grade 2 common core state standards comparison...

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2 2

AR.2.R.9.6 (R.9.2.6) Using questioning and monitoring to

make meaning: Ask others questions that seek elaboration

and justification

2 2

AR.2.R.9.8 (R.9.2.8) Using inferences to make meaning: Make

and explain inferences from text, such as cause and effect

relationships

2 2

AR.2.R.10.11 (R.10.2.11) Reading a variety of literature for

enjoyment and critical analysis: Read a variety of stories,

including fairy tales and folk tales

2 2


enjoyment and critical analysis: Identify and compare the

story elements of fairy tales and folk tales

2 2

AR.2.R.9.8 (R.9.2.8) Using inferences to make meaning: Make

and explain inferences from text, such as cause and effect

relationships

2 2

AR.2.R.9.10 (R.9.2.10) Summarizing and synthesizing for

meaning: Describe the cause and effect of specific events

within a text

Grade 2 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts

R.L 1

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.

3

CC asks recount

and AR states to

read for enjoyment

R.L 3


Describe how characters in a story

respond to major events and

challenges.

1

CC is specific to

characters in a

story.

R.L 2


Recount stories, including fables

and folktales from diverse

cultures, and determine their

central message, lesson, or moral.

2

2 2

2 2


make meaning: Locate information within the text to answer

literal and inferential questions


enjoyment and critical analysis: Create a fairy tale and/or folk

tale

2 2


make meaning: Discuss how, why, and what-if questions

about texts

*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);

3 = EXCELLENT (Excellent match between the two documents) 1

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R.L 1






3

2 2



about texts

R.L 7

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.

2 2AR.2.R.9.2 (R.9.2.2) Using connections to make meaning:

Make connections from different parts of the same text1

AR document very

general

R.L 4

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.

3

R.L

R.L 5


Describe the overall structure of a

story, including describing how

the beginning introduces the story

and the ending concludes the

action.

R.L 6


Acknowledge differences in the

points of view of characters,

including by speaking in a different

voice for each character when

reading dialogue aloud.

2

29


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.

2

AR.2.R.10.15 (R.10.2.15) Reading a variety of poetry for

enjoyment and critical analysis: Discuss poetry to determine

meaning

2

2 2

AR.2.R.9.9 (R.9.2.9) Determining importance to make

meaning: Determine a text’s main idea and how those ideas

are supported with details

2

Major aspects are

addressed in CC

document. AR

standard very

vague.

2 2

AR.2.R.10.4 (R.10.2.4) Exhibit behaviors and habits of an

active reader: Read multiple books in the same genre but by

different authors



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R.L 1






3

2 2



about texts

2 2AR.2.R.11.9 (R.11.2.9) Accuracy of reading: Read grade level

texts with accuracy of 90% or above

2 2


active reader: Use graphic organizers, including story maps,

semantic or attribute maps, and Venn diagrams to make

meaning of the reading selection

2 2


active reader: Self-select materials on independent reading

level based on personal interest and knowledge of authors

2 2


enjoyment and critical analysis: Read a variety of stories,

including fairy tales and folk tales

R.L

R.L 10

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.

2

29



and contrast two or more versions

of the same story (e.g., Cinderella

stories) by different authors or

from different cultures.

2 2


active reader: Read multiple books in the same genre but by

different authors



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R.L 1






3

2 2



about texts

2 2AR.2.R.9.11 (R.9.2.11) Summarizing and synthesizing for

meaning: Present a logical interpretation of a book

2 2




2 2

AR.2.R.10.14 (R.10.2.14) Reading a variety of poetry for

enjoyment and critical analysis: Read a variety of poetry,

including quatrains and shape poems

2 2AR.2.R.10.1 (R.10.2.1) Exhibit behaviors and habits of an

active reader: Read daily

R.I 2

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.

2 2




2

R.L 2

R.I 3


Describe the connection between a

series of historical events,

scientific ideas or concepts, or

steps in technical procedures in a

text.

