Washington State Standards for Language Arts: Grade 2

WA.1. Reading: The student understands and uses different skills and strategies to read.

1.1. Use word recognition skills and strategies to read and comprehend text.

1.1.4. Apply understanding of phonics.

1.1.4.a. Use knowledge of phonics to read unfamiliar words in grade-level text.

1.1.4.b. Read words in isolation and in context containing complex letter patterns/word families (e.g., -ought, -aught).

1.1.4.c. Use multi-syllabic decoding when reading two and three syllable words in isolation and in context (e.g., super follows v/cv pattern; supper follows vc/cv).

1.2. Use vocabulary (word meaning) strategies to comprehend text.

1.2.1. Apply reference skills to determine word meanings

1.2.1.a. Use glossaries and dictionaries to find word meanings.

1.2.2. Apply vocabulary strategies in grade-level text.

1.2.2.a. Use prefixes, suffixes, inflectional endings, and abbreviated words to determine the meaning of unknown words in grade-level text.

1.2.2.b. Re-read to clarify, read on, ask for help, adjust reading rate, use knowledge of print conventions, and/or attempt alternative pronunciation for unknown words to determine meaning of unknown words; substitute familiar words for unknown.

1.2.2.c. Use prior knowledge and context to predict and confirm meanings of unknown words.

1.2.2.d. Use pictures, illustrations, and diagrams to clarify/expand word meaning.

1.3. Build vocabulary through wide reading.

1.3.1. Understand and apply new vocabulary.

1.3.1.a. Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.

1.3.2. Understand and apply content/academic vocabulary.

1.3.2.a. Identify and define unfamiliar words that would be important to know in order to read a new text with teacher guidance.

1.3.2.b. Use new vocabulary in oral and written communication.

1.4. Apply word recognition skills and strategies to read fluently.

1.4.1. Know common sight words appropriate to grade-level.

1.4.1.a. Read with automaticity an increasing number of common sight words.

1.4.2. Apply fluency to enhance comprehension.

1.4.2.a. Read grade-level text aloud fluently with expression.

1.4.2.b. Read aloud unpracticed grade-level text with fluency in a range of 90-100+ words correct per minute.

1.4.3. Apply different reading rates to match text.

1.4.3.a. Adjust reading rate to match purpose (e.g., speed up for pleasure reading, slow down to practice new skills or read unfamiliar text).

WA.2. Reading: The student understands the meaning of what is read.

2.1. Demonstrate evidence of reading comprehension.

2.1.3. Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main idea, and supporting details in informational/expository text and/or literary/narrative text. W

2.1.3.a. Identify the main idea of an informational/expository passage and support with text-based evidence with teacher guidance.

2.1.3.b. Identify the theme/message in culturally relevant literary/narrative text and support with text-based evidence with teacher guidance.

2.1.3.c. Complete graphic organizers with teacher guidance to organize main ideas and supporting details.

2.1.4. Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema.

2.1.4.a. Explain connections between self and characters and events encountered in culturally relevant text.

2.1.4.b. Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.

2.1.5. Apply comprehension monitoring strategies before, during, and after reading: predict and infer.

2.1.5.a. Predict text content using prior knowledge and text features.

2.1.5.b. Use text and prior knowledge to make inferences about characters and/or predict events; confirm or reject predictions.

2.1.5.c. Organize information that supports a prediction or inference in a graphic organizer to enhance comprehension of text.

2.1.6. Apply comprehension monitoring strategies.

2.1.6.a. Use monitoring strategies to increase comprehension, including work recognition strategies, re-reading, and looking forward in the text.

2.1.7. Apply comprehension monitoring strategies during and after reading: summarize informational/expository text and literary/narrative text.

2.1.7.a. Summarize the events or information in informational/expository text with teacher guidance (e.g., the important characteristics of certain animals or plants presented in text).

2.1.7.b. Summarize the plot/message in culturally relevant literary/narrative text with teacher guidance.

2.1.7.c. Organize summary information from informational/expository text and/or literary/narrative text into a teacher-provided graphic organizer to enhance text comprehension.

