I Can Statements
Second Grade
English Language Arts Standards
Standard
Reading Literature
Second Grade
RL2.1 Ask and answer such
questions as who, what,
where, when, why, and how
to demonstrate
understanding of key details
in a text
I Can Statements
Academic
Vocabulary
Teacher Notes
Standard Taught
Theme/Lesson
1
I can ask questions
(5 w’s and How) about
important details in a
text
Questions
Demonstrate
Text
Details
I can answer questions
(5 W’s and How) about
important details in a
text.
RL 2.2 Recount stories,
including fables and folktale
from diverse cultures, and
determine their central
message, lesson, or moral.
I can recount a story
and include important
details.
4. Describe how words and
phrases (e.g., regular
beats, alliteration, rhymes,
repeated lines) supply
rhythm and meaning in a
story, poem, or song.
I can describe how an
author’s words supply
rhythm and meaning a
text.
Recount
Fables
Folktales
Determine
I can determine the
central message,
lesson, or moral of a
story
Describe
Phrases
Rhythm
2
3
4
5
6
5. Describe the overall
structure of a story,
including, describing how
the beginning introduces
the story and the ending
Story ending concludes the
action.
6. Acknowledge differences
in the points of view of
characters, including by
speaking in a different
voice for each character
when reading dialogue
aloud.
I can describe the
structure of a story.
(plot).
Structure
Plot
Describe
I can describe the
point of view of
different characters.
I can speak in a
different voice for each
character when
reading dialogue
aloud.
Characters
Describe
Dialogue
7. Use information gained
from illustrations and
words in a print or digital
text to demonstrate
understanding
of its characters, setting, or
plot.
I can use the
information from
illustrations and print
to demonstrate
understanding of the
characters.
Information
Illustrations
Digital
I can use the
information from the
illustrations and print
to demonstrate
understanding of the
setting.
I can use the
information from the
illustrations and print
to demonstrate
understanding of a
plot.
9. Compare and contrast
two or more versions
of the same story (e.g.,
Cinderella stories) by
different authors or from
different culture.
I can compare and
contrast two versions
of the same story
Compare
Contrast
Versions
1
2
3
4
5
6
10. By the end of the year,
read and comprehend
literature, including stories
and poetry, in the
grades 2–3 text complexity
band proficiently,
with scaffolding as needed
at the high end of
I can read and
comprehend grade
level literature, poetry.
Comprehend
literature
1
2
3
4
5
6
Reading Informational
Text - Second Grade
RI2.1 Ask and answer such
questions as who, what,
where, when, why, and how
to demonstrate
understanding of key details
in a text.
2. Identify the main topic of
a multiparagraph text
as well as the focus of
specific paragraphs within
the text.
1
I can ask the 5W’s and
how to demonstrate
understanding of
details in a text.
I can answer the 5W’s
and How to
demonstrate
understanding of
details in a text.
I can identify the main
topic of a
multiparagraph text.
Demonstrate
Details
Identify
Multi paragraph
Topic
I can state the focus of
the paragraphs within
a text.
3. Describe the connection
between a series of
historical events, scientific
ideas or concepts, or
steps in technical
procedures in a text.
I can describe the
connection between a
series of historical
events.
4. Determine the meaning
of words and phrases in a
text relevant to a grade 2
topic or subject area.
I can determine the
meaning of words and
phrases texts relevant
to 2nd grade topics or
subject areas.
I can describe the
connections between
scientific ideas or
concepts.
I can describe the
steps in technical
procedures.
Connection
Historical events
Scientific ideas
Concepts
Technical
procedures
text
determine
Phrase
relevant
2
3
4
5
6
5. Know and use various
text features (e.g.,
captions, bold print,
subheadings, glossaries,
indexes, electronic menus,
icons) to locate key
facts or information in a
text efficiently.
I can use various text
features to locate
information in nonfiction text.
Various text
features, locate,
key facts,
information,
captions, bold
print, sub
headings,,
indexes,
glossaries, icons,
Electronic menus
6. Identify the main
purpose of a text, including
what the author wants to
answer, explain, or
describe.
I can identify the
purpose of a text and
tell what the author is
trying to explain,
answer or describe.
Identify, purpose,
describe, author
7. Explain how specific
images (e.g., a diagram
showing how a machine
works) contribute to and
clarify a text.
I can explain how
charts, diagrams, or
illustrations are
helpful in clarifying
text.
