FCSU ELA CURRICULUM – GRADE 2
Second Grade
Reading: Literature Standard
Marzano Learning Target
The student will:
RL.2.1
Ask and answer such questions as who, what, where, when, Recognize or recall specific vocabulary, such as:
why, and how to demonstrate understanding of key details in • answer, ask, detail, question, text
Perform basic processes, such as:
a text.
• answer teacher-provided questions such as Who?, What?, Where?, When?,
Why?, and How? to demonstrate understanding of key details in a levelappropriate text
RL.2.2
Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or
moral.
RL.2.3
Describe how characters in a story respond to major events
and challenges.
RL.2.4
Describe how words and phrases (e.g., regular beats,
alliteration, rhymes, repeated lines) supply rhythm and
meaning in a story, poem, or song.
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Recognize or recall specific vocabulary, such as:
• central idea, culture, diverse, fable, focus, folktale, lesson, message, moral,
paragraph, story, text
Perform basic processes, such as:
• recount level-appropriate stories, including fables and folktales from diverse
cultures
Recognize or recall specific vocabulary, such as:
• challenge, character, event, respond, story
Perform basic processes, such as:
• recognize or recall how characters in a level-appropriate story respond
to major events and challenges
Recognize or recall specific vocabulary, such as:
• alliteration, beat, meaning, poem, rhyme, rhythm, song, story, verb
• adjective, distinguish, meaning, related, shade of meaning, verb
Perform basic processes, such as:
• identify examples of regular beats, alliteration, rhymes, and repeated lines in
level-appropriate stories, poems, or songs
01,• use teacher-provided tools to determine the meanings of words and
phrases in a level-appropriate text
FCSU ELA CURRICULUM – GRADE 2
Reading: Literature Standard
RL.2.5
RL.2.6
Marzano Learning Target
The student will:
Describe the overall structure of a story, including describing Recognize or recall specific vocabulary, such as:
• action, beginning, bold print, caption, conclude, electronic menu, ending,
how the beginning introduces the story and the ending
fact, glossary, icon, index, information, introduce, story, structure, subheading,
concludes the action.
text, text feature
Perform basic processes, such as:
• identify level-appropriate examples of text structures (e.g., beginning,
ending)
Acknowledge differences in the points of view of characters, Recognize or recall specific vocabulary, such as:
including by speaking in a different voice for each character • answer, character, dialogue, point of view, purpose, question, text, topic
Perform basic processes, such as:
when reading dialogue aloud.
• identify what various characters are saying in a level-appropriate story
• recognize the author’s purpose in writing a level-appropriate text when
provided with options
RL.2.7
Use information gained from the illustrations and words in a Recognize or recall specific vocabulary, such as:
• character, clarify, contribute, diagram, digital, illustration, image,
print or digital text to demonstrate understanding of its
information, plot, print, setting, text
characters, setting, or plot.
Perform basic processes, such as:
• describe the information provided by specific images in a level-appropriate
text
RL.2.9
Compare and contrast two or more versions of the same
story (e.g., Cinderella stories) by different authors or from
different cultures.
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Recognize or recall specific vocabulary, such as:
• author, compare, contrast, culture, story, version
Perform basic processes, such as:
• recognize or recall differences between two or more versions of the same
level-appropriate story
FCSU ELA CURRICULUM – GRADE 2
Reading: Literature Standard
RL.2.10
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Marzano Learning Target
The student will:
By the end of the year, read and comprehend literature,
Recognize or recall specific vocabulary, such as:
including stories and poetry, in the grades 2-3 text complexity • accuracy, expression, informational, literature, orally, purpose, rate, text
band proficiently, with scaffolding as needed at the high end Perform basic processes, such as:
of the range.
