Arizona State Standards for Language Arts: Grade 2
Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.
AZ.R02-S1. Reading Process
R02-S1C1. Print Concepts: Demonstrate understanding of print concepts.
R02-S1C1-01. Alphabetize a series of words to the second letter.
R02-S1C1-02. Recognize the distinguishing features of a sentence (e.g., capitalization of the first word, internal punctuation, ending punctuation, quotation marks).
R02-S1C2. Phonemic Awareness: Identify and manipulate the sounds of speech.
R02-S1C2-01. Orally segment a multi-syllable word into its syllables.
R02-S1C2-02. Blend isolated phonemes to form two syllable words, using r-controlled vowel sounds, digraphs, and diphthongs (e.g., /t/.../i/.../g/.../er/ makes tiger).
R02-S1C2-03. Segment spoken phonemes in two-syllable words, using manipulatives to mark each phoneme (e.g., tiger makes /t/.../i/.../g/.../er/ while student moves one block for each phoneme).
R02-S1C3. Phonics: Decode words, using knowledge of phonics, syllabication, and word parts.
R02-S1C3-01. Read multi-syllabic words fluently, using letter-sound knowledge.
R02-S1C3-02. Apply knowledge of basic syllabication rules when decoding two- or three-syllable written words (e.g., su/per, sup/per, fam/i/ly).
R02-S1C3-03. Recognize regular plurals (e.g., hat/hats, watch/watches) and irregular plurals (e.g., fly/flies, wife/wives) in context.
R02-S1C3-04. Use knowledge of spelling patterns such as diphthongs, and special vowel spellings when reading.
R02-S1C3-05. Read common abbreviations (e.g., Oct., Mr., Ave.) fluently.
R02-S1C3-06. Recognize high frequency words and irregular sight words
R02-S1C3-07. Read common contractions fluently (e.g., haven't, it's, aren't).
R02-S1C3-08. Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.
R02-S1C3-09. Use knowledge of word order (syntax) and context to confirm decoding.
R02-S1C4. Vocabulary: Acquire and use new vocabulary in relevant contexts.
R02-S1C4-01. Identify simple prefixes (e.g., un-, re-) to determine the meaning of words.
R02-S1C4-02. Use knowledge of simple prefixes (e.g., un-, re-) to determine the meaning of words.
R02-S1C4-03. Identify simple suffixes (e.g., -ful, -ly) to determine the meaning of words.
R02-S1C4-04. Use knowledge of simple suffixes (e.g., -ful, -ly) to determine the meaning of words.
R02-S1C4-05. Recognize words represented by common abbreviations (e.g., Mr. Ave., Oct.).
R02-S1C4-06. Identify the words that comprise contractions (e.g., can't = can not, it's = it is, aren't = are not).
R02-S1C4-07. Determine the meaning of compound words, using knowledge of individual words (e.g., lunchtime, daydream, everyday).
R02-S1C5. Fluency: Read fluently.
R02-S1C5-01. Consistently read grade level text with at least 90 percent accuracy.
R02-S1C5-02. Read aloud with fluency in a manner that sounds like natural speech, demonstrating automaticity.
R02-S1C5-03. Use punctuation, including commas, periods, and question marks to guide reading for fluency.
R02-S1C6. Comprehension Strategies: Employ strategies to comprehend text.
R02-S1C6-01. Predict what might happen next in a reading selection.
R02-S1C6-02. Compare a prediction about an action or event to what actually occurred within a text.
R02-S1C6-03. Ask relevant questions in order to comprehend text.
R02-S1C6-04. Relate information and events in a reading selection to life experiences and life experiences to the text.
AZ.R02-S2. Comprehending Literary Text
R02-S2C1. Elements of Literature: Identify, analyze, and apply knowledge of the structures and elements of literature.
R02-S2C1-01. Describe literary elements of text including characters, plot (specific events, problem and solution), and setting.
R02-S2C1-02. Describe characters (e.g., traits, roles, similarities) within a literary selection.
R02-S2C1-03. Sequence a series of events in a literary selection.
R02-S2C1-04. Identify cause and effect of specific events in a literary selection.
R02-S2C1-05. Identify words that the author selects in a literary selection to create a graphic visual experience.
R02-S2C1-06. Identify words that the author selects to create a rich auditory experience (e.g., alliteration, onomatopoeia, assonance, consonance) in a literary selection.