Charts, diagrams,
illustrations,
clarifying
8. Describe how reasons
support specific points the
author makes in a text.
I can describe how an
author’s reasons
support his points.
Describe
9. Compare and contrast
the most important points
presented by two texts on
the same topic.
I can compare and
contrast important
points, on a specific
topic, from different
texts.
Compare
Contrast
Points
Text
10. By the end of year, read
and comprehend
informational texts,
including history/social
studies, science, and
technical texts, in the
grades 2–3 text complexity
band proficiently,
with scaffolding as needed
at the high end of the
I can read and
comprehend
informational text
appropriate for second
grade.
Comprehend
Informational
text
1
2
3
4
5
6
Reading Foundational
Skills - Second Grade
FS 3 Know and apply gradelevel phonics and word
analysis skills in decoding
words.
1
I can know and apply
grade –level phonics
and word analysis
skills in decoding
words.
Phonics, word
analysis skills,
decoding
a. Know and apply gradelevel phonics and word
analysis skills in decoding
words.
I can know and apply
grade level phonics
and word analysis
skills in decoding
words.
Phonics, word
analysis skills,
decoding words
b. Know spelling-sound
correspondences for
additional common vowel
teams
I can know spelling –
sound
correspondences for
additional common
vowel teams.
Spelling sound
correspondences;
common vowel
teams
c. Decode regularly spelled
two-syllable words with
long vowels
I can decode regularly
spelled two-syllable
words with long
vowels.
Decode, twosyllable words,
long vowels
d. Decode words with
common prefixes and
suffixes
I can decode words
with common prefixes.
Decode, common
prefixes, common
suffixes
e. Identify words with
inconsistent but common
spelling-sound
correspondences
I can identify words
with inconsistent but
common spelling
sound
correspondences.
Inconsistent
f. Recognize and read
grade-appropriate
irregularly spelled words.
I can recognize and
read gradeappropriate irregularly
spelled words (sight
words).
Irregularly
spelled words
I can decode words
with common suffixes.
2
3
4
5
6
FS 4 Read with sufficient
accuracy and fluency to
support comprehension.
I can read with
sufficient accuracy and
fluency to support
comprehension.
Sufficient
accuracy,
comprehension
a. Read on-level text with
purpose and
understanding
I can read second
grade text with
purpose and
understanding
Text, purpose
and
understanding
b. Read on-level text orally
with accuracy,
appropriate rate, and
expression on successive
readings
I can read second
grade text orally with
accuracy, expression
and appropriate rate
on successive reads
Orally, accuracy,
expression,
successive reads
c. Use context to confirm or
self-correct word
recognition and
understanding, rereading as
necessary
I can use context to
confirm
understanding
rereading as
necessary.
Context,
rereading, selfcorrect
I can use self –correct
word recognition to
confirm
understanding
rereading as
necessary.
1
2
3
4
5
6
Writing –
Second Grade
w.2.1 Write opinion pieces
in which they introduce the
topic or book they are
writing about, state an
opinion, supply reasons that
support the opinion,
use linking words (e.g.,
because, and, also) te of
eventso
connect opinion and
reasons, and provide a
concluding statement or
section.
1
I can write an opinion
piece where I:
a. introduce a topic or
name of a book,
Opinion,
linking words,
support
concluding
statement
b. provide an opinion
on the topic,
c. use linking words to
give a reason to
support my
opinion, and
d. provide a
concluding section
or statement.
W2.2 Write
informative/explanatory
texts in which
they introduce a topic, use
facts and definitions
to develop points, and
provide a concluding
statement or section.
I can write an
informative piece
where I:
a. introduce a topic,
b. use facts and
definitions to
develop a point,
and
c. provide a
concluding section
or statement.
Informative,
facts, definitions,
concluding
statement
2
3
4
5
6
W2.3 Write narratives in
which they recount a well
elaborated a
event or short sequence of
events,
include details to describe
actions, thoughts,
and feelings, use temporal
words to signal event
order, and provide a sense
of closure.
I can write a narrative
piece where I:
a. retell an event or
sequence of events
Narrative, retell,
sequence of
events, details,
sense of closure
b. give some details
about the actions
and /or characters
in order, and
c. provide some sense
of closure
w.2.4(Begins in grade 3)
Not covered in 2nd
grade
w2.5 With guidance and
support from adults and
peers, focus on a topic and
strengthen writing as
needed by revising and
editing
I can, with guidance
and support, from
adults and peers, focus
on a topic and
strengthen writing as
needed by revising and
editing.
