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Washington Standards

Washington 2nd Grade ELA Standards

All 26 Washington English language arts standards for 2nd grade, each explained in plain English. The official wording is one click away under each one.

26 standards

Reading

5 standards
Students read, comprehend, interpret, analyze, and appreciate multimodal texts from a broad range of genres, cultures, and mediums in the context of grade-level content to understand themselves, others, and the world. Genres include fiction, poetry, nonfiction, and a variety of genres beyond these categories. Standards 2, 3, and 4 are prioritized. This is the last year that standard 2 is prioritized.
ELA.2.R.1
Spot what marks a paragraph, like an indent and capitals, recognize how dialogue looks on the page, and explain how pictures and text features add meaning.
Official wording
Students know and apply the basic features of print and how it is organized.aRecognize the distinguishing features of a paragraph. (e.g., indentation, capitalization, spacing, punctuation).bRecognize the basic features of dialogue.cRecognize that text/visual features represent and/or add to the written text's meaning.
ELA.2.R.2
Split, blend, count, and swap the sounds and syllables in spoken and written words, including blends, digraphs, and vowel teams, to build new words.
Official wording
Students demonstrate phonemic awareness to support decoding, spelling, and word recognition.aSegment, blend, and manipulate syllables and individual sounds (phonemes) in spoken and printed words to form new words.bRecognize, isolate, blend, and count initial, medial, and final sounds (phonemes) in spoken and printed words.cProduce words by blending individual sounds (phonemes), including consonant blends, digraphs, and common vowel teams.
ELA.2.R.3
Decode words using vowel teams, syllable types, and prefixes and suffixes like un- and -less, read contractions and compound words, and read aloud with expression.
Official wording
Students decode words accurately by applying grade-level phonics and word analysis skills.aKnow letter-sound correspondences including consonant digraphs, dipthongs, and common vowel teams (e.g., “ai,” “oa,” “ou,” “oi,” “ue”).bDistinguish long and short vowel sounds in regularly spelled one-syllable words.cUse common syllable types (open, closed, silent -e, vowel team, r- controlled, consonant-le) to decode words.dDecode multisyllabic words by breaking them into syllables (e.g., VC/CV, “nap/kin”; V/CV, “ro/bot”).eDecode words with common roots, prefixes and suffixes (e.g., “re-,“ “un-,“ “-ful,” “-less,” “-ly”).fIdentify words with inconsistent but common spelling sound correspondences (e.g., “does,” “busy”, “again”).gAdd, delete, or substitute syllables, prefixes, or suffixes to form new words.hDecode common contractions and compound words.iRead high frequency and irregularly spelled words by sight with increasing accuracy and automaticity.jRead grade-level texts orally with accuracy, appropriate rate, and expression to support understanding, improving fluency through repeated readings.
ELA.2.R.4
Set a reason for reading, picture the text, adjust predictions, ask and answer questions with key details, describe how characters handle challenges, and retell it.
Official wording
Students comprehend and interpret texts using knowledge of print, language, and text features to make meaning.aDescribe their purpose for reading and preview the text.bUse personal connections and content knowledge to visualize, imagine, and/or otherwise engage the senses to make meaning of the text.cUse prior knowledge to make connections and predictions, revising them based on what is in the text.dUse a variety of strategies to maintain motivation and reconnect to the flow of reading.eExplain how specific pictures or words help readers understand the text (e.g., emotions, characters, actions, information, or ideas).fAsk and answer questions about a text, referring to key details in the text.gDescribe a story's characters, setting, and major events, including how characters respond to major events and challenges.hRetell a story in their own words and/or say what they learned from a text.
ELA.2.R.5
Describe what a text makes them think, feel, or want to do, explain its central message or moral and how it fits their life, and compare plots or ideas in two texts.
Official wording
Students analyze texts by making connections between texts, authors, readers, and the world.aDescribe what words or images in a text make them think, feel, or want to act.bDescribe the central message, main idea, moral, or lesson in a text and how it connects to their own experiences and understandings.cCompare and contrast the narrators, characters, settings, plots, and/or ideas/information in two or more texts.

