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Washington State Grade 2 English Language Arts Standards Transition Document

This document serves as a guide to assist in the transition between the Washington State GLES for Reading, Writing, and Communication and the Common Core State Standards for English Language Arts. The College and Career Ready standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.

College and Career Readiness Anchor Standards for ReadingKey Ideas and Details1. Read closely to determine what the text says explicitly and to

make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure4. Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse media and formats,

including visually and quantitatively, as well as in words.*8. Delineate and evaluate the argument and specific claims in a text, including the

validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently

and proficiently.

*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

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Reading Standards for LiteratureKey Ideas and Details

Current Washington Standards Common Core State StandardsStudents currently:2.1.3: Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main idea, and supporting details in informational/expository text and/or literary/narrative text. 2.1.5: Apply comprehension monitoring strategies before, during, and after reading: predict and infer.

Key ideas will be found in current Evidence of Learning for these GLEs

Students need to:RL .2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Notable change: ask and answer questions to demonstrate understanding.

Students currently:2.2.1: Understand story sequence.2.2.3: Understand story elements. 2.1.3: Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main idea, and supporting details in informational/expository text and/or literary/narrative text. 3.4.1: Understand different perspectives of family, friendship, culture, and traditions found in literature. 3.4.2: Understand traditional and contemporary literature written in a variety of genres. 3.4.3: Understand a variety of literature representing different cultures and traditions.


Students need to:RL.2.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Notable change: identify lesson or moral in fables and folktalesStudents currently: Students need to :

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2.2.3: Understand story elements.2.1.4: Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema.2.3.1: Understand and analyze the relationship between and among informational/expository text and literary/narrative text.


RL.2.3: Describe how characters in a story respond to major eventsand challenges.

Notable change: identify and describe challenges.Craft and Structure

Current Washington Standards Common Core State StandardsStudents currently:2.3.3: Understand literary/narrative devices.


Students need to: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.

Notable change: understand the effect of rhythm in stories, poems and songs.

Students currently:2.2.1: Understand story sequence.2.2.3: Understand story elements.


Students need to:RL.2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Notable change: the structure of specifically the beginning and end. Students currently:2.2.3: Understand story elements.1.4.2: Apply fluency to enhance comprehension.


Students need to:RL.2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Notable change: comparing the point of view of characters. Integration of Knowledge and Ideas

Current Washington Standards Common Core State Standards

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Students currently:2.2.3: Understand story elements.1.2.2: Apply vocabulary strategies in grade-level text.


Students need to:RL.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Notable change: use digital text.Students currently:2.3.1 Understand and analyze the relationship between and among informational/expository text and literary/narrative text.


Students Need to: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.

Notable change: reading and comparing multiple versions of the same story.

Range of Reading and Level of Text ComplexityCurrent Washington Standards Common Core State StandardsStudents currently:1.1.4: Apply understanding of phonics.1.4.1: Know common sight words appropriate to grade-level.1.4.2: Apply fluency to enhance comprehension.4.1.1: Understand how to monitor own reading progress.4.1.2: Understand how to set a grade-level appropriate reading goals.


Students Need to:RL.2.10 By the end of the year read and comprehends literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Notable change: reading both stories and poetry at grade level. With full implementation, second grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.

Reading 2.1.7 Apply comprehension monitoring strategies during and after reading: summarize informational/expository text and literary/narrative text. (Please discuss where summary should begin for WA State. The CCSS begins summary in 4 th grade. Please consider grade appropriate ways to introduce this vital skill.)

Summarize the events or information in informational/expository text with teacher guidance (e.g., the important characteristics of certain

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animals or plants presented in text). Summarize the plot/message in culturally relevant literary/narrative text with teacher guidance. Organize summary information from informational/expository text and/or literary/narrative text into a teacher-provided graphic organizer

to enhance text comprehension. (Starts in Grade 4)REMOVE?

Essential components to support the learning progression in the implementation of the Common Core State Standards.Reading 2.1.6 Apply comprehension monitoring strategies. Use monitoring strategies to increase comprehension, including word recognition strategies, re-reading, and looking forward in the text.