Guidance and
support, topic,
revise and edit
w2.6 With guidance and
support from adults, use a
variety of digital tools to
produce and publish
writing, including in
collaboration with peers.
I can, with guidance
and support from
adults, use a variety of
digital tools to produce
and publish writing,
including in
collaboration with
peers.
Variety of digital
tools, publish
writing,
collaboration
with peers
W2.7 Participate in shared
research and writing
projects (e.g., read a
number of books on a
single topic to produce a
report; record science
observations
I can participate in
shared research and
writing projects.
Participate in
shared research
1
2
3
4
5
6
w2.8 Recall information
from experiences or gather
information from provided
sources to answer a
question.
I can recall
information from
experiences or gather
information from
provided sources to
answer a question.
W2.9. (Begins in grade 4)
Not covered in 2nd
grade
recall
1
2
3
4
5
6
Speaking and Listening
Second Grade
2.1 Participate in
collaborative conversations
with diverse partners about
grade 2 topics and texts
with peers and adults in
small and larger groups.
1
I can participate in
conversations with
partners about 2nd
grade topics and texts
in small and larger
groups.
Participate
Conversation
Respectful
a. .Follow agreed-upon
rules for discussions
(gaining the floor in
respectful ways, listening
to others with care,
speaking one at a time
about the topics and
texts under discussion).
I can follow agreed
upon rules for
discussions.
b. Build on others’ talk in
conversations by linking
their comments to the
remarks of others.
I can build on others’
talk in conversations
by linking their
comments to the
remarks of others.
c. Ask for clarification and
further explanation as
needed about topics and
texts under discussion.
I can ask for
clarification and
explanations when
needed.
Clarification
Explanation
discussion
2. Recount or describe key
ideas or details from a text
read aloud or information
presented orally or through
other media.
I can recount and
describe important
details from a read
aloud or from
information I have
heard.
Recount
Describe
Details
2
3
4
5
6
3. 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.
I can ask question
about what a speaker
says to clarify
comprehension,
gather additional
information or deepen
understanding of a
topic
Clarify
Comprehension
I can answer questions
about what a speaker
says to clarify
comprehension,
gather additional
information.
4. Tell a story or recount an
experience with appropriate
facts and relevant,
descriptive details,
speaking audibly in
coherent sentences.
I can tell a story or
recount an experience
with facts and relevant
details.
5. Create audio recordings
of stories or poems;
add drawings or other
visual displays to stories
or recounts of experiences
when appropriate to
clarify ideas, thoughts, and
feelings.
I can create audio
recordings of stories or
poems.
Recount
Relevant
Coherent
Facts
I can speak clearly and
in coherent sentences.
I can add drawings or
other visual displays to
clarify ideas, thoughts
and feelings.
Audio recordings
Clarify
Visual displays
1
2
3
4
5
6
6. Produce complete
sentences when appropriate
to task and situation in
order to provide requested
detail or clarification. (See
grade 2 Language
standards 1 and 3 on pages
26 and 27 for specific
c.
d.
e.
f.
g.
h.
i.
j.
k.
6. Produce complete
sentences when appropriate
to task and situation in
order to provide requested
detail or clarification. (See
grade 2 Language
standards 1 and 3 on pages
26 and 27 for specific
I can produce
complete sentences
when asked to provide
details or clarification.
Produce
Clarification
1
2
3
4
5
6
Language –
Second Grade
L1 Demonstrate command
of the conventions of
standard English grammar
and usage when writing or
speaking.
1
I can demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
a. Use collective nouns (e.g.,
group).
I can use collective
nouns. (nouns that
name groups of things
Collective nouns
b. Form and use frequently
occurring irregular plural
nouns (e.g., feet, children,
teeth, mice, fish).
I can correctly form
and use irregular
plural nouns.
Form, irregular,
plural
c. Use reflexive pronouns
(e.g., myself, ourselves).
I can use reflexive
pronouns.
Reflexive,
pronouns
d. Form and use the past
tense of frequently
occurring irregular verbs
(e.g., sat, hid, told).
I can correctly form
and use the past tense
of irregular verbs.
Irregular verb,
past tense
e. Use adjectives and
adverbs, and choose
between them depending on
what is to be
modified.