2.2. Understand and apply knowledge of text components to comprehend text.

2.2.1. Understand story sequence.

2.2.1.a. Retell text focusing on the problem or events in sequence. (Note: Differences in story telling order exist between cultures. For example, some cultures tell the end of the story first.)

2.2.2. Understand and apply features of printed and electronic text to locate and comprehend text.

2.2.2.a. Identify and use grade-level-appropriate text features with teacher guidance.

2.2.2.b. Interpret information from graphs and charts with teacher guidance.

2.2.2.c. Identify and use icons and pull-down menus.

2.2.3. Understand story elements.

2.2.3.a. Describe physical traits of characters and tell how they act.

2.2.3.b. Retell the important events of a story.

2.2.3.c. Describe the setting of a story.

2.2.3.d. Identify the speaker/narrator in a story.

2.2.4. Understand text organizational structures.

2.2.4.a. Recognize and use sentences, paragraphs, and chapter structure to understand the organization in both informational/expository text and literary/narrative text.

2.2.4.b. Identify text written in the text organizational structures of simple listing and sequential order.

2.3. Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in informational and literary text.

2.3.1. Understand and analyze the relationship between and among informational/expository text and literary/narrative text.

2.3.1.a. Compare and contrast literary/narrative text elements in one story or between two stories.

2.3.1.b. Compare and contrast facts in one text or between two informational/expository texts.

2.3.1.c. Explain simple cause and effect relationships in informational/expository text and literary/narrative text.

2.3.2. Understand how to locate specific information.

2.3.2.a. Use alphabetical and numerical systems to locate information in dictionary or book.

2.3.3. Understand literary/narrative devices.

2.3.3.a. Recognize similes, alliteration, and onomatopoeia in literary/narrative passages.

2.4. Think critically and analyze author's use of language, style, purpose, and perspective in informational and literary text.

2.4.1. Understand how to draw simple conclusions and give a response to text.

2.4.1.a. Give a personal or text-based response to a passage using a teacher-generated prompt.

2.4.1.b. Draw a simple conclusion from grade-level text with teacher guidance.

2.4.2. Understand that there are purposes of writing.

2.4.2.a. Identify common types of informational/expository text and literary/narrative text and explain why they are read.

2.4.3. Understand there are facts and opinions.

2.4.3.a. Explain the difference between a fact and an opinion with teacher guidance.

WA.3. Reading: The student reads different materials for a variety of purposes.

3.1. Read to learn new information.

3.1.1. Understand how to select and use appropriate resources.

3.1.1.a. Identify print and non-print resource materials available to complete a task (with teacher assistance), such as informational text and/or illustrations and graphics.

3.1.1.b. Identify one resource and use it to answer a question with teacher assistance.

3.2. Read to perform a task.

3.2.1. Understand information gained from reading to perform a specific task.

3.2.1.a. Use signs, labels, and instructions to answer questions or complete a task using grade-level text.

3.2.1.b. Identify and use important words in a text to perform a task (e.g., math problem solving, follow multi-step directions).

3.2.2. Understand a variety of functional documents.

3.2.2.a. Read and explain the information in functional documents that are used in a home setting to communicate information (e.g., shopping lists, TV schedules, advertisements, telephone messages).

3.4. Read for literary/narrative experience in a variety of genres.

3.4.1. Understand different perspectives of family, friendship, culture, and traditions found in literature.

3.4.1.a. Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response.

3.4.2. Understand traditional and contemporary literature written in a variety of genres.

3.4.2.a. Identify and explain the characteristics of a variety of genres.

3.4.2.b. Read and respond to literature from multiple genres using teacher prompts appropriate to the text and content.

3.4.3. Understand a variety of literature representing different cultures and traditions.

3.4.3.a. Identify and discuss the culture and/or traditions represented in a story with teacher guidance.

WA.4. Reading: The student sets goals and evaluates progress to improve reading.

