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Oklahoma Standards

Oklahoma 2nd Grade ELA Standards

All 61 Oklahoma English language arts standards for 2nd grade, each explained in plain English. The official wording is one click away under each one.

61 standards

Listening and Speaking: Listening

2 standards
Students will develop and apply effective communication skills through active listening.
2.1.L.1
Pay full attention when others speak and stick to the discussion rules the class set, like letting each person finish and responding to what they said.
Official wording
Students will actively listen using agreed-upon discussion rules.
2.1.L.2
Follow spoken instructions with several steps, like set up a science station, record the result and then clean up.
Official wording
Students will follow multi-step oral directions.

Listening and Speaking: Speaking

4 standards
Students will develop and apply effective communication skills to share ideas through speaking.
2.1.S.1
Work fairly in a group by taking a share of the job and noticing what each member adds to the project.
Official wording
Students will work respectfully in groups by sharing responsibility for collaborative work and recognizing individual contributions made by each group member.
2.1.S.2
Discuss books, topics and their own writing with classmates in small groups and the whole class, like talking through a favorite part of a story.
Official wording
Students will engage in collaborative discussions about various topics and texts, including their own writing, with peers in small and large groups.
2.1.S.3
Ask and answer on-topic questions to get help, gather information or clear up something confusing, so they are sure they understand.
Official wording
Students will ask and answer relevant questions to seek help, get information, or clarify information to confirm understanding.
2.1.S.4
Speak loudly enough and in clear sentences to report on a topic or book, tell a story or describe something that happened, with useful facts and details.
Official wording
Students will report on a topic or text, tell a story, or recount an experience with relevant facts descriptive details, speaking audibly in coherent sentences.

Reading and Writing Foundations: Phonological Awareness

1 standard
Students will recognize, count, and manipulate the parts of spoken words, including syllables, onset/rimes, and phonemes without using text.
2.2.PA
Add, drop or swap a sound in spoken words with five or six sounds, like adding /s/ to print to say sprint or changing stripe to strike.
Official wording
Students will add, delete, and substitute phonemes in spoken words with 5-6 phonemes (e.g., add /th/ to the beginning of rowing to say throwing; delete the /r/ in trips to say tips; substitute the /l/ in clank with /r/ to say crank).

Reading and Writing Foundations: Print Concepts

1 standard
Students will demonstrate their understanding of the organization and basic features of print.
2.2.PC
Shape printed letters correctly and space letters, words and sentences so a reader can follow the writing easily.
Official wording
Students will correctly form letters in print and use appropriate spacing for letters, words, and sentences.

Reading and Writing Foundations: Phonics and Word Study

3 standards
Students will decode words by applying phonics and word analysis skills in context and isolation.
2.2.PWS.1
Sound out one- and two-syllable words using hard and soft c and g, blends like spl, digraphs, silent e, r-controlled vowels, vowel teams, schwa and silent letters.
Official wording
Students will decode one- and two-syllable words by using their knowledge of the following phonics skills:asingle consonants, including those with two different sounds (e.g., soft and hard c [cent, cat] and g [gem, goat])bconsonant blends (e.g., bl, br, cr, spr, spl)cconsonant digraphs and trigraphs (e.g., sh, tch)dvowel-consonant-silent e (e.g., lake)er-controlled vowels (i.e., ar, er, ir or, ur)fvowel digraphs (e.g., ea, oa, ee)gvowel diphthongs (i.e., vowel combinations having two vowel sounds [e.g., oi as in boil, oy as in boy])hschwa (e.g., banana)isilent letter combinations (knew, could, ghost)
2.2.PWS.2
Read words using all six main syllable types, like closed in hot, open in me, vowel team in rain, silent e in bike, r-controlled in car and consonant-le in table.
Official wording
Students will decode words by applying knowledge of all major syllable types:aclosedbopencvowel digraphsdvowel-consonant-silent eer-controlledfconsonant +le
2.2.PWS.3
Read words by spotting their parts, like compound words, endings such as -ed, contractions, abbreviations and roots with prefixes and suffixes.
Official wording
Students will decode words by applying knowledge of structural analysis:acompound wordsbinflectional endings (e.g., -s, -ed, -ing)ccontractionsdabbreviationsecommon roots and related prefixes and suffixes