I can decide when to
use an adverb or an
adjective.
Adjective, adverb
2
3
4
5
6
f. Produce, expand, and
rearrange complete
simple and compound
sentences (e.g., The boy
watched the movie; The
little boy watched the
movie; The action movie
was watched by the
little boy).
I can expand complete
simple sentence.
I can rearrange
complete simple
sentences.
Complete simple
sentence
Compound
sentence
I can produce
complete compound
sentences.
I can expand complete
compound sentences.
I can rearrange
complete compound
sentence.
I can produce
complete simple
sentences.
L2 Demonstrate command
of the conventions of
standard English
capitalization, punctuation,
and spelling when writing.
a. Capitalize holidays,
product names, and
geographic names.
I can demonstrate
command and the
conventions of
standard English
capitalization,
punctuation, and
spelling when writing.
Punctuation
a. Capitalize holidays,
product names, and
geographic names.
I can use correct
capitalization of
holidays, product
names and geographic
names.
b. Use commas in greetings
and closings of
letters.
I can use commas in
the greetings and
closings of letters.
Commas
c. Use an apostrophe to
form contractions and
frequently occurring
possessives.
I can use apostrophes
to form contractions.
I can use apostrophes
to form possessives.
Apostrophes
Contractions
1
2
3
4
5
6
d. Generalize learned
spelling patterns when
writing words (e.g., cage
→ badge; boy → boil).
I can use spelling
patterns when writing
words.
Spelling patterns
e. Consult reference
materials, including
beginning dictionaries, as
needed to check and
correct spellings.
I can use dictionaries
and other reference
materials to check and
correct my spellings.
Dictionaries,
reference
materials
L 3. Use knowledge of
language and its
conventions when writing,
speaking, reading, or
listening.
Use knowledge of
language and its
conventions when
writing, speaking,
reading, or listening.
Language
conventions
a. Compare formal and
informal uses of English.
I can compare formal
and informal uses of
English.
Compare formal
and informal
L4 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
I can determine or
clarify the meaning of
unknown and
multiple-meaning
words and phrases
based on grade 2
reading and content.
Determine
Multiplymeaning
Phrases
strategies
I can choose flexibly
from an array of
strategies.
a. Use sentence-level
context as a clue to the
meaning of a word or
phrase.
I can use sentence
level context as a clue
to the meaning of a
word or phrase.
context
phrase
b. Determine the meaning
of the new word formed
when a known prefix is
added to a
known word (e.g.,
happy/unhappy, tell/ a
retell)
I can determine the
meaning of the new
word formed when a
known prefix is added
to a known word.
prefix
1
2
3
4
5
6
c. Use a known root word as
a clue to the meaning of an
unknown word with the
same root (e.g., addition,
additional).
I can use a known root
word as a clue to the
meaning of an
unknown word with
the same root.
Root word
d. Use knowledge of the
meaning of individual
words to predict the
meaning of compound
words (e.g., birdhouse,
lighthouse, housefly;
bookshelf, notebook,
bookmark).
I can use knowledge of
the meaning of
individual words to
predict the meaning of
compound words
Predict
Compound word
e. Use glossaries and
beginning dictionaries, both
print and digital, to
determine or clarify the
meaning of words and
phrases.
I can use glossaries
and beginning
dictionaries, both
print and digital, to
determine or clarify
the meaning of words
and phrases.
Glossaries
Dictionaries
Print
digital
5. Demonstrate
understanding of word
relationships
and nuances in word
meanings
I can demonstrate
understanding of word
relationships and
nuances in word
meanings.
Word
relationaships
nuances
a. Identify real-life
connections between words
and their use (e.g., describe
foods that are spicy or juicy)
I can identify real-life
connections between
words and their use.
Real-life
connections
b. Distinguish shades of
meaning among closely
related verbs (e.g., toss,
throw, hurl) and closely
related adjectives (e.g., thin,
slender, skinny, scrawy
I can distinguish
shades of meaning
among closely
related verbs and
closely related
adjectives.
Distinguish
shades of
meanings
Verbs
Adjectives
1
2
3
4
5
6
6. Use words and phrases
acquired through
conversations, reading and
being read to, and
responding to texts,
including using adjectives
and adverbs to describe
(e.g., When other kids are
happy that makes me
happy).
I can use new words
including adjectives
and adverbs to
describe.
1
2
3
4
5
6