3

R.I 1






3

10

CC.2.R.L.10 Range of Reading and


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.

2 2



about texts

2 2

AR.2.R.10.8 (R.10.2.8) Reading a variety of informational

materials for enjoyment and critical analysis: Read a variety

of informational texts, including descriptive formats



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R.L 1






3

2 2



about texts

2 2AR.2.R.11.7 (R.11.2.7) Word Study and vocabulary: Learn

new words from reading and discuss the meanings of words

2 2

AR.2.R.11.8 (R.11.2.8) Word Study and vocabulary:

Experiment with language, including trying new words and

using them in speaking, reading, and writing

R.I 7

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.

2 2

AR.2.R.10.18 (R.10.2.18) Reading a variety of practical

materials for enjoyment and critical analysis: Use pictures

and charts to enhance reading

3

R.I 8


Knowledge and Ideas: Describe

how reasons support specific

points the author makes in a text.

2 2




3

R.I 4

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.

3

R.I 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.

3

R.I 6


Identify the main purpose of a text,

including what the author wants to

answer, explain, or describe.

3

2

AR.2.IR.12.5 (IR.12.2.5) Accessing information: Locate

information from a variety of print, non-print, and

technological resources (dictionaries, magazines, pictures,

informational texts, people, and technology/Internet

2 2


materials for enjoyment and critical analysis: Recognize

expository text structures which are descriptive

2 2AR.2.IR.12.3 (IR.12.2.3) Accessing information: Use title page,

table of contents, glossary, and index to locate information

2



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R.L 1






3

2 2



about texts

2 2


active reader: Use graphic organizers, including story maps,

semantic or attribute maps, and Venn diagrams to make

meaning of the reading selection

2 2


active reader: Self-select materials on independent reading

level based on personal interest and knowledge of authors

2 2


materials for enjoyment and critical analysis: Read a variety

of informational texts, including descriptive formats

R.I 10

CC.2.R.I.10 Range of Reading and


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.

1

R.I 9



and contrast the most important

points presented by two texts on

the same topic.

2

R.I 10










1

2

CCSS is more

specific. See page

31 for a list of

informational texts

uner Range of Text

Types for Grade K-

5. This can

functional and

instructional

messages may be

included in CCSS

technical texts.

2 2

AR.2.OV.2.4 (OV.2.2.4) Listening and responding to literature:

Listen to literature and respond appropriately, including

comparing/contrasting and extending the text

2AR.2.R.10.1 (R.10.2.1) Exhibit behaviors and habits of an

active reader: Read daily

CCSS is more

specific. See page

31 for a list of

informational texts

uner Range of Text

Types for Grade K-

5. This can

functional and

instructional

messages may be

included in CCSS

technical texts.



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R.L 1






3

2 2



about texts2 2


materials for enjoyment and critical analysis: Read functional

and instructional messages in the classroom environment,

including labels, announcements, instructions and

invitations, to accomplish tasks

R.F 3

CC.2.R.F.3 Phonics and Word

Recognition: Know and apply

grade-level phonics and word

analysis skills in decoding words.

2 2

AR.2.R.11.4 (R.11.2.4) Spelling-sound word recognition

(phonics): Decode words using, blends, digraphs, common

long vowel patterns, diphthongs, r-controlled vowel patterns,

prefixes, suffixes, and root words in continuous text

3

R.I 10










1

R.F 3.a

CC.2.R.F.3.a Phonics and Word

Recognition: Distinguish long and

short vowels when reading

regularly spelled one-syllable

words.

3

R.F 3.b

CC.2.R.F.3.b Phonics and Word

Recognition: Know spelling-sound

correspondences for additional

common vowel teams.

32 2

CCSS is more

specific. See page

31 for a list of

informational texts

uner Range of Text

Types for Grade K-

5. This can

functional and

instructional

messages may be

included in CCSS

technical texts.

2 2











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R.L 1






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2 2



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R.F 3.d

CC.2.R.F.3.d Phonics and Word

Recognition: Decode words with

common prefixes and suffixes.