Reading and Writing Foundations: Spelling/Encoding

3 standards
Students will encode and write words in context and isolation by applying phonics, spelling patterns, and structural analysis skills.
2.2.SE.1
Spell digraphs, trigraphs, vowel teams and r-controlled vowels correctly when writing, like the sh in shell, tch in match, ai in rain and or in storm.
Official wording
Students will use correct spelling when writing the following sounds in words:adigraphsbtrigraphscvowel digraphsdr-controlled
2.2.SE.2
Spell closed, open, silent e and r-controlled syllables correctly in short and long words, like the syllables in napkin, robot, invite and garden.
Official wording
Students will use correct spelling when writing the following syllable types in single-syllable and multisyllabic words:aclosedbopencvowel-consonant-silent edr-controlled
2.2.SE.3
Spell words with common prefixes and suffixes, following rules like dropping the final e in make to write making or doubling the p in hop to write hopping.
Official wording
Students will use structural analysis to correctly spell the following parts of words:acommon prefixesbcommon suffixesccommon spelling rules related to adding prefixes and suffixes (e.g., dropping the final -e, doubling a consonant)

Reading and Writing Foundations: Fluency

2 standards
Students will read grade-level text smoothly and accurately, with appropriate expression.
2.2.F.1
Keep adding to the words they read instantly, both decodable and irregular ones, alone and in passages, until reading them takes no effort.
Official wording
Students will expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.
2.2.F.2
Read second-grade passages aloud with accuracy, a natural pace and expression that shows they understand, like changing voice for a character.
Official wording
Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.

Reading and Writing Process: Reading

4 standards
Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.
2.2.R.1
Find the main idea of a text and the details that support it, like a paragraph about why bees matter and the facts it gives.
Official wording
Students will identify the main idea and supporting details of a text.
2.2.R.2
Recognize the features of different fiction and nonfiction genres, like talking animals in a fable or headings in a science book.
Official wording
Students will identify elements of various genres in fiction and nonfiction texts.
2.2.R.3
Start summing up a story in a few sentences that cover its beginning, middle and end.
Official wording
Students will begin to summarize the plot of a story to include the beginning, middle, and end.
2.2.R.4
Start summing up the key facts and details of a nonfiction text in their own words.
Official wording
Students will begin to summarize facts and details from an informational text.

Reading and Writing Process: Writing

5 standards
Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.
2.2.W.1
Plan ideas before writing, then draft sentences that put story events or facts about a topic in order.
Official wording
Students will prewrite and develop drafts by sequencing the action in a story or details about a topic through writing sentences.
2.2.W.2
Edit drafts to fix the spacing between letters, words and sentences so the writing is easy to read.
Official wording
Students will edit drafts using appropriate spacing between letters, words, and sentences.
2.2.W.3
Improve drafts by adding details, cutting parts that do not belong and moving sentences to where they fit better.
Official wording
Students will revise drafts by adding, deleting, and/or moving text.
2.2.W.4
Fix the spelling of second-grade words while editing, checking a dictionary or word list when unsure.
Official wording
Students will correctly spell grade-level words while editing using resources as needed.
2.2.W.5
Routinely carry a piece through planning, drafting and revising to a polished final copy and share it with a real audience, like a class book or a reading for families.
Official wording
Students will routinely use a recursive process to publish final drafts for an authentic audience (e.g., reading aloud, author’s chair).