Writing

6 standards
Students compose multimodal texts in a variety of genres for a range of communicative situations in the context of grade-level content. Standards 1, 2, and 3 are prioritized. This is the last year standard 2 is prioritized.
ELA.2.W.1
Write in many genres to describe, explain what they know about the world, share opinions, persuade others to try something new, and tell stories in a clear order.
Official wording
Students compose multimodal texts in a variety of genres for a variety of purposes.aCompose in order to describe experiences, ideas, and imaginings.bCompose in order to inform others about their knowledge, observations, and explanations of the world.cCompose in order to express their opinions and/or preferences.dCompose in order to persuade others to consider new options.eCompose in order to tell stories and narratives with a clear sequence of events.
ELA.2.W.2
Plan writing projects by linking them to their interests, thinking about purpose and readers, and laying out the steps to get the work done.
Official wording
Students plan and complete writing projects.aConnect the task to their interests, experiences, or relevant topics.bConsider purpose and audience when planning writing.cSequence and organize steps to complete a writing project or task.
ELA.2.W.3
Draft with ideas from research and mentor texts, adding sensory details, facts and examples, opinions with linking words, persuasive reasons, or stories told in order.
Official wording
Students draft content within the genre, using tools effectively.aGenerate topics and ideas.bGather ideas and select material from research, images, and/or multimedia artifacts that illustrate and support their ideas.cIdentify text/visual features, formatting, and/or genre conventions noticed in mentor texts.dDevelop descriptions using sensory details.eState facts, definitions, and examples to develop points and ideas within a topic.fCompare and contrast information within a topic.gProvide details about an opinion and/or preference, using linking words.hUse language to persuade others with feelings, reasons, and examples.iTell events in stories in order, using temporal words to signal order and details to elaborate, describing actions, thoughts, and feelings.
ELA.2.W.4
Organize any kind of writing with an opening that introduces the topic, related ideas grouped or put in order, and an ending that wraps it up.
Official wording
Students organize content across genres.aIntroduce topics.bGroup or sequence related content.cProvide a sense of closure.
ELA.2.W.5
Reread a draft for sense, get feedback from a classmate or adult, change words, details, or pictures to say it better, and edit spelling, capitals, and punctuation.
Official wording
Students discuss, revise, and/or edit their compositions.aRe-read the draft to decide if it makes sense.bEngage with an adult or peer for feedback about their compositions.cAdd, remove, or change words, details, and/or pictures to better communicate and represent meaning.dEdit for mechanics, conventions, and consistency of text/visual features. [Demonstrate command of Language standards in grades K–2.]
ELA.2.W.6
Share and publish finished writing with familiar audiences, like posting a story on a class bulletin board or sending a letter home.
Official wording
Students share and publish compositions for known and trusted audiences.

Speaking, Listening, and Digital Forums

5 standards
Students engage in and learn from collaborative discussions, presentations, and public speaking for a range of communicative situations in the context of grade-level content. Standard 1 is prioritized.
ELA.2.SLDF.1
Join class discussions in person or in guided online forums, add details, build on others' ideas, ask for clarification, and note where people agree or disagree.
Official wording
Students listen, respond respectfully, and contribute during face-to-face discussions and/or in teacher-moderated or simulated digital forums.aDescribe expectations for engaging with and including other participants.bDescribe the people, places, things, events, information, and emotions they are referring to with relevant details.cDraw on experience, observation, and prior learning to contribute.dConnect statements to others’ contributions to develop common understanding, build community, and propel conversation.eAsk for clarification or more information and/or explain what they understood.fAnswer questions to clarify something others did not understand, including the meaning of words and phrases used in discussion.gIdentify points of agreement or disagreement from the discussion.
ELA.2.SLDF.2
Work toward shared group goals by setting and adjusting expectations, using each member's strengths, and communicating to support the team or solve problems.
Official wording
Students collaborate on projects or tasks.aDescribe expectations, changing them when needed.bContribute towards shared goals by building on strengths.cCommunicate to support the group and/or deal with concerns.
ELA.2.SLDF.3
Present ideas, opinions, findings, or creative work by choosing a topic, shaping it for what the audience already knows, and using visuals or media to hold attention.
Official wording
Students present experience, positions, ideas, findings, and creative work.aIdentify topics from the situation, experience, imagination, reading, research, media, conversations, and/or products from ELA.2.W.1.bDevelop content by considering what they want to communicate within the situation and what the audience already knows.cUse images and/or multimedia artifacts in presentations to clarify content and support the audience’s engagement.
ELA.2.SLDF.4
Speak in their own voice by choosing words with care that reflect their strengths and feelings, and decide what to share or keep to themselves.
Official wording
Students determine how to present themselves and their ideas in different contexts.aExpress a distinct voice through thoughtful word choice by drawing on their strengths, thoughts, and feelings.bDetermine what they want or do not want to share and why.
ELA.2.SLDF.5
Use a clear voice, gestures, and pacing that bring their message to life and keep the audience engaged, like during a book talk.
Official wording
Students use an audible voice, gesture, and pacing to illuminate the content and engage the audience.