2 2





3

R.F 3.c

CC.2.R.F.3.c Phonics and Word

Recognition: Decode regularly

spelled two-syllable words with

long vowels.

3

R.F 3.f

CC.2.R.F.3.f Phonics and Word

Recognition: Recognize and read

grade-appropriate irregularly

spelled words.

2

R.F 3.e

CC.2.R.F.3.e Phonics and Word

Recognition: Identify words with

inconsistent but common spelling-

sound correspondences.

22 2

2 2









2 2

AR.2.R.11.5 (R.11.2.5) Sight word recognition: Read

approximately 500 high frequency words fluently during

reading

2 2

AR.2.R.11.2 (R.11.2.2) Meaning-based word recognition: Use

knowledge of personal pronouns, simple abbreviations,

antonyms, synonyms, and root words to read with meaning



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R.L 1






3

2 2



about texts

2 2AR.2.R.11.9 (R.11.2.9) Accuracy of reading: Read grade level

texts with accuracy of 90% or above

2 2

AR.2.R.11.11 (R.11.2.11) Reading with fluency and

expression: Read grade level text fluently at a minimum of 90

words per minute


Make connections from different parts of the same text

2 2

AR.2.R.9.3 (R.9.2.3) Using visualization to make meaning:

Form mental pictures from text read independently, including

sequence of a process

2 2AR.2.R.11.10 (R.11.2.10) Accuracy of reading: Self-monitor to

make sense of the reading

2 2

AR.2.R.11.12 (R.11.2.12) Reading with fluency and

expression: Read familiar grade level texts using appropriate

rhythm, pace, phrasing, punctuation, and intonation

2 2

AR.2.R.11.5 (R.11.2.5) Sight word recognition: Read

approximately 500 high frequency words fluently during

reading

2 2AR.2.R.11.1 (R.11.2.1) Meaning-based word recognition: Use

context clues to make sense of new words

2 2AR.2.R.11.10 (R.11.2.10) Accuracy of reading: Self-monitor to

make sense of the reading

2 2AR.2.R.11.3 (R.11.2.3) Meaning-based word recognition: Self-

monitor reading and self-correct

R.F 4

CC.2.R.F.4 Read with sufficient

accuracy and fluency to support

comprehension.

3

R.F 4.aCC.2.R.F.4.a Read grade-level text

with purpose and understanding.3

R.F 4.b

CC.2.R.F.4.b Read grade-level text

orally with accuracy, appropriate

rate, and expression.

3

R.F 4.c

CC.2.R.F.4.c Use context to

confirm or self-correct word

recognition and understanding,

rereading as necessary.

3



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R.L 1






3

2 2



about texts

2 2AR.2.W.4.4 (W.4.2.4) Drafting: Organize writing appropriately

(i.e., sequence, main idea and detail, cause and effect, etc.)

2 2 AR.2.W.6.4 (W.6.2.4) Usage: Incorporate transition words

2 2AR.2.W.4.5 (W.4.2.5) Drafting: Create well-developed

paragraphs that include introduction, details, and conclusion

W 1

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.

2

2 2

AR.2.OV.2.6 (OV.2.2.6) Listening for critical analysis and

evaluation: Evaluate a performance by giving an opinion with

evidence to support it

Although

supporting opinion

appears in the AR

standards in Oral

and Visual

Communication, it

can also support

this CCSS writing

standard.



