2nd Grade English/Language Arts Common Core Standards and “I Can” Statements
Language
CC.2.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
CC.2.L.1.a Conventions of Standard English: Use collective nouns (e.g., group).

I can correctly use collective nouns. (See The Collective Noun reference doc.)
CC.2.L.1.b Conventions of Standard English: Form and use frequently occurring irregular plural nouns
(e.g., feet, children, teeth, mice, fish).

I can correctly use irregular plural nouns. (See the Irregular Plural Nouns reference doc.)
CC.2.L.1.c Conventions of Standard English: Use reflexive pronouns (e.g., myself, ourselves).

I can correctly use reflexive pronouns. (See the Reflexive Pronoun reference doc.)
CC.2.L.1.d Conventions of Standard English: Form and use the past tense of frequently occurring
irregular verbs (e.g., sat, hid, told).

I can use the correct past tense of irregular verbs. (See the Past Tense Irregular Verbs List.)
CC.2.L.1.e Conventions of Standard English: Use adjectives and adverbs, and choose between them
depending on what is to be modified.

I can correctly choose between using adjectives and adverbs. (See Choosing Between Adjectives
and Adverbs reference doc.)
CC.2.L.1.f Conventions of Standard English: 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 produce complete simple sentences.
I can expand complete simple sentences.
I can rearrange complete simple sentences.
I can produce complete compound sentences.
I can expand complete compound sentences.
I can rearrange complete compound sentences.
CC.2.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.

I can use correct capitalization when writing.
I can use correct punctuation when writing.
I can use correct spelling when writing.
CC.2.L.2.a Conventions of Standard English: Capitalize holidays, product names, and geographic
names.

I can use correct capitalization of holidays, product names, and geographic names.
CC.2.L.2.b Conventions of Standard English: Use commas in greetings and closings of letters.

I can use commas in greetings and closings of letters.
CC.2.L.2.c Conventions of Standard English: Use an apostrophe to form contractions and frequently
occurring possessives.

I can use an apostrophe to form contractions. (See Contractions reference doc.)
I can use an apostrophe to form possessives. (See Plurals and Possessives reference doc.)
CC.2.L.2.d Conventions of Standard English: Generalize learned spelling patterns when writing words
(e.g., cage → badge; boy → boil).

I can use spelling patterns when writing words. (See Spelling Patterns and Rules ref doc.)
CC.2.L.2.e Conventions of Standard English: Consult reference materials, including beginning
dictionaries, as needed to check and correct spellings.

I can use reference materials to check and correct spellings.
CC.2.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
CC.2.L.3.a Knowledge of Language: Compare formal and informal uses of English.

I can compare formal and informal uses of English.
CC.2.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of
strategies.

I can determine the meaning of unknown and multiple meaning words and phrases from
reading context.
CC.2.L.4.a Vocabulary Acquisition and Use: 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.
CC.2.L.4.b Vocabulary Acquisition and Use: Determine the meaning of the new word formed when a
known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

I can determine the meaning of the new word formed when a known prefix is added to a known
word. (See Common Affixes reference doc.)
CC.2.L.4.c Vocabulary Acquisition and Use: 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.
CC.2.L.4.d Vocabulary Acquisition and Use: 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.
CC.2.L.4.e Vocabulary Acquisition and Use: 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.
CC.2.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of word relationships and
nuances in word meanings.

I can demonstrate understanding of word relationships and nuances in word meanings.
CC.2.L.5.a Vocabulary Acquisition and Use: 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.
CC.2.L.5.b Vocabulary Acquisition and Use: Distinguish shades of meaning among closely related verbs
(e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

I can distinguish shades of meaning among closely related verbs.
I can distinguish shades of meaning among closely related adjectives.
CC.2.L.6 Vocabulary Acquisition and Use: 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 words and phrases acquired through conversations. (Focus: adjectives and adverbs to
describe.)
I can use words and phrases acquired through reading and being read to. (Focus: adjectives and
adverbs to describe.)
I can use words and phrases acquired through responding to texts. (Focus: adjectives and
adverbs to describe.)
Reading: Foundational Skills
CC.2.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills
in decoding words.

I can use phonics and word analysis skills to decode words.
CC.2.R.F.3.a Phonics and Word Recognition: Distinguish long and short vowels when reading regularly
spelled one-syllable words.