• read below-level text with purpose and understanding
• read below-level text orally with accuracy, appropriate rate, and expression
on successive readings
• read level-appropriate literature and informational text using teacherdirected comprehension strategies (modeling, predicting, questioning, graphic
organizers/scaffolding, reciprocal reading)
FCSU ELA CURRICULUM – GRADE 2
Reading:
Informational Text
Standard
RI.2.1
Ask and answer such questions as who, what, where, when, Recognize or recall specific vocabulary, such as:
why, and how to demonstrate understanding of key details in • answer, ask, detail, question, text
Perform basic processes, such as:
a text.
• answer teacher-provided questions such as Who?, What?, Where?, When?,
Why?, and How? to demonstrate understanding of key details in a levelappropriate text
RI.2.2
Identify the main topic of a multiparagraph text as well as the Recognize or recall specific vocabulary, such as:
• central idea, culture, diverse, fable, focus, folktale, lesson, message,
focus of specific paragraphs within the text.
moral, paragraph, story, text
Perform basic processes, such as:
• identify the central idea of a multiparagraph grade-appropriate text
• recognize or recall the central message, lesson, or moral of gradeappropriate stories, including fables and folktales
RI.2.3
RI.2.4
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Marzano Learning Target
The student will:
Describe the connection between a series of historical
events, scientific ideas or concepts, or steps in technical
procedures in a text.
Recognize or recall specific vocabulary, such as:
• concept, connection, event, idea, procedure, series, text
Perform basic processes, such as:
• map out the connections between a series of events, ideas, or steps in a levelappropriate text using a teacher-provided template or graphic organizer
Determine the meaning of words and phrases in a text
relevant to a grade 2 topic or subject area.
Recognize or recall specific vocabulary, such as:
• meaning, text
• adjective, adverb, conversation, respond, text
Perform basic processes, such as:
• recognize or recall the meaning of grade-appropriate general academic and
domain-specific words and phrases
FCSU ELA CURRICULUM – GRADE 2
Reading:
Informational Text
Standard
RI.2.5
Know and use various text features (e.g., captions, bold print, Recognize or recall specific vocabulary, such as:
subheadings, glossaries, indexes, electronic menus, icons) to • action, beginning, bold print, caption, conclude, electronic menu, ending,
fact, glossary, icon, index, information, introduce, story, structure,
locate key facts or information in a text efficiently.
subheading, text, text feature
Perform basic processes, such as:
• identify level-appropriate examples of text structures (e.g., beginning,
ending)
• identify text features of level-appropriate informational texts (e.g., captions,
bold print, subheadings, glossaries, indexes, electronic menus, icons)
RI.2.6
Identify the main purpose of a text, including what the author Recognize or recall specific vocabulary, such as:
• answer, character, dialogue, point of view, purpose, question, text, topic
wants to answer, explain, or describe.
Perform basic processes, such as:
• identify what various characters are saying in a level-appropriate story
• recognize the author’s purpose in writing a level-appropriate text when
provided with options
RI.2.7
Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
Recognize or recall specific vocabulary, such as:
• character, clarify, contribute, diagram, digital, illustration, image,
information, plot, print, setting, text
Perform basic processes, such as:
• describe the information provided by specific images in a level-appropriate
text
RI.2.8
Describe how reasons support specific points the author
makes in a text.
Recognize or recall specific vocabulary, such as:
• author, point, reason, support, text
Perform basic processes, such as:
• identify the reasons the author gives to support specific points in a levelappropriate text
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Marzano Learning Target
The student will:
FCSU ELA CURRICULUM – GRADE 2
Reading:
Informational Text
Standard
RI.2.9
Compare and contrast the most important points presented Recognize or recall specific vocabulary, such as:
• compare, contrast, point, text, topic
by two texts on the same topic.
Perform basic processes, such as:
• identify the most important points in two level-appropriate texts on the
same topic
RI.2.10
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 range.