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R.L 1






3

2 2



about texts

2 2

AR.2.W.5.5 (W.5.2.5) Topics and Forms: Write an

informational paragraph, including a topic sentence, details,

and conclusion

2 2

AR.2.W.7.3 (W.7.2.3) Purposefully shaping and controlling

language: Compose a text following the structure of a poem,

story, or informational (expository) text

2 2AR.2.W.4.5 (W.4.2.5) Drafting: Create well-developed

paragraphs that include introduction, details, and conclusion

2 2

AR.2.W.5.6 (W.5.2.6) Topics and Forms: Write a narrative that

presents a logical sequence of events and describes the

setting, character, and events in detail

2 2 AR.2.W.6.4 (W.6.2.4) Usage: Incorporate transition words

2 2

AR.2.W.4.7 (W.4.2.7) Revising: Revise writing for

organization, content, and clarity based on peer responses

and teacher conferences

2 2

AR.2.W.4.12 (W.4.2.12) Editing: Edit for complete sentences,

spelling of appropriate words, usage, punctuation, and

capitalization

2 2

AR.2.W.4.1 (W.4.2.1) Prewriting: Contribute to a writer’s

notebook (i.e., interesting words or phrases, books or

experiences that spark an interest, etc.)

W 2


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.

3

The CCSS is more

detailed than the AR

SLEs.

W 5

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.

3

The AR SLEs are

more

comprehensive than

the CCSS.


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.

2W 3



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R.L 1






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2 2



about texts

2 2AR.2.W.4.2 (W.4.2.2) Prewriting: Use prewriting strategies to

organize ideas

2 2AR.2.W.4.3 (W.4.2.3) Prewriting: Make decisions about which

topic to work on over several days

2 2AR.2.W.4.8 (W.4.2.8) Revising: Elaborate message

independently

2 2 AR.2.W.4.9 (W.4.2.9) Revising: Delete irrelevant information

2 2AR.2.W.4.10 (W.4.2.10) Revising: Give and receive feedback

about writing

2 2

AR.2.W.7.8 (W.7.2.8) Purposefully shaping and controlling

language: Examine written work to determine progress in

writing and work habits

2 2

AR.2.W.4.14 (W.4.2.14) Publishing: Prepare pieces for

publication (i.e., illustrations, rewriting or typing/word

processing, page break, and charts, etc.)

2 2

AR.2.W.4.15 (W.4.2.15) Publishing: Polish approximately ten

pieces throughout the year (i.e., friendly letters, invitations,

poems, stories, and songs, etc.)

2 2AR.2.W.4.16 (W.4.2.16) Publishing: Use available technology

for publishing

AR does not include

support of adults

and peers

W 6



guidance and support from adults,

use a variety of digital tools to

produce and publish writing,

including in collaboration with

peers.

2

W 5







3

The AR SLEs are

more

comprehensive than

the CCSS.

The AR SLEs are

more

comprehensive than

the CCSS.

3







5W2 2

AR.2.W.4.11 (W.4.2.11) Revising: Utilize a teacher-made

revision checklist



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2 2



about textsW 7

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).

2

2 2AR.2.W.4.6 (W.4.2.6) Drafting: Include relevant information in

writing

2 2AR.2.W.5.4 (W.5.2.4) Topics and Forms: Respond to open-

ended questions

2 2AR.2.IR.12.1 (IR.12.2.1) Accessing information: Generate

questions about topics of personal interest

2 2AR.2.IR.12.2 (IR.12.2.2) Accessing information: Use

alphabetical order to the second letter to access information

2 2AR.2.IR.12.3 (IR.12.2.3) Accessing information: Use title page,

table of contents, glossary, and index to locate information

2 2

AR.2.IR.12.4 (IR.12.2.4) Accessing information: Access

information from such sources as charts, maps, graphs, and

directions

2 2

AR.2.IR.12.5 (IR.12.2.5) Accessing information: Locate

information from a variety of print, non-print, and

technological resources (dictionaries, magazines, pictures,

informational texts, people, and technology/Internet

W 8


Present Knowledge: Recall

information from experiences or

gather information from provided

sources to answer a question.

3

Together some

aspects of this

CCSS are missing.

AR SLE IR.12.2.1

asks student to

generate a question

for research, while

the CCSS standard

focusing on

answering a

question.

3W 8






Together some

aspects of this

CCSS are missing.

AR SLE IR.12.2.1

asks student to

generate a question

for research, while

the CCSS standard

focusing on

answering a

question.