Critical Reading and Writing: Reading

7 standards
Students will analyze, interpret, and evaluate increasingly complex literary and informational texts that include a wide range of historical, cultural, ethnic, and global perspectives from a variety of genres.
2.3.R.1
Figure out whether an author wrote to tell a story or to give information, like a fairy tale versus a book about whales.
Official wording
Students will determine the author’s purpose (i.e., tell a story, provide information).
2.3.R.2
Decide whether a story is told by a character using I or by an outside narrator using he and she, with help.
Official wording
Students will determine whether a grade-level literary text is narrated in first- or third-person point of view with prompting.
2.3.R.3
Find examples in a story of the setting's time and place, the beginning, middle and end of the plot, and the characters and what they are like.
Official wording
Students will find examples of literary elements:•setting (i.e., time and place)•plot (i.e., beginning, middle, end)•characters and their traits
2.3.R.4
Find similes, alliteration and sound words in texts, like as quick as a fox, silly snakes slither, or buzz and pop.
Official wording
Students will find examples of literary devices:•simile•alliteration•onomatopoeia
2.3.R.5
Use details from stories and nonfiction texts to reach conclusions and predict what will happen next.
Official wording
Students will use details from the literary or informational text to draw conclusions and make predictions.
2.3.R.6
Find facts that a nonfiction text states directly, like the year a bridge was built.
Official wording
Students will locate facts that are clearly stated in an informational text.
2.3.R.7
Tell whether a nonfiction text is organized to describe something or to explain steps in order, with help.
Official wording
Students will describe the structure of an informational text with prompting:•description•sequential

Critical Reading and Writing: Writing

3 standards
Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.
2.3.W.1
Write stories on their own that include characters, a plot that moves from start to finish and a setting with a time and place, like a rainy day at the zoo.
Official wording
Students will write narratives incorporating characters, plot (i.e., beginning, middle, end), and a basic setting (i.e., time, place).
2.3.W.2
Write a paragraph that gives facts about a topic, with a main idea backed by supporting details.
Official wording
Students will write facts about a topic and include a main idea with supporting details in a paragraph.
2.3.W.3
Write a paragraph that states their opinion on a topic and gives reasons to back it up, like why recess should be longer.
Official wording
Students will write an opinion about a topic and provide reasons as support in a paragraph.

Vocabulary: Reading

5 standards
Students will expand their grade-level vocabularies through reading, word study, and class discussion.
2.4.R.1
Explain how words relate, like synonyms such as glad and happy, antonyms such as early and late, and words with two meanings such as bat.
Official wording
Students will determine relationships among words, including synonyms, antonyms, and simple multiple-meaning words.
2.4.R.2
Use clues in the surrounding sentence or paragraph to figure out the meaning of an unknown word.
Official wording
Students will use context clues to determine the meaning of words.
2.4.R.3
Use prefixes, suffixes, roots and base words to work out the meaning of new words, like re- in reread.
Official wording
Students will use word parts (e.g., affixes, Anglo-Saxon roots, stems) to define and determine the meaning of new words.
2.4.R.4
Look up words in a children's dictionary or a glossary to make their meaning clear.
Official wording
Students will use grade-level resource materials (e.g., simple dictionary, glossary) to clarify the meaning of words.
2.4.R.5
Pick up new second-grade words, link them to what they already know and use them in fresh situations, like using habitat in a science talk.
Official wording
Students will acquire new grade-level vocabulary, relate new words to prior knowledge, and apply vocabulary in new situations.

Vocabulary: Writing

2 standards
Students will apply knowledge of vocabulary to speak and write effectively.
2.4.W.1
Use second-grade words to explain ideas clearly when speaking and writing, like describing the setting of a story.
Official wording
Students will use grade-level vocabulary to communicate ideas through speaking and writing.
2.4.W.2
Fit their words to the purpose and the audience when speaking and writing, like a note to a friend versus a report for the class.
Official wording
Students will use language in speaking and writing according to purpose and audience.

Language: Reading

2 standards
Students will expand and apply knowledge of grammar, usage, mechanics, and style to comprehend, analyze, and/or evaluate a variety of texts.
2.5.R.1
Tell simple sentences from compound ones, which join two complete thoughts with a joining word such as but.
Official wording
Students will recognize simple and compound sentences.
2.5.R.2
Spot nouns of all kinds, verb tenses, the subject and predicate, adjectives and articles, prepositions, pronouns, joining words and -ly adverbs in sentences.
Official wording
Students will recognize parts of speech in sentences:•common, proper, and irregular plural nouns•tenses of verbs (i.e., past, present, future)•the simple subject and simple predicate of a sentence•descriptive adjectives and articles (i.e., a, an, the) as adjectives•prepositions•singular and plural personal pronouns and the nouns they replace•the conjunctions and, or, and but•-ly adverbs