I can distinguish long and short vowels when reading regularly spelled one-syllable words.
CC.2.R.F.3.b Phonics and Word Recognition: Know spelling-sound correspondences for additional
common vowel teams.

I can use spelling-sound correspondences for common vowel teams.
CC.2.R.F.3.c Phonics and Word Recognition: Decode regularly spelled two-syllable words with long
vowels.

I can decode regularly spelled two-syllable words with long vowels.
CC.2.R.F.3.d Phonics and Word Recognition: Decode words with common prefixes and suffixes.

I can decode words with common prefixes and suffixes. (See Common Affixes ref doc.)
CC.2.R.F.3.e Phonics and Word Recognition: Identify words with inconsistent but common spellingsound correspondences.

I can identify words with inconsistent but common spelling-sound correspondences.
CC.2.R.F.3.f Phonics and Word Recognition: Recognize and read grade-appropriate irregularly spelled
words.

I can recognize and read grade-appropriate irregularly spelled words.
CC.2.R.F.4 Read with sufficient accuracy and fluency to support comprehension.

I can read with sufficient accuracy and fluency to support comprehension. (Successfully
complete comprehension activities independently.)
CC.2.R.F.4.a Read grade-level text with purpose and understanding.

I can read grade-level text with purpose and understanding.
CC.2.R.F.4.b Read grade-level text orally with accuracy, appropriate rate, and expression.

I can read grade-level text orally with accuracy, appropriate rate, and expression. (Pass inprogram fluency checks.)
CC.2.R.F.4.c Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.

I can use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Reading: Informational Text
CC.2.R.I.1 Key Ideas and Details: Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.

I can ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
CC.2.R.I.2 Key Ideas and Details: Identify the main topic of a multiparagraph text as well as the focus
of specific paragraphs within the text.

I can identify the main topic of a multiparagraph text.
I can identify the focus of specific paragraphs within the text.
CC.2.R.I.3 Key Ideas and Details: 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 in a text.
I can describe the connection between scientific ideas or concepts in a text.
I can describe the connection between steps in technical procedures in a text.
CC.2.R.I.4 Craft and Structure: 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 in a text relevant to a grade 2 topic or
subject area.
CC.2.R.I.5 Craft and Structure: 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 know and use various text features to locate key facts or information in a text efficiently.
CC.2.R.I.6 Craft and Structure: Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.

I can identify the main purpose of a text, including what the author wants to answer, explain, or
describe.
CC.2.R.I.7 Integration of Knowledge and Ideas: Explain how specific images (e.g., a diagram showing
how a machine works) contribute to and clarify a text.

I can explain how specific images contribute to and clarify a text.
CC.2.R.I.8 Integration of Knowledge and Ideas: Describe how reasons support specific points the
author makes in a text.

I can describe how reasons support specific points the author makes in a text.
CC.2.R.I.9 Integration of Knowledge and Ideas: Compare and contrast the most important points
presented by two texts on the same topic.

I can compare and contrast the most important points presented by two texts on the same
topic.
CC.2.R.I.10 Range of Reading and Level of Text Complexity: 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.

I can read and comprehend informational texts in the grades 2–3 level proficiently.
Reading: Literature
CC.2.R.L.1 Key Ideas and Details: Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.

I can ask answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
CC.2.R.L.2 Key Ideas and Details: Recount stories, including fables and folktales from diverse cultures,
and determine their central message, lesson, or moral.

I can recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
CC.2.R.L.3 Key Ideas and Details: Describe how characters in a story respond to major events and
challenges.

I can describe how characters in a story respond to major events and challenges.
CC.2.R.L.4 Craft and Structure: 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 regular beats of words and phrases supply rhythm and meaning in a story,
poem, or song.
I can describe how alliteration supplies rhythm and meaning in a story, poem, or song.
I can describe how rhymes of words and phrases supply rhythm and meaning in a story, poem,
or song.
I can describe how repeated lines supply rhythm and meaning in a story, poem, or song.
CC.2.R.L.5 Craft and Structure: Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action.

I can describe the overall structure of a story, including describing how the beginning introduces
the story.
I can describe the overall structure of a story, including describing how the ending concludes
the action.
CC.2.R.L.6 Craft and Structure: 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 acknowledge differences in the points of view of characters by speaking in a different voice
for each character when reading dialogue aloud.
CC.2.R.L.7 Integration of Knowledge and Ideas: Use information gained from the illustrations and
words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

I can use information gained from illustrations and words in a text to demonstrate the
understanding of its characters.
I can use information gained from illustrations and words in a text to demonstrate the
understanding of its setting.
I can use information gained from illustrations and words in a text to demonstrate the
understanding of its plot.
8—Not applicable to literature.
CC.2.R.L.9 Integration of Knowledge and Ideas: Compare and contrast two or more versions of the
same story (e.g., Cinderella stories) by different authors or from different cultures.