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R.L 1






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2 2



about texts

2 2

AR.2.R.9.1 (R.9.2.1) Using prior knowledge to make meaning:

Activate prior knowledge by using features of text and/or

knowledge of the author

2 2

AR.2.OV.1.9 (OV.1.2.9) Speaking to share understanding of

information: Participate in formal and informal discussions

about a variety of topics including school events

2 2AR.2.OV.1.3 (OV.1.2.3) Speaking behaviors: Focus on

audience (i.e., posture)

2 2

AR.2.OV.1.6 (OV.1.2.6) Speaking behaviors: Use oral

language for different purposes (i.e., to inform, persuade,

and entertain)

2 2

AR.2.OV.1.11 (OV.1.2.11) Speaking for literary response and

expression: Participate in a variety of speaking activities,

including reader’s theatre

2 2AR.2.OV.1.4 (OV.1.2.4) Speaking behaviors: Introduce self to

others

SL 1

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.

3

W 8






3

Together some

aspects of this

CCSS are missing.

AR SLE IR.12.2.1

asks student to

generate a question

for research, while

the CCSS standard

focusing on

answering a

question.

CC is more specific



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2 2



about texts

2 2

AR.2.OV.1.13 (OV.1.2.13) Speaking for critical analysis and

evaluation: Accept contributions of teacher or group to make

modifications and improve speaking performance

2 2

AR.2.OV.2.2 (OV.2.2.2) Listening for information and

understanding: Listen and identify details that support the

topic

2 2


understanding: Demonstrate active listening behaviors (i.e.,

asking relevant questions)

2 2


evaluation: Listen for answers to specific questions and for

specific purposes in response to nonfiction text

2 2AR.2.OV.1.5 (OV.1.2.5) Speaking behaviors: Adapt spoken

language to the audience, purpose, and occasion

SL 1.a

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).

3

SL 1.b

CC.2.SL.1.b Comprehension and

Collaboration: Build on others’ talk

in conversations by linking their

comments to the remarks of

others.

3

SL 1.c

CC.2.SL.1.c Comprehension and

Collaboration: Ask for clarification

and further explanation as needed

about the topics and texts under

discussion.

32 2

2 2


information: Support spoken ideas and opinions with

examples and evidence

AR.2.OV.1.12 (OV.1.2.12) Speaking for critical analysis and

evaluation: Ask and answer questions



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R.L 1






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2 2



about texts

2 2


expression: Tell and retell stories incorporating the use of

descriptive language and elements of a story

2 2

AR.2.OV.2.4 (OV.2.2.4) Listening and responding to literature:

Listen to literature and respond appropriately, including

comparing/contrasting and extending the text

2 2

AR.2.OV.3.1 (OV.3.2.1) Utilizing media for information and

understanding: Distinguish the purpose of various types of

media presentations, including informational or

entertainment presentations

2 2

AR.2.OV.3.2 (OV.3.2.2) Utilizing media for personal response

and expression: Respond to media in a variety of ways (i.e.,

art, writing, movement, and music)

2 2AR.2.OV.1.12 (OV.1.2.12) Speaking for critical analysis and

evaluation: Ask and answer questions

2 2


understanding: Demonstrate active listening behaviors (i.e.,

asking relevant questions)

2 2


evaluation: Listen for answers to specific questions and for

specific purposes in response to nonfiction text

2 2



and entertain)

2 2


expression: Tell and retell stories incorporating the use of

descriptive language and elements of a story

SL 2


Collaboration: Recount or describe

key ideas or details from a text

read aloud or information

presented orally or through other

media.

3

SL 3


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.

3

SL 4

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.

3*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);


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2 2AR.2.OV.1.8 (OV.1.2.8) Speaking to share understanding of

information: Give three-step and four-step directions

2 2AR.2.OV.1.4 (OV.1.2.4) Speaking behaviors: Introduce self to

others

SL 4


Knowledge and Ideas: Tell a story

or recount an experience with

appropriate facts and relevant,

descriptive details, speaking

audibly in coherent sentences.