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Marzano Learning Target
The student will:
Recognize or recall specific vocabulary, such as:
• accuracy, expression, informational, literature, orally, purpose, rate, text
Perform basic processes, such as:
• read below-level text with purpose and understanding
• read below-level text orally with accuracy, appropriate rate, and expression
on successive readings
• read level-appropriate literature and informational text using teacherdirected comprehension strategies (modeling, predicting, questioning, graphic
organizers/scaffolding, reciprocal reading)
FCSU ELA CURRICULUM – GRADE 2
Reading:
Foundational Text
Standard
RF.2.3
Know and apply grade-level phonics and word analysis skills Recognize or recall specific vocabulary, such as:
• correspondence, irregular, long vowel, regular, sound, syllable, word
in decoding words.
Perform basic processes, such as:
Distinguish long and short vowels when reading regularly
• distinguish long and short vowels when reading regularly spelled one-syllable
spelled one-syllable words.
words
• recognize spelling-sound correspondences for additional common vowel
Know spelling-sound correspondences for additional
teams
common vowel teams.
• recognize grade-appropriate irregularly spelled words
RF.2.3.A
RF.2.3.B
RF.2.3.C
RF.2.3.D
RF.2.3.E
RF.2.3.F
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Decode regularly spelled two-syllable words with long
vowels.
Decode words with common prefixes and suffixes.
Identify words with inconsistent but common spelling-sound
correspondences.
Recognize and read grade-appropriate irregularly spelled
words.
Marzano Learning Target
The student will:
FCSU ELA CURRICULUM – GRADE 2
Reading:
Foundational Text
Standard
RF.2.4
Read with sufficient accuracy and fluency to support
comprehension.
RF.2.4.A
Read grade-level text with purpose and understanding.
RF.2.4.B
Read grade-level text orally with accuracy, appropriate
rate, and expression on successive readings.
RF.2.4.C
Use context to confirm or self-correct word recognition
and understanding, rereading as necessary.
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Marzano Learning Target
The student will:
FCSU ELA CURRICULUM – GRADE 2
Writing
Standard
Marzano Learning Target
The student will:
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) to connect opinion and reasons, and provide a
concluding statement or section.
Recognize or recall specific vocabulary, such as:
• concluding statement, connect, introduce, linking, opinion, reason, support,
topic
Perform basic processes, such as:
• complete a teacher-provided template to represent opinions
W.2.2
Write informative/explanatory texts in which they introduce Recognize or recall specific vocabulary, such as:
a topic, use facts and definitions to develop points, and
• concluding statement, definition, fact, point, topic
Perform basic processes, such as:
provide a concluding statement or section.
• write informative/explanatory pieces using a teacher-provided template or
graphic organizer
Write narratives in which they recount a well-elaborated
Recognize or recall specific vocabulary, such as:
event or short sequence of events, include details to describe • action, closure, detail, elaborate, event, sequence, time order
actions, thoughts, and feelings, use temporal words to signal Perform basic processes, such as:
event order, and provide a sense of closure.
• write narrative pieces using a teacher-provided template or graphic organizer
W.2.3
W.2.5
With guidance and support from adults and peers, focus on a Recognize or recall specific vocabulary, such as:
topic and strengthen writing as needed by revising and
• edit, plan, revise
Perform basic processes, such as:
editing.
• plan writing using a teacher-provided planning template or graphic organizer
• revise and edit writing based on teacher and peer feedback
W.2.6
With guidance and support from adults, use a variety of
digital tools to produce and publish writing, including in
collaboration with peers.
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Recognize or recall specific vocabulary, such as:
• digital, independently, publish, technology, tool
Perform basic processes, such as:
• demonstrate the features of various grade-appropriate technologies (e.g.,
word processor)
FCSU ELA CURRICULUM – GRADE 2
Writing
Standard
Marzano Learning Target
The student will:
W.2.7
Participate in shared research and writing projects (e.g., read Recognize or recall specific vocabulary, such as:
a number of books on a single topic to produce a report;
• observation, record, report, research, topic
Perform basic processes, such as:
record science observations).
• write grade-appropriate research pieces using a teacher-provided template
or graphic organizer
W.2.8
Recall information from experiences or gather information
from provided sources to answer a question.