Language: Writing

7 standards
Students will expand and apply knowledge of grammar, usage, mechanics, and style to speak and write effectively, demonstrating standard usage when appropriate.
2.5.W.1
Write simple and compound statements, questions, commands and exclamations that start with a capital letter and end with the right mark.
Official wording
Students will compose simple and compound declarative, interrogative, imperative, and exclamatory sentences that begin with a capital letter and conclude with an end mark.
2.5.W.2
Choose precise nouns, verbs and adjectives to make writing clearer and more interesting, like the hungry puppy gobbled instead of the dog ate.
Official wording
Students will use nouns, verbs, and adjectives to add clarity and variety to their writing.
2.5.W.3
Use a period after an initial and capitalize holidays, product names, initials, months and days of the week, like Thanksgiving and Friday.
Official wording
Students will punctuate initials and capitalize holidays, product names, initials, and months and days of the week.
2.5.W.4
Match end marks to sentence types, a period for statements and commands, a question mark for questions and an exclamation point for strong feelings.
Official wording
Students will use periods with declarative and imperative sentences, question marks with interrogative sentences, and exclamation points with exclamatory sentences.
2.5.W.5
Use an apostrophe to join two words into a short contraction, like did not into didn't.
Official wording
Students will use apostrophes to form simple contractions (e.g., isn’t, aren’t, can’t).
2.5.W.6
Place a comma between the day and the year when writing a date, like March 4, 2026.
Official wording
Students will use commas in dates (e.g., September 6, 2020).
2.5.W.7
Use a colon between the hour and the minutes when writing a time, like lunch starts at 11:30.
Official wording
Students will use a colon to indicate time (e.g., The bell rings at 3:15.).

Research: Reading

3 standards
Students will gather, comprehend, evaluate, and synthesize researched information to acquire and refine knowledge.
2.6.R.1
Come up with their own questions to guide what information they look for on a topic.
Official wording
Students will create their own questions to find information on their topic.
2.6.R.2
Use photos, illustrations, titles, labels, headings, subheadings, captions, charts and graphs to make sense of a text.
Official wording
Students will identify and use graphic and text features to understand texts:•photos•illustrations•titles•labels•headings•charts•graphs•captions•subheadings
2.6.R.3
Use the title page, table of contents, glossary and index of a book to find the information they need.
Official wording
Students will consult various text reference sources to gather information (i.e., title page, table of contents, glossary, index).

Research: Writing

3 standards
Students will synthesize information ethically through speaking and writing.
2.6.W.1
Make a list of topics and questions about something that interests them, to guide their research.
Official wording
Students will generate a list of topics and questions about an area of interest for research.
2.6.W.2
Arrange what they learn from research, alone or with a group, in a chart, web or other organizer, like a table of facts about frogs.
Official wording
Students will organize information found during group or individual research, using graphic organizers or other aids.
2.6.W.3
Organize the useful facts they found and share them for a purpose, like a short report or a poster for the class.
Official wording
Students will organize and share relevant information for various purposes.

Multimodal Literacies: Reading

1 standard
Students will comprehend and evaluate multimodal content.
2.7.R
Look at different media on a topic, like a video and an infographic, and compare the ideas each one shows.
Official wording
Students will explore and compare ideas and topics in multimodal content.

Multimodal Literacies: Writing

1 standard
Students will create multimodal content to communicate effectively.
2.7.W
Combine writing with sound, images or movement to express ideas, thoughts and feelings, like a slideshow with narration.
Official wording
Students will use a combination of writing, sound, visual content, and/or movement to communicate ideas, thoughts, and feelings.

Independent Reading and Writing: Reading

1 standard
Students will read self-selected texts independently, choosing genres to suit and expand their personal preferences and purposes.
2.8.R
Pick books for learning and for enjoyment and read by themselves for long periods, like a chapter book during quiet reading.
Official wording
Students will select texts for academic and personal purposes and read independently for extended periods of time.

Independent Reading and Writing: Writing

1 standard
Students will write independently, intentionally selecting modes, purposes, and audiences.
2.8.W
Write on their own by hand or on a keyboard, in short and long sessions, for many purposes like journals, letters and reports.
Official wording
Students will write independently using print and/or typing over various lengths of time for a variety of purposes.

The official Oklahoma documents

Oklahoma Academic Standards for English Language Arts, Oklahoma State Department of Education.

The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.