3



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2 2

AR.2.OV.3.2 (OV.3.2.2) Utilizing media for personal response

and expression: Respond to media in a variety of ways (i.e.,

art, writing, movement, and music)

2 2 AR.2.W.6.11 (W.6.2.11) Capitalization: Capitalize proper

nouns

Arkansas SLEs at

grades K-4 do not

ask students to

create or use their

own visual aids.

SL 6


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.)

3

SL 5


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.

1

L 1

CC.2.L.1 Conventions of Standard

English: Demonstrate command of

the conventions of standard

English grammar and usage when

writing or speaking.

3

2 2AR.2.OV.1.3 (OV.1.2.3) Speaking behaviors: Focus on

audience (i.e., posture)

2 2

AR.2.OV.3.3 (OV.3.2.3) Utilizing media for critical analysis and

evaluation: Compare and contrast a variety of media

presentations

2 2



and entertain)

2 2AR.2.OV.1.2 (OV.1.2.2) Speaking vocabulary: Use synonyms

and antonyms appropriately in speech



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L 1.b

CC.2.L.1.b Conventions of

Standard English: Form and use

frequently occurring irregular

plural nouns (e.g., feet, children,

teeth, mice, fish).

2

L 1.c

CC.2.L.1.c Conventions of

Standard English: Use reflexive

pronouns (e.g., myself, ourselves).

2

L 1.d

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).

2

L 1.a

CC.2.L.1.a Conventions of

Standard English: Use collective

nouns (e.g., group).

12 2AR.2.R.11.6 (R.11.2.6) Word Study and vocabulary: Sort

nouns by features, function, and categories

Difference in the

language



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2 2AR.2.W.6.10 (W.6.2.10) Capitalization: Capitalize the

beginning of sentence

L 2.a

CC.2.L.2.a Conventions of

Standard English: Capitalize

holidays, product names, and

geographic names.

2 2AR.2.W.6.11 (W.6.2.11) Capitalization: Capitalize proper

nouns3

L 2.b

CC.2.L.2.b Conventions of

Standard English: Use commas in

greetings and closings of letters.

2

L 1.e

CC.2.L.1.e Conventions of

Standard English: Use adjectives

and adverbs, and choose between

them depending on what is to be

modified.

L 2

CC.2.L.2 Conventions of Standard

English: Demonstrate command of

the conventions of standard

English capitalization, punctuation,

and spelling when writing.

3

L 1.f

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).

2

2

2 2AR.2.W.6.6 (W.6.2.6) Usage: Use and punctuate declarative,

interrogative, imperative, and exclamatory sentences



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L 2.c

CC.2.L.2.c Conventions of

Standard English: Use an

apostrophe to form contractions

and frequently occurring

possessives.

2 2AR.2.W.6.13 (W.6.2.13) Punctuation: Use apostrophes for

contractions and singular possessives 3

L 2.d

CC.2.L.2.d Conventions of

Standard English: Generalize

learned spelling patterns when

writing words (e.g., cage → badge;

boy → boil).

2 2AR.2.W.6.7 (W.6.2.7) Spelling: Use phonetic strategies and

common visual patterns to spell unfamiliar words 3

L 2.e

CC.2.L.2.e Conventions of

Standard English: Consult

reference materials, including

beginning dictionaries, as needed

to check and correct spellings.

2 2

AR.2.W.4.13 (W.4.2.13) Editing: Utilize available resources to

edit personal writing (i.e., editing checklist, simple

thesaurus, dictionary, etc.)

3

L 3.a

CC.2.L.3.a Knowledge of

Language: Compare formal and

informal uses of English.

2 2


information: Participate in formal and informal discussions

about a variety of topics including school events

3

L 3

CC.2.L.3 Knowledge of Language:

Use knowledge of language and its

conventions when writing,

speaking, reading, or listening.

22 2AR.2.W.5.2 (W.5.2.2) Purposes and Audiences: Match

purpose for writing to the appropriate audience



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CC.2.L.4 Vocabulary Acquisition

and Use: 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.