Reading 4.2.1 Understand that readers have favorite books. Select favorite subjects, authors, and/or books to share with others. Self-select books at an instructional level and an independent level.

Reading Standards for Informational TextKey Ideas and Details

Current Washington Standards Common Core State StandardsStudents currently:3.1.1: Understand how to select and use appropriate resources.2.1.3: Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main idea, and supporting details in informational/expository text and/or literary/narrative text. 2.1.5: Apply comprehension monitoring strategies before, during, and after reading: predict and infer.2.2.3: Understand Story Elements


Students Need to:RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

No notable change from current State standards.Students currently:2.2.4: Understand text organizational structures.

Students Need to:RI.2.2: Identify the main topic of a multi-paragraph text as well as the

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


focus of specific paragraphs within the text.

Notable change: focus on a specific paragraph within the text.Students currently:2.1.3: Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main idea, and supporting details in informational/expository text and/or literary/narrative text. 2.2.4: Understand text organizational structures.2.3.1: Understand and analyze the relationship between and among informational/expository text and literary/narrative text.


Students Need to:RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Notable change: sequencing in informational text. Craft and Structure

Current Washington Standards Common Core State StandardsStudents currently:1.2.2: Apply vocabulary strategies in grade-level text.


Students Need to:RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

No Notable change from current State standards.Students currently:2.2.2: Understand and apply features of printed and electronic text to locate and comprehend text.


Students Need to:RI.2.5: 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. Notable change: use a broader variety of text features

Students currently:Reading 2.1.3: Apply comprehension monitoring strategies before,

Students Need to:RI.2.6: Identify the main purpose of a text, including what the author

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during, and after reading: determine importance using theme, main idea, and supporting details in informational/expository text and/or literary/narrative text. Reading 2.4.2: Understand that there are purposes of writing.Reading 2.4.3: Understand there are facts and opinions.


wants to answer, explain, or describe.

Notable change: identify the author’s purpose. Integration of Knowledge and Ideas

Current Washington Standards Common Core State StandardsStudents currently:Reading 1.2.2: Apply vocabulary strategies in grade-level text.Reading 2.2.2: Understand and apply features of printed and electronic text to locate and comprehend text.


Students Need to:RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Notable change: explain how images contribute to understanding the text.

Students currently:Reading 2.4.1: Understand how to draw simple conclusions and give a response to text.


Students Need to:RI.2.8: Describe how reasons support specific points the author makes in a text.

Notable change: describing reasons.Students currently:Reading 2.3.1: Understand and analyze the relationship between and among informational/expository text and literary/narrative text.


Students Need to:RI.2.9: Compare and contrast the most important points presented by two texts on the same topic.

Notable change: determining importance of common topics. Range of Reading and Level of Text Complexity

Current Washington Standards Common Core State Standards

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Students currently:Reading 1.1.4: Apply understanding of phonics.Reading 1.4.1: Know common sight words appropriate to grade-level.Reading 1.4.2: Apply fluency to enhance comprehension.Reading 4.1.1: Understand how to monitor own reading progress.Reading 4.1.2: Understand how to set a grade-level appropriate reading goals.Reading 3.2.1: Understand information gained from reading to

perform a specific task.Reading 3.2.2: Understand a variety of functional documents.


Students Need to: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.

Notable change: reading more rigorous grade level text. With full implementation, fifth grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.

Reading 2.1.7 Apply comprehension monitoring strategies during and after reading: summarize informational/expository text and literary/narrative text. (Please see note above in the literature section)

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

Summarize the plot/message in culturally relevant literary/narrative text with teacher guidance. Organize summary information from informational/expository text and/or literary/narrative text into a teacher-provided graphic organizer

to enhance text comprehension. (Starts in Grade 4)

Essential components to support the learning progression in the implementation of the Common Core State Standards.Reading 2.1.6 Apply comprehension monitoring strategies.

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

Reading 4.2.1 Understand that readers have favorite books.