R02-S2C1-07. Identify differences between fiction and nonfiction.
R02-S2C2. Historical and Cultural Aspects of Literature: Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature.
R02-S2C2-01. Compare events, characters and conflicts in literary selections from a variety of cultures to their experiences.
AZ.R02-S3. Comprehending Informational Text
R02-S3C1. Expository Text: Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text.
R02-S3C1-01. Identify the main idea in expository text.
R02-S3C1-02. Locate facts in response to questions about expository text.
R02-S3C1-03. Locate specific information by using organizational features (e.g., title, table of contents, headings, captions, bold print, glossary, indices) in expository text. (Connected to Research Strand in Writing)
R02-S3C1-04. Identify a variety of sources (e.g., trade books, encyclopedias, magazines, electronic sources, textbooks) that may be used to answer specific questions and/or gather information. (Connected to Research Strand in Writing)
R02-S3C1-05. Locate specific information from graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines) of expository text. (Connected to Research Strand in Writing)
R02-S3C2. Functional Text: Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.
R02-S3C2-01. Follow a set of written multi-step directions.
R02-S3C2-02. Determine whether a specific task is completed, by checking to make sure all the steps were followed in the right order.
R02-S3C2-03. State the meaning of specific signs, graphics, and symbols (e.g., computer icons, map features, simple charts and graphs).
R02-S3C3. Persuasive Text: Explain basic elements of argument in text and their relationship to the author's purpose and use of persuasive strategies.
AZ.W02-S1. Writing Process
W02-S1C1. Prewriting: Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.
W02-S1C1-01. Generate ideas through prewriting activities (e.g., brainstorming, webbing, drawing, writer's notebook, group discussion).
W02-S1C1-02. Determine the purpose (e.g., to entertain, to inform, to communicate) of a writing piece.
W02-S1C1-03. Determine the intended audience of a writing piece.
W02-S1C1-04. Maintain a record (e.g., lists, pictures, journals, folders, notebooks) of writing ideas.
W02-S1C2. Drafting: Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose.
W02-S1C2-01. Write a draft with supporting details.
W02-S1C2-02. Organize details into a logical sequence.
W02-S1C3. Revising: Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?)
W02-S1C3-01. Reread original draft for clarity.
W02-S1C3-02. Add additional relevant details for audience understanding.
W02-S1C3-03. Evaluate the draft for use of one or more writing elements, with the assistance of teacher, peer, checklist, or rubric.
W02-S1C4. Editing: Editing includes proofreading and correcting the draft for conventions.
W02-S1C4-01. Review the draft for errors in conventions.
W02-S1C4-02. Use simple resources (e.g., word walls, primary dictionaries) to correct conventions.
W02-S1C5. Publishing: Publishing includes formatting and presenting a final product for the intended audience.
W02-S1C5-01. Rewrite and illustrate selected pieces of writing for sharing with intended audience.
W02-S1C5-02. Write legibly.
AZ.W02-S2. Writing Components
W02-S2C1. Ideas and Content: Writing is clear and focused, holding the reader's attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.
W02-S2C1-01. Write stand-alone text that expresses a clear message.
W02-S2C1-02. Incorporate relevant details that give the text interest.
W02-S2C2. Organization: Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.
W02-S2C2-01. Organize content in a selected format (e.g., friendly letter, narrative, expository text).
W02-S2C2-02. Use beginning and concluding statements (other than simply ''The End'') in text.
W02-S2C2-03. Use signal words (e.g., first, second, third; 1, 2, 3) to indicate the order of events or ideas.
W02-S2C2-04. Use transitional words and phrases (e.g., next, then, so, but, while, after that, because) to connect ideas.
W02-S2C2-05. Write multiple sentences that support a topic.
W02-S2C3. Voice: Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.
W02-S2C3-01. Show awareness of the audience through word choice and style.
W02-S2C3-02. Write text that is expressive, individualistic, engaging, and lively.
W02-S2C4. Word Choice: Word choice reflects the writer's use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.
W02-S2C4-01. Select words that convey the intended meaning and create a picture in the reader's mind.
W02-S2C4-02. Use a variety of words, even if not spelled correctly, to convey the intended message.
W02-S2C4-03. Use expressive or descriptive phrases and short sentences, beyond one- or two-word labels.
W02-S2C5. Sentence Fluency: Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.
W02-S2C5-01. Write simple sentences.