4.1. Assess reading strengths and need for improvement.

4.1.1. Understand how to monitor own reading progress.

4.1.1.a. Explain what good readers do and identify own good reader behaviors.

4.1.1.b. Graph progress (e.g., keep a fluency chart of rate and accuracy).

4.1.2. Understand how to set a grade-level appropriate reading goals.

4.1.2.a. Set a reading goal and create a plan to meet that goal with teacher assistance.

4.2. Develop interests and share reading experiences.

4.2.1. Understand that readers have favorite books.

4.2.1.a. Select favorite subjects, authors, and/or books to share with others.

4.2.1.b. Self-select books at an instructional level and an independent level.

1.1.1. Applies at least one strategy for generating ideas and planning writing.

1.1.1.a. Talks to generate ideas and rehearse writing (e.g., class brainstorm).

1.1.1.b. Uses visual tools for planning (e.g., word web, list, story frame, drawing).

1.1.1.c. Uses multicultural literature (fiction and nonfiction) to stimulate ideas.

1.2.1.b. Works on one draft over one to three days.

1.3.1.b. Rereads work several times and has a different focus for each reading (e.g., first reading -- looking for descriptive words and phrases; second reading -- looking for active verbs).

1.3.1.c. Participates in peer conferences (e.g., ''Trahn, please read this and help me see if it makes sense.'').

1.3.1.d. Uses adult and peer suggestions to clarify and revise writing.

1.3.1.e. Recognizes overused words and makes substitutions (e.g., whispered for said).

1.4.1.b. Uses a simple checklist for editing.

1.4.1.c. Uses spelling lists and a personal dictionary to check accuracy and meaning.

1.5. Publishes text to share with an audience. (W)

1.5.1. Publishes own writing.

1.5.1.a. Reads own work aloud (e.g., family night, writing buddy).

1.5.1.b. Selects format for publishing (e.g., fonts, graphics, photos, colors) to enhance writing.

1.5.1.c. Publishes text in various ways (e.g., posts on wall, reads from author's chair).

1.5.1.d. Publishes text with assistance (e.g., class books).

2.1.1. Understands that writing changes for different audiences.

2.1.1.a. Writes letters using language appropriate to different audiences (e.g., Dear Officer Jones vs. Dear Mike).

2.1.1.b. Writes instructions for different audiences (e.g., telling kindergarteners how to line up, telling a substitute teacher how to take attendance).

2.2.1.b. Writes to tell stories (e.g., personal, ''once upon a time'' or ''one day'').

2.2.1.c. Writes to explain (e.g., effects of tooth brushing on health, how I found an answer to a mathematics problem).

2.3.1.d. Uses a variety of new forms/genres. Examples: journals; fictional stories; instructions (explains how to); graphs; rhymes; letters

3.1.1.c. Maintains focus on a specific topic (e.g., writes and draws in a science journal about scientific observations such as the life cycle of a plant or animal).

3.1.1.d. Includes supporting information (e.g., adjectives, explanatory sentences, examples, and personal experiences).

3.1.1.e. Selects appropriate title for a piece of writing.

3.1.2. Organizes multiple sentences on one topic showing beginning, middle, and ending.

3.1.2.a. Groups related ideas, sometimes in paragraphs.

3.1.2.b. Uses transitions frequently (e.g., next, first, after).

3.1.2.c. Organizes narrative chronologically and sequentially.

3.1.2.d. Organizes procedural writing sequentially.

3.1.2.e. Organizes informational writing using categories.

3.2.2.b. Uses descriptive words (e.g., color words, sensory words, size words).

3.2.2.c. Uses classroom resources (e.g., personal dictionaries, word walls, other student/teacher-generated resources).

3.2.3. Uses more than one sentence type and structure.

3.2.3.a. Writes a variety of sentence beginnings (e.g., starts with a prepositional phrase: ''After recess, we will start our writing workshop.'').

3.2.3.b. Writes a variety of sentence structures (e.g., ''My best friend sat by me at lunch. We talked as we ate our burritos.'').