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Select favorite subjects, authors, and/or books to share with others. Self-select books at an instructional level and an independent level.

Reading Standards: Foundational Skills Second GradePrint Concepts

Current Washington Standards Common Core State Standards Students currently: Students Need to:

Required only for Kindergarten and first grade.

Phonological Awareness Current Washington Standards Common Core State StandardsStudents currently: Students Need to:

Required only for Kindergarten and first grade.Phonics and Word Recognition

Current Washington Standards Common Core State StandardsStudents currently:Reading 1.1.4 Apply understanding of phonics.Reading 1.4.1 Know common sight words appropriate to grade-level.

Student Need to:RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.a. Distinguish long and short vowels when reading regularly spelled one-syllable words.b. Know spelling-sound correspondences for additional common vowel teams.c. Decode regularly spelled two-syllable words with long vowels.d. Decode words with common prefixes and suffixes e. Identify words with inconsistent but common spelling-sound correspondences.f. Recognize and read grade-appropriate irregularly spelled words.Move students to specific goals in phonics and decoding.

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Fluency Current Washington Standards Common Core State StandardsStudents currently:Reading 1.4.2 Apply fluency to enhance comprehension.Reading 1.4.3 Apply different reading rates to match text.Reading 1.2.2 Apply vocabulary strategies in grade-level text.

Students need to:RF.2.4 Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding.b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Move students to self-correct.

With full implementation, second grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.

Essential components to support the learning progression in the implementation of the Common Core State Standards.

College and Career Readiness Anchor Standards for WritingText Types and Purposes*1. Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence.2. Write informative/explanatory texts to examine and convey complex ideas

and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on

focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Production and Distribution of Writing4. Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and

to interact and collaborate with others.

Range of Writing10. Write routinely over extended time frames (time for research, reflection,

and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

Writing Standards Text Types and Purposes

Current Washington Standards Common Core State StandardsStudents currently:Writing 1.2.1 Produces a draft of multiple sentences or several paragraphs over time.Writing 2.1.1 Understands that writing changes for different audiences.Writing 2.2.1 Demonstrates understanding of different purposes for writing.Writing 2.3.1 Uses a variety of forms/genres.Writing 3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates.Writing 3.1.2 Organizes multiple sentences on one topic showing beginning, middle, and ending.

Students Need to:W.2.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

Move students to supporting an opinion.

Students currently: Student Need to:

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Writing 1.2.1 Produces a draft of multiple sentences or several paragraphs over time.Writing 2.1.1 Understands that writing changes for different audiences.Writing 2.2.1 Demonstrates understanding of different purposes for writing.Writing 2.3.1 Uses a variety of forms/genres.Writing 3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates.Writing 3.1.2 Organizes multiple sentences on one topic showing beginning, middle, and ending.

W.2.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Students currently:Writing 1.2.1 Produces a draft of multiple sentences or several paragraphs over time.Writing 2.2.1 Demonstrates understanding of different purposes for writing.Writing 2.3.1 Uses a variety of forms/genres.Writing 3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates.Writing 3.1.2 Organizes multiple sentences on one topic showing beginning, middle, and ending.

Student Need to:W.2.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Move students to provide a reaction to what happened.

Production and Distribution of WritingCurrent Washington Standards Common Core State StandardsStudents currently:Writing 1.3.1 Revises text by adding and deleting words and phrases.Writing 1.4.1 Applies understanding of editing appropriate for grade level (see 3.3).

Students need to:W.2.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed by revising and editing.

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Move students to

Students currently:Writing 1.5.1 Publishes own writing.

Student Need to:W.2.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Move students to produce writing with digital tools.

Research to Build and Present KnowledgeCurrent Washington Standards Common Core State StandardsStudents currently:Writing 1.1.1 Applies at least one strategy for generating ideas and planning writing.Writing 1.2.1 Produces a draft of multiple sentences or several paragraphs over time.Writing 3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates.Writing 3.1.2 Organizes multiple sentences on one topic showing beginning, middle, and ending.

Students Need to:W.2.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Move students to work with peer on research and writing.