W02-S2C5-02. Write sentences that flow together and sound natural when read aloud.
W02-S2C5-03. Use a variety of sentence beginnings and lengths.
W02-S2C6. Conventions: Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.
W02-S2C6-01. Use capital letters for:
W02-S2C6-01-a. The pronoun I
W02-S2C6-01-b. The beginning of a sentence
W02-S2C6-01-c. Proper nouns (i.e., names, days, months)
W02-S2C6-02. Punctuate endings of sentences using:
W02-S2C6-02-b. Question marks
W02-S2C6-02-c. Exclamation points
W02-S2C6-03. Use commas to punctuate:
W02-S2C6-03-a. Items in a series
W02-S2C6-03-b. Greetings and closings of letters
W02-S2C6-04. Use a colon to punctuate time.
W02-S2C6-05. Use apostrophes to correctly punctuate contractions.
W02-S2C6-06. Spell high frequency words correctly.
W02-S2C6-07. Use common spelling patterns, including:
W02-S2C6-07-a. Word families
W02-S2C6-07-b. Simple CVC words
W02-S2C6-07-c. Regular plurals
W02-S2C6-07-d. Simple prefixes
W02-S2C6-07-e. Simple suffixes
W02-S2C6-08. Use phonetic spelling and syllabication to create readable text.
W02-S2C6-09. Use resources (e.g., environmental print, word walls, dictionaries) to spell correctly.
W02-S2C6-10. Use the following parts of speech correctly in simple sentences:
W02-S2C6-10-b. Action verbs
W02-S2C6-10-c. Personal pronouns
W02-S2C6-11. Use subject/verb agreement in simple sentences.
W02-S2C6-12. Write own name on personal work.
AZ.W02-S3. Writing Applications
W02-S3C1. Expressive: Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.
W02-S3C1-01. Write a narrative that includes:
W02-S3C1-01-a. A main idea based on real or imagined events
W02-S3C1-01-c. A sequence of events
W02-S3C1-02. Write simple poetry, rhymes, or chants.
W02-S3C2. Expository: Expository writing includes nonfiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience.
W02-S3C2-01. Write expository texts (e.g., labels, lists, observations, journals).
W02-S3C2-02. Participate in creating simple summaries from informational texts, graphs, tables, or maps.
W02-S3C3. Functional: Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.
W02-S3C3-01. Write a variety of functional text (e.g., classroom rules, letters, experiments, recipes, notes/messages, labels, directions, posters, graphs/tables).
W02-S3C3-02. Write communications, including:
W02-S3C3-02-a. Friendly letters
W02-S3C3-02-b. Thank-you notes
W02-S3C4. Persuasive: Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action.
W02-S3C5. Literary Response: Literary response is the writer's reaction to a literary selection. The response includes the writer's interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it.
W02-S3C5-01. Write a response to a literature selection identifies the:
W02-S3C5-01-c. Sequence of events
W02-S3C5-01-d. Main idea
W02-S3C5-02. Write a response to a literature selection that connects:
W02-S3C5-02-a. Text to self (personal connection)
W02-S3C5-02-b. Text to world (social connection)
W02-S3C5-02-c. Text to text (compare within multiple texts)
W02-S3C6. Research: Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a fin
W02-S3C6-01. Locate and use informational sources to write a simple report that includes:
W02-S3C6-01-a. A title
W02-S3C6-01-b. A main idea
W02-S3C6-01-c. Supporting details
AZ.LS3. Listening and Speaking
LS-F. Students effectively listen and speak in situations that serve different purposes and involve a variety of audiences.
LS-F1. Use effective vocabulary and logical organization to relate or summarize ideas, events and other information
LS-F2. Give and follow multiple-step directions
LS-F3. Prepare and deliver information by generating topics; identifying the audience; and organizing ideas, facts or opinions for a variety of speaking purposes such as giving directions, relating personal experiences, telling a story or presenting a report
AZ.VP4. Viewing and Presenting
VP-F. Students use a variety of visual media and resources to gather, evaluate and synthesize information and to communicate with others.
VP-F1. Recognize different types of visual media
VP-F2. Plan and present a report, using two or more visual media
VP-F3. Access, view and respond to visual forms such as computer programs, videos, artifacts, drawings, pictures and collages
VP-F4. Interpret visual clues in cartoons, graphs, tables and charts that enhance the comprehension of text