Language

5 standards
Students develop command of the English language to speak and write clearly, and to comprehend more fully when reading, listening, or viewing. Standards 2, 3, and 5 are prioritized. This is the last year standard 5 is prioritized.
ELA.2.L.1
Compare formal and casual ways of speaking, like talking to a principal versus a friend, and describe how language shifts with the situation and audience.
Official wording
Students notice when and why language is used differently at school, at home, and with peers.aCompare formal and informal uses of language in different situations.bDescribe how language changes across situations and audiences.
ELA.2.L.2
Write simple and compound sentences and reshape them, add adjectives and adverbs for detail, and use regular and irregular verbs, like jumped and ran.
Official wording
Students produce, expand, and rearrange sentences in conversations and writing about experiences, events, and ideas.aProduce, expand, and rearrange simple and compound sentences.bUse adjectives and adverbs to add detail and specificity.cUse regular and irregular verb forms to communicate meaning clearly.
ELA.2.L.3
Figure out new words with context, word parts, and dictionaries, and use group nouns like flock, irregular plurals like mice, and pronouns like myself correctly.
Official wording
Students determine the meaning of and use words and phrases acquired through conversations, reading, and being read to.aUse context, roots, affixes, word relationships, and reference materials to clarify the meaning of unfamiliar words and phrases, including compound words.bUse collective nouns, irregular plural nouns, and reflexive pronouns accurately.cUnderstand and use adjectives, prepositions, conjunctions, and determiners to clarify meaning.
ELA.2.L.4
Connect words to how they are used and tell apart close verbs, adjectives, and adverbs, like toss and hurl, thin and skinny, or slowly and lazily.
Official wording
Students explore relationships among words and meaning in the context of conversations, reading, and writing about experiences, events, and ideas.aIdentify connections between words and their use.bDistinguish and express shades of meaning among closely related verbs, closely related adjectives, and closely related adverbs.
ELA.2.L.5
Write neatly, spell two-syllable and sight words, capitalize proper nouns, use commas in dates and lists, and use apostrophes for contractions and possessives.
Official wording
Students develop fluent and accurate writing skills to record their ideas using words, sentences, and short texts.aForm letters legibly and write with appropriate spacing and alignment.bSpell words using sound-letter correspondences, common spelling patterns, and word families.cSpell regularly spelled two-syllable words and high-frequency words, including irregularly spelled words with increasing accuracy.dCapitalize sentence beginnings and proper nouns correctly.eWrite complete sentences using periods, exclamation points, and question marks to end statements, exclamations, and questions.fUse commas in dates and to separate single words in a series.gUse apostrophes to form contractions and possessives.hDevelop automaticity in spelling and handwriting and/or other modalities to support written expression.

Research and Media Literacy

5 standards
Students ask questions, seek answers using a variety of sources and tools, and use their learning. Students identify reactions to media messages, purposes and parts of media messages, and people who create media messages. Standard 1 is prioritized.
ELA.2.RML.1
Ask curious questions, look for answers in libraries, people, and other sources, help adults search online, keep the information that fits, and share what they learn.
Official wording
Students engage in research and inquiry by asking questions and seeking answers from information sources.aAsk questions about things that make them curious.bGenerate ideas for where they might find answers to their questions, including by talking to people about the topic.cEngage with a variety of information sources and where to find them, including by exploring libraries.dContribute suggestions when adults use digital search tools.eIdentify information that does and does not answer their questions.fUse and/or share new learning.
ELA.2.RML.2
Explain why people react to media differently, and notice how a message makes them feel and what those feelings make them want to say or do.
Official wording
Students identify reactions to media messages.aIdentify how and why people react to media messages differently.bIdentify how media messages make them feel and what these emotions may make them want to say or do.
ELA.2.RML.3
Sort media messages by purpose, like teaching something new, changing minds, selling a product, or simply entertaining.
Official wording
Students identify the purposes of media messages.aIdentify media messages that are mainly helping people learn new things, trying to change people’s minds, selling something, or just for fun.
ELA.2.RML.4
Tell facts from opinions in media, compare what two sources say about the same topic, and explain how changing a picture can change a message's meaning.
Official wording
Students compare different parts of media messages.aDistinguish between statements that are either true or false and statements that express an opinion.bCompare and contrast information on the same topic in two or more media messages from different sources.cDescribe how changing an image can change the meaning of a media message.
ELA.2.RML.5
Find out who is behind a media message, a person or an organization, and identify people or groups who are experts on the topic.
Official wording
Students identify people who create media messages and choices they make.aIdentify who is responsible for the content of a media message, including individuals and organizations.bIdentify individuals or organizations made up of people who are experts on a particular topic.

The official Washington documents

Washington State Learning Standards for English Language Arts by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution License (CC BY 4.0).

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.