Students currently: In grade three (1.1.1) students gather information from more than one source and take notes.

Student Need to:W.2.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Move students to: gather information from sources to use in their writing.

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Range of WritingCurrent Washington Standards Common Core State StandardsStudents currently: Students need to:

Begins in grade 3.


Writing 3.3.7 Understands paragraph conventions. Explains that paragraphs begin with indentation or skipped lines. (Grade 4)


Writing 2.4.1 Knows important personal information. Writes personal address and phone messages.

Writing 3.3.1 Uses legible handwriting. Maintains consistent size, spacing, and formation in handwriting, especially in published work.

Writing 4.1.1 Understands criteria are used to select a preferred piece of writing. Identifies criteria for why stories/authors are preferred (e.g., description, word choice).

Writing 4.1.2 Uses specific criteria for analyzing own writing. Identifies specific strengths in writing (e.g., ideas, organization, word choice). Compares own writing to anchor papers, checklist, or rubric.

Writing 4.2.1 Identifies specific goals for next piece of writing. Confers with teacher to set goals (e.g., add description of a character, change the beginnings of sentences). Sets goals based on own writing and anchor or model papers. Maintains a written log of goals.

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College and Career Readiness Anchor Standards for Speaking and ListeningComprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners

can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Speaking and Listening Standards Comprehension and Collaboration

Current Washington Standards Common Core State StandardsStudents currently:Communication 1.1.1 Applies a variety of listening strategies to accommodate the listening situation.Communication 2.2.1 Understands how to show respect for others’ input.Communication 2.2.2 Understands how to contribute responsibly in a one-to-one conversation or group setting.Communication 2.3.2 Understands cues that aid intercultural

Students Need to:SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

a. 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).

b. Build on others’ talk in conversations by linking their

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communication.Communication 2.1.1 Analyzes the situation to adjust language.

Key ideas will be found in current Evidence of Learning for these GLEs.

comments by the remarks of others.c. Ask for clarification and further explanation as needed about

the topics and texts under discussion.

Notable change: Establishing rules for discussions.

Students currently:Communication 1.2.1 Applies strategies to comprehend auditory and visual information.Communication 1.1.2 Applies a variety of listening and observation skills/strategies to recall and interpret information.Communication 1.2.2 Understands that mass media contains fact, fiction, and opinion.


Students need to:SLl.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Notable change: Responding to information presented in a variety of formats/ways.

Students currently:Communication 1.1.2 Applies a variety of listening and observation skills/strategies to recall and interpret information.Communication 1.2.1 Applies strategies to comprehend auditory and visual information.


Students need to:SL.2.3 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.

Notable change: Asks questions to clarify/deepen comprehension.

Presentation of Knowledge and IdeasCurrent Washington Standards Common Core State StandardsStudents currently:Communication 1.1.2 Applies a variety of listening and observation

Students need to:SL.2.4 Tell a story or recount an experience with appropriate facts and

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skills/strategies to recall and interpret information.Communication 3.1.1 Understands how to plan and organize effective oral communication and presentation.


relevant, descriptive details, speaking audibly in coherent sentences.

No notable changes from current Washington State Learning Standards

Students currently:Communication 3.2.1 Understands how to use available media and resources in oral presentations.

Key ideas will be found in current Evidence of Learning for this GLE.

Students need to:SL.2.5 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.

Notable change: Use of digital resources.

Students currently:Communication 3.3.1 Applies skills for delivery of effective oral communication and presentations.Communication 2.1.1 Analyzes the situation to adjust language.


Students need to:SL.2.6 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 expectations.)

Notable change: Use complete sentences to provide detail or clarification.

With full implementation, fifth grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.


Communication 2.3.1 Recognizes that families may have unique cultural practices and ways to communicate. Identifies that there are families differing from student’s own: in family structure, in family practices and rituals, and in the way they

communicate (e.g., “I celebrate Ramadan and Jenny celebrates Kwanzaa.”; “We use sign language at home with my dad and talk to my mom in Korean.”).