3.2.3.c. Writes a variety of sentence types (e.g., declarative, imperative, exclamatory, interrogative).

3.2.3.d. Writes poetry with patterns.

3.3. Knows and applies writing conventions appropriate for the grade level. (W)

3.3.1. Uses legible handwriting.

3.3.1.a. Maintains consistent size, spacing, and formation in handwriting, especially in published work.

3.3.2. Spells words appropriate for the grade level accurately, with challenging words spelled phonetically.

3.3.2.a. Uses spelling rules and patterns from previous grades.

3.3.2.b. Spells high-frequency words correctly (e.g., said, where, why, when).

3.3.2.c. Uses phonetic approximations for challenging words (e.g., cuzin for cousin).

3.3.2.d. Recognizes and uses grade level appropriate spelling patterns. Examples: Digraphs (e.g., nt, ng); CVVC words (e.g., nail, bean, main); Two-syllable high-frequency words (e.g., funny, mother, happy)

3.3.2.e. Indicates words that may be misspelled.

3.3.2.f. Uses spelling resources (e.g., word walls, student dictionaries, high-frequency word charts, peers).

3.3.3. Applies capitalization rules.

3.3.3.a. Uses capitalization rules from previous grades.

3.3.3.b. Capitalizes local geographic names (e.g., Yakima).

3.3.3.c. Capitalizes first word in greeting and closing of a letter.

3.3.4. Applies punctuation rules.

3.3.4.a. Uses punctuation rules from first grade.

3.3.4.b. Uses comma after greeting and closing of friendly letter.

3.3.4.c. Uses some quotation marks in dialogue.

3.3.4.d. Uses colon when writing time (e.g., 12:30).

3.3.4.e. Uses apostrophes correctly in contractions (e.g., don't).

3.3.5. Applies usage rules.

3.3.5.a. Applies usage rules from first grade.

3.3.5.b. Maintains subject/verb agreement.

3.3.5.c. Maintains consistent tense, especially past tense.

3.3.5.d. Uses standard verb forms in past tense or past participle (e.g., He went home. We were going home.).

3.3.5.e. Uses possessive pronouns (e.g., its, theirs).

3.3.5.f. Uses subject pronouns (e.g., she vs. her).

3.3.5.g. Uses contractions correctly (e.g., won't, can't, I'm).

3.3.6. Uses complete sentences in writing.

3.3.7. Understands paragraph conventions.

3.3.7.a. Explains that paragraphs begin with indentation or skipped lines.

4.1.2.b. Compares own writing to anchor papers, checklist, or rubric.

4.2.1.c. Maintains a written log of goals.

1.1.1.d. Uses strategies for enjoyment listening and active listening when appropriate. (See GLE 1.1.2 and 1.2.1.)

1.1.2. Applies a variety of listening and observation skills/strategies to recall and interpret information.

1.1.2.a. Follows three-step oral directions for new procedures (how to head a paper, how and where to turn in a paper).

1.1.2.b. Retells story with at least five story elements (setting, characters, problem, solution, one event or situation).

1.1.2.c. Identifies main idea and gives two supporting details, with teacher guidance.

1.1.2.d. Asks questions to clarify or check understanding (e.g., Does this mean ...? Are they saying ...?).

1.1.2.e. Provides feedback pertinent to the listening or observation situation (Science: ''I didn't know that's how butterflies drink nectar.'').

1.1.2.f. Describes visual information (e.g., Fitness: steps for an underhand throw; Theater: retells story by acting it out).

1.2.1.c. Draws simple conclusions from auditory and visual information in content areas (e.g., Science: reports observations from simple investigations -- ''Plants need water and light to live.'').

1.2.1.d. Summarizes stories, information, and videos with teacher guidance (e.g., information about school events, messages over the intercom, routines such as fire and earthquake drills).

2.2.2.d. Participates in developing a group solution (e.g., brainstorms ideas).

3.3.1.b. Speaks clearly and distinctly.

3.3.1.c. Uses adult grammar and syntax appropriate to developmental level.