develop and strengthen writing as needed by planning, revising and editing.AIdentify audience and purpose before writing.BParticipate in self-evaluation of written work.CWith feedback and digital or print tools such as a primary dictionary, find and correct errors.
W.WR.2.5
Come up with questions about a topic and find answers in a reference source like an encyclopedia, both as a class and on your own.
Official wording
Generate questions about a topic and locate related information from a reference source to obtain information on that topic through shared and independent research.
W.SE.2.6
Decide which facts from different sources on one topic matter most while gathering ideas and planning a piece of writing.
Official wording
Prioritize information provided by different sources on the same topic while gathering ideas and planning to write about a topic.
W.RW.2.7
Write regularly both with others and alone, in quick tasks as well as longer projects that last several days.
Official wording
Engage in both collaborative and independent writing tasks regularly, including extended and shorter time frames.
Speaking and Listening Domain
6 standardsSL.PE.2.1
Discuss 2nd grade topics and books in small and large groups, follow the rules, build on what others say and ask when something is unclear.
Official wording
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.AFollow agreed-upon norms 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).BBuild on others' talk in conversations by linking their explicit comments to the remarks of others.CAsk for clarification and further explanation as needed about the topics and texts under discussion.
SL.II.2.2
Retell the main ideas and details of a story read aloud, a talk or a video, like the steps shown in a video about making butter.
Official wording
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.ES.2.3
Ask a speaker questions to clear up a confusing part, learn more or go deeper into the topic, and answer questions about what was said.
Official wording
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.
SL.PI.2.4
Tell a story or share something that happened, like a trip to the zoo, with the right facts and vivid details, speaking clearly in sentences that hang together.
Official wording
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
SL.UM.2.5
Add drawings, pictures or other media to stories or retellings when they help make ideas, thoughts and feelings clearer.
Official wording
Use multimedia; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
SL.AS.2.6
Answer in full sentences when a task calls for it, adding details or explaining more clearly when someone asks.
Official wording
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
The official New Jersey documents
- New Jersey Student Learning Standards for English Language Arts, 2023 · adopted October 2023 · since 2024-25
New Jersey Student Learning Standards for English Language Arts, New Jersey Department of Education.
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.