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Communication 4.1.1 Understands how to use simple criteria to assess one’s own communication. Seeks feedback from teacher and/or peers to improve communication (e.g., rubrics, checklists specific to type of communication: group

work or presentation types). Identifies a strength and an area needing improvement in one’s own communication using classroom criteria, with teacher guidance.

Communication 4.1.2 Understands how to use simple criteria to judge others’ communication. Explains elements of communication based on classroom criteria and offers feedback, with teacher guidance (e.g., “The words you used to

describe the old house helped me picture it in my head.”).Communication 4.2.1 Understands how to set a grade level appropriate communication goal. Explains, with teacher guidance, why setting a goal is important. Sets a goal from any area of communication and creates a plan to meet the goal, with teacher guidance.

College and Career Readiness Anchor Standards for LanguageConventions of Standard English1. Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.2. Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

Knowledge of Language3. Apply knowledge of language to understand how language functions in

different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words

and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Language Standards Conventions of Standard English

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Current Washington Standards Common Core State StandardsStudents currently:Writing : 3.2.3 Uses more than one sentence type and structure.Writing 3.3.5 Applies usage rules.Writing 3.3.6 Uses complete sentences in writing

Students need to:L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use collective nouns (e.g. group).b. Form and use frequently occurring irregular plural nouns (e.g.

feet, children, teeth, mice, fish).c. Use reflective pronouns (e.g. myself, ourselves).d. Form and use the past tense of frequently occurring irregular

verbs (e.g. sat, hid, told).e. Use adjectives and adverbs, and choose between them

depending on what is to be modified.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).

Move students to forming and using irregular plural nouns/verbs and reflective pronouns.

Students currently:Writing 1.4.1 Applies understanding of editing appropriate for grade level (see 3.3).Writing 3.2.2 Uses a variety of words.Writing 3.3.2 Spells words appropriate for the grade level accurately, with challenging words spelled phonetically.Writing 3.3.3 Applies capitalization rules.Writing 3.3.4 Applies punctuation rules.

Students need to:L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Capitalize holidays, product names, and geographic names.b. Use commas in greetings and closings of letters.c. Use an apostrophe to form contractions and frequently

occurring possessives.d. Generalize learned spelling patterns when writing words (e.g.

cage – badge; boy – boil).e. Consult reference materials, including beginning dictionaries,

as needed to check and correct spellings.

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Move students to capitalize holidays and product names. Knowledge of Language

Current Washington Standards Common Core State StandardsStudents currently:Communication 3.3.1 Applies skills for delivery of effective oral communication and presentations.Communication 2.1.1 Analyzes the situation to adjust language.Writing 3.2.1 Writes with voice.Writing 2.1.1 Understands that writing changes for different audiences.

Students need to:L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Compare formal and informal uses of English.

Move students to identifying formal and informal language.

Vocabulary Acquisition and UseCurrent Washington Standards Common Core State StandardsStudents currently:Reading 1.2.1 Apply reference skills to determine word meanings.Reading 1.2.2 Apply vocabulary strategies in grade-level text.

Students need to:L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade two reading and content, choosing flexibly from an array of strategies.

a. Use sentence level context as a clue to the meaning of a word or 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/retell).

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g. addition, additional).

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g. birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and

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phrases. Move students to identifying and using root words.

Students currently:Writing 3.2.1 Writes with voice.Writing 3.2.2 Uses a variety of words.

Students need to:L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.

a. Identify real life connections between words and their use (e.g. describe foods that are spicy or juicy).

b. Distinguish shades of meaning among closely related verbs (e.g. toss, throw, hurl) and closely related adjectives (e.g. thin, slender, skinny, scrawny).

Move students to make connection between closely related words (synonyms).

Students currently:Reading 1.3.1 Understand and apply new vocabulary.Reading1.3.2 Understand and apply content/academic vocabulary.Writing 3.2.1 Writes with voice.Writing 3.2.2 Uses a variety of words.

Students need to: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).

Move students to



June 2011 Grade 2

washington state - k12.wa.us web viewthis document serves as a guide to assist in the transition...

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