2



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Stretch to match.

CC is missing from

AR

L 4.b

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).

2

CC is missing from

AR and stretch to

match

L 4.a

CC.2.L.4.a Vocabulary Acquisition

and Use: Use sentence-level

context as a clue to the meaning of

a word or phrase.

3

CC are missing

from AR-stretch to

match

L 4.c

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).

2

2 2AR.2.R.11.1 (R.11.2.1) Meaning-based word recognition: Use

context clues to make sense of new words

2 2AR.2.W.6.9 (W.6.2.9) Spelling: Use knowledge of prefixes and

common inflectional endings to spell new words

2 2

AR.2.R.11.2 (R.11.2.2) Meaning-based word recognition: Use

knowledge of personal pronouns, simple abbreviations,

antonyms, synonyms, and root words to read with meaning



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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).

2

L 4.e

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.

3

L 5


and Use: Demonstrate

understanding of word

relationships and nuances in word

meanings.

1

2 2


materials for enjoyment and critical analysis: Use resources,

including class-constructed thesaurus and glossary to

enhance reading

L 5.a

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).

3

L 5.b

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).

22 2

2 2AR.2.R.11.7 (R.11.2.7) Word Study and vocabulary: Learn

new words from reading and discuss the meanings of words


Make connections from different parts of the same text

AR.2.OV.1.2 (OV.1.2.2) Speaking vocabulary: Use synonyms

and antonyms appropriately in speech



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These standards were not linked to

a Common Core Standard:

OV.1.2.1 Use words that reflect a growing range of interests

and knowledge

OV.2.2.3 Follow oral directions with three or four steps

W.4.2.17 Select pieces for a writing portfolio that

demonstrate growth

W.5.2.1 Write for other people (i.e., parents, relatives, friends,

teachers, and authors)

W.5.2.3 Write daily

W.5.2.7 Write thank you notes, friendly letters (identifying the

five parts), and invitations

W.5.2.8 Write retellings of fairy tales and folk tales

W.5.2.9 Write simple quatrains and shape poetry

W.5.2.10 Write letters to authors

W.5.2.11 Write text variations (i.e., change setting,

characters, or ending, etc.)

W.5.2.12 Write connections between text and self

W.5.2.13 Write in a personal journal

W.5.2.14 Write independently on self-selected topics

W.6.2.1 Use a variety of simple sentences

W.6.2.2 Vary sentence patterns and lengths

W.6.2.3 Use singular and plural pronouns correctly

W.6.2.5 Combine sentences correctly

W.6.2.8 Spell a growing number of high frequency words

correctly

W.6.2.12 Use question marks

L 6


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).

2



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W.6.2.14 Use exclamation marks for emphasis

W.6.2.15 Use comma in dates and addresses

W.2.16 Write legibly in manuscript

W.7.2.1 Develop a beginning, middle, and end to a story

W.7.2.2 Take on strategies and elements of author's craft that

the class has discussed in their study of literary works

W.7.2.4 Embed literary language in writing (i.e., "Once upon a

time…")

W.7.2.5 Apply new vocabulary and concepts into writing

W.7.2.6 Apply commonly agreed upon criteria and own

judgment to assess the quality of own work

W.7.2.7 Respond to the writing of others by giving specific

feedback on the clarity and logical order of the writing

R.9.2.7 Read to confirm or change predictions

R.9.2.12 Summarize major points of a text

R.10.2.2 Distinguish different forms of text and their

functions

R.10.2.3 Demonstrate knowledge of the content and theme of

the works of a single authorR.10.2.5 Respond to a wide variety of texts by contributing to

a reading journal which demonstrates appropriate

comprehension skills, including written responses, reading

log interest list, and reading goalsR.10.2.10 Use headings to locate specific information when

reading

R.10.2.16 Analyze poetry to identify the characteristics of

couplets and quatrains

IR.12.2.6 Use such graphic organizers as webbing and

mapping to organize information



grade 2 common core state standards comparison...

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