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Recognize or recall specific vocabulary, such as:
• answer, experience, information, question, recall, source
Perform basic processes, such as:
• recall information from experiences or gather information from teacherprovided grade-appropriate sources to answer a self-generated question
FCSU ELA CURRICULUM – GRADE 2
Speaking and
Listening
Speaking and
Listending
Speaking and
Listening
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Standard
Marzano Learning Target
The student will:
Standard
Marzano Learning Target
The student will:
Standard
Marzano Learning Target
The student will:
FCSU ELA CURRICULUM – GRADE 2
SL.2.1
SL.2.1.A
Participate in collaborative conversations with diverse
Recognize or recall specific vocabulary, such as:
partners about grade 2 topics and texts with peers and adults • clarification, conversation, discussion, explanation, link, text, topic
Perform basic processes, such as:
in small and larger groups.
• follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics
Follow agreed-upon rules for discussions (e.g., gaining the
and texts under discussion)
floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under
discussion).
SL.2.1.B
SL.2.1.C
Build on others' talk in conversations by linking their
comments to the remarks of others.
Ask for clarification and further explanation as needed about
the topics and texts under discussion.
SL.2.2
Recount or describe key ideas or details from a text read
aloud or information presented orally or through other
media.
Recognize or recall specific vocabulary, such as:
• summarize, key ideas
• answer, ask, comprehension, issue, topic
Perform basic processes, such as:
• identify key ideas or details in a level-appropriate text read aloud or an oral
presentation
• answer teacher-provided questions about a grade-appropriate text read
aloud or an oral presentation
• answer teacher or speaker provided questions about a speaker's presentation
• clarify speaker's topic
Speaking and
Listening
Standard
Marzano Learning Target
The student will:
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FCSU ELA CURRICULUM – GRADE 2
SL.2.3
SL.2.4
SL.2.5
Speaking and
Listening
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Ask and answer questions about what a speaker says in order Recognize or recall specific vocabulary, such as:
to clarify comprehension, gather additional information, or • summarize, key ideas
• answer, ask, comprehension, issue, topic
deepen understanding of a topic or issue.
Perform basic processes, such as:
• identify key ideas or details in a level-appropriate text read aloud or an oral
presentation
• answer teacher-provided questions about a grade-appropriate text read
aloud or an oral presentation
• answer teacher or speaker provided questions about a speaker's presentation
• clarify speaker's topic
Tell a story or recount an experience with appropriate facts Recognize or recall specific vocabulary, such as:
and relevant, descriptive details, speaking audibly in coherent • descriptive, detail, experience, fact, oral, recount, relevant, story
Perform basic processes, such as:
sentences.
• write a level-appropriate speech using a teacher-provided graphic organizer
or template
Create audio recordings of stories or poems; add drawings or Recognize or recall specific vocabulary, such as:
other visual displays to stories or recounts of experiences
• stories, experiences, thoughts
• clarification, complete sentence, detail, task
when appropriate to clarify ideas, thoughts, and feelings.
• audio, poem, story
Perform basic processes, such as:
• add drawings or other visual displays to express basic understanding of
stories
• speak audibly in coherent sentences
03.01• create audio recordings
Standard
Marzano Learning Target
The student will:
FCSU ELA CURRICULUM – GRADE 2
SL.2.6
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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 here for specific
expectations.)
Recognize or recall specific vocabulary, such as:
• stories, experiences, thoughts
• clarification, complete sentence, detail, task
• audio, poem, story
Perform basic processes, such as:
• add drawings or other visual displays to express basic understanding of
stories
• speak audibly in coherent sentences
• create audio recordings
FCSU ELA CURRICULUM – GRADE 2
Language
Standard
L.2.1
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
L.2.1.A
Use collective nouns (e.g., group).
L.2.1.B
Form and use frequently occurring irregular plural nouns
(e.g., feet, children, teeth, mice, fish).
L.2.1.C
Use reflexive pronouns (e.g., myself, ourselves).
L.2.1.D
Form and use the past tense of frequently occurring irregular
verbs (e.g., sat, hid, told).