I can compare and contrast multiple versions of the same story by different authors or from
different cultures.
CC.2.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and
comprehend literature, including prose and poetry, in the grades 2–3 text complexity band
proficiently, with scaffolding as needed at the high end of the range.

I can read and comprehend literature in the grades 2-3 level proficiently.
I can read and comprehend prose and poetry in the grades 2-3 level proficiently.
Speaking and Listening
CC.2.SL.1 Comprehension and Collaboration: Participate in collaborative conversations with diverse
partners about grade 2 topics and texts with peers and adults in small and larger groups.

I can actively participate in discussions with peer partners and adults about grade level topics
and texts both in small and large groups.
CC.2.SL.1.a Comprehension and Collaboration: 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 and
texts under discussion).

I can follow agreed-upon rules for discussions.
CC.2.SL.1.b Comprehension and Collaboration: Build on others’ talk in conversations by linking their
comments to the remarks of others.

I can build on others’ conversation comments by linking them to the remarks of others in the
group.
CC.2.SL.1.c Comprehension and Collaboration: Ask for clarification and further explanation as needed
about the topics and texts under discussion.

I can appropriately ask for clarification or further explanation about something I don’t
understand concerning the topic or text under discussion.
CC.2.SL.2 Comprehension and Collaboration: Recount or describe key ideas or details from a text read
aloud or information presented orally or through other media.

I can describe key ideas and details from a text read aloud.
I can describe key ideas and details from information presented orally.
I can describe key ideas and details from information presented through any type of media.
CC.2.SL.3 Comprehension and Collaboration: 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 appropriately ask and answer questions about what a speaker says to clarify something I
don’t understand or to extend my understanding of a topic or issue.
CC.2.SL.4 Presentation of Knowledge and Ideas: Tell a story or recount an experience with appropriate
facts and relevant, descriptive details, speaking audibly in coherent sentences.

I can tell a story with descriptive details, speaking audibly in coherent sentences.
OR
I can recount an experience with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
CC.2.SL.5 Presentation of Knowledge and Ideas: 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 and add drawings or other visuals to clarify
ideas, thoughts, and feelings.
CC.2.SL.6 Presentation of Knowledge and Ideas: Produce complete sentences when appropriate to
task and situation in order to provide requested detail or clarification. (See grade 2 Language
standards 1and 3 on page 26 for specific expectations.)

I can orally produce complete sentences to provide requested details or clarification.
Writing
CC.2.W.1 Text Types and Purposes: 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.

I can write an opinion piece in which I
o
introduce the topic or book I am writing about,
o
state my opinion,
o
supply reasons to support my opinion,
o
use linking words to connect my opinion and reasons,
o
and provide a concluding statement or section.
CC.2.W.2 Text Types and Purposes: 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/explanatory text in which I
o
introduce a topic,
o
use fact and definitions to develop points,
o
and provide a concluding statement or section.
CC.2.W.3 Text Types and Purposes: Write narratives in which they recount a well-elaborated 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 in which I
o
recount an elaborated event or a short sequence of events including details to describe
actions, thoughts, and feelings,
o
use temporal words to signal even order,
o
and provide a sense of closure.
CC.2.W.5 Production and Distribution of Writing: With guidance and support from adults and peers,
focus on a topic and strengthen writing as needed by revising and editing.

I can use guidance from adults and peers to focus on a topic and strengthen writing as needed
by revising.
I can use guidance from adults and peers to focus on a topic and strengthen writing as needed
by editing.
CC.2.W.6 Production and Distribution of Writing: 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 from adults, use a variety of digital tools to produce and publish
independent writing.
I can, with guidance from adults, use a variety of digital tools to produce and publish
collaborative writing with peers.
CC.2.W.7 Research to Build and Present Knowledge: 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 actively participate in shared research and writing projects.
CC.2.W.8 Research to Build and Present Knowledge: Recall information from experiences or gather
information from provided sources to answer a question.

I can recall information from experiences to answer a question. OR
I can gather information from provided sources to answer a question.