L.2.1.E
Use adjectives and adverbs, and choose between them
depending on what is to be modified.
L.2.1.F
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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).
Marzano Learning Target
The student will:
Recognize or recall specific vocabulary, such as:
• adjective, adverb, collective, irregular, modify, noun, past tense, plural,
reflexive pronoun, verb
• complete sentence, compound sentence, expand, produce, rearrange,
simple sentence
Perform basic processes, such as:
• use level-appropriate grammar in isolation
• produce, expand, and rearrange complete simple and compound gradeappropriate sentences in isolation
FCSU ELA CURRICULUM – GRADE 2
Language
Standard
L.2.2
Demonstrate command of the conventions of standard
Recognize or recall specific vocabulary, such as:
English capitalization, punctuation, and spelling when writing. • apostrophe, capitalize, closing, comma, contraction, greeting, possessive
• dictionary, generalize, pattern, reference, word
Capitalize holidays, product names, and geographic names. Perform basic processes, such as:
• demonstrate the use of grade-appropriate conventions in isolation
Use commas in greetings and closings of letters.
• spell grade-appropriate words correctly in isolation
L.2.2.A
L.2.2.B
Use an apostrophe to form contractions and frequently
occurring possessives.
L.2.2.C
Generalize learned spelling patterns when writing words
(e.g., cage → badge; boy → boil).
L.2.2.D
Consult reference materials, including beginning dictionaries,
as needed to check and correct spellings.
L.2.2.E
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Marzano Learning Target
The student will:
FCSU ELA CURRICULUM – GRADE 2
Language
Standard
L.2.3
Use knowledge of language and its conventions when writing, Recognize or recall specific vocabulary, such as:
• compare, formal, informal
speaking, reading, or listening.
Perform basic processes, such as:
Compare formal and informal uses of English
• identify examples of formal versus informal uses of English
L.2.3.A
L.2.4
L.2.4.A
L.2.4.B
L.2.4.C
L.2.4.D
L.2.4.E
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Marzano Learning Target
The student will:
Determine or clarify the meaning of unknown and multiple- Recognize or recall specific vocabulary, such as:
meaning words and phrases based on grade 2 reading and
• clue, confirm, context, meaning, phrase, self-correct, sentence-level, word
content, choosing flexibly from an array of strategies.
• clue, compound word, meaning, predict, prefix, root, suffix, word
• clarify, dictionary, digital, glossary, meaning, phrase, print, word
Use sentence-level context as a clue to the meaning of a
Perform basic processes, such as:
word or phrase.
• identify words that help to determine the meaning from context
Determine the meaning of the new word formed when a
• recognize or recall the meanings of grade-appropriate affixes and roots
known prefix is added to a known word (e.g.,
• demonstrate the use of grade-appropriate glossaries or beginning
happy/unhappy, tell/retell).
dictionaries in isolation
Use a known root word as a clue to the meaning of an
unknown word with the same root (e.g., addition, additional).
Use knowledge of the meaning of individual words to predict
the meaning of compound words (e.g., birdhouse, lighthouse,
housefly; bookshelf, notebook, bookmark).
Use glossaries and beginning dictionaries, both print and
digital, to determine or clarify the meaning of words and
phrases.
FCSU ELA CURRICULUM – GRADE 2
Language
Standard
Marzano Learning Target
The student will:
L.2.5
Demonstrate understanding of word relationships and
nuances in word meanings.
Recognize or recall specific vocabulary, such as:
• connection, real-life, use, word
Perform basic processes, such as:
• identify examples of real-life connections between grade-appropriate words
and their use (e.g., identify foods that are spicy or juicy)
L.2.5.A
Identify real-life connections between words and their use
(e.g., describe foods that are spicy or juicy).
L.2.5.B
Distinguish shades of meaning among closely related verbs
(e.g., toss, throw, hurl) and closely related adjectives (e.g.,
thin, slender, skinny, scrawny).
L.2.6
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).
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