By the end of grade 2, students who are making adequate progress in reading are able to:

1. Decoding Including Phonics and Structural Analysis
   1. Identify and produce all letter-sound correspondences, including consonant blends and digraphs, and vowel digraphs and diphthongs
   2. Blend sounds using knowledge of letter-sound correspondences in order to decode unfamiliar, but decodable, multisyllabic grade-level words
   3. Decode by analogy using knowledge of known words in word families to read unfamiliar grade-level words (e.g., given the known word boat, read coat, moat, goat)
   4. Decode grade-level words using knowledge of word structure (e.g., roots, prefixes, suffixes, verb endings, plurals, contractions, and compounds)
   5. Check accuracy of decoding using context to monitor and self-correct
2. Print Awareness
   1. Identify book parts and their purposes including identification of author, illustrator, title page, table of contents, index, and chapter headings
3. Fluency
   1. Sight -read automatically grade-level common, high-frequency words
   2. Sight-read grade-level texts with decodable and irregularly spelled words at appropriate speed, accuracy, and expression
4. Background Knowledge and Vocabulary Development
   1. Study antonyms, synonyms, and homonyms to learn new grade-level vocabulary
   2. Study categories of words (e.g., transportation, sports) to learn new grade-level vocabulary
   3. Study root words, prefixes, suffixes, verb endings, plural nouns, contractions, and compound words to learn new grade-level vocabulary
   4. Connect words and ideas in books to spoken language vocabulary and background knowledge
   5. Learn new words indirectly from reading books and other print sources.
   6. Use a dictionary to learn the meanings of words
5. Comprehension Strategies
   1. Read grade-level texts with comprehension and for different purposes
   2. Use comprehension strategies to monitor own reading (e.g., predict/confirm, reread, self-correct) to clarify meaning of text
   3. Work cooperatively with peers (e.g., peer pairs or groups) to comprehend text
   4. Organize text information by using graphic or semantic organizers
   5. Compare and contrast similarities and differences among characters and events across stories
   6. Compare and contrast similarities and differences in information from more than one informational text
   7. Comprehend and interpret information from a variety of graphic displays including diagrams, charts, and graphs
   8. Ask questions when listening to or reading texts
   9. Answer literal, inferential, and critical/application questions after listening to or reading imaginative and informational texts
   10. Summarize main ideas and supporting details from imaginative or informational text, both orally and in writing
   11. Support point of view with text information
   12. Lead or participate in discussion about grade-level books, integrating multiple strategies (e.g., ask questions, clarify misunderstandings, support point of view, summarize information)
   13. Demonstrate comprehension of grade-level text through creative response such as writing, drama, and oral presentation
6. Motivation to Read
   1. Show interest in a wide range of grade-level texts including historical and science fiction, folktales and fairy tales, poetry, and other imaginative and informational texts
   2. Read voluntarily for own purposes and interests
   3. Show familiarity with the title and author of grade level books
   4. Read independently and silently

By the end of grade 2, students who are making adequate progress in writing are able to:

1. Spelling
   1. Spell correctly previously studied words (e.g., grade-level multisyllabic, decodable words; irregularly spelled content and high-frequency words) in writing
   2. Use spelling patterns (e.g., word families) in writing
   3. Represent all the sounds in a word when spelling independently
2. Handwriting
   1. Write legibly all uppercase and lowercase manuscript letters
3. Composition
   1. Write in response to the reading of imaginative and informational texts
   2. Write a variety of compositions with assistance, using different organizational patterns (e.g., informational reports such as compare/contrast, and sequence of events; correspondence; and imaginative stories)
   3. Write original text using the writing process (e.g., prewriting, drafting, revising, proofreading, editing)
   4. Make judgments about relevant and irrelevant content to include in writing
   5. Write sentences in logical order and use paragraphs to organize topics
   6. Use capitalization, punctuation, and spelling rules to produce final products
   7. Vary the formality of language depending on purpose of writing (e.g., friendly letter, report)
   8. Begin to convey personal voice in writing
   9. Participate in writing conferences with teachers and peers to improve own writing and that of others
4. Motivation to Write
   1. Write voluntarily to communicate ideas and emotions to a variety of audiences
   2. Write voluntarily for different purposes (e.g., tell stories, share information, give directions)
   3. Share writing with others (e.g., participate in author’s circle)

By the end of grade 2, students who are making adequate progress in listening are able to:

1. Listening
   1. Listen attentively to spoken language, including grade-level books read aloud
   2. Listen attentively for different purposes
   3. Listen respectfully without interrupting when others speak
   4. Attend to a listening activity for a specified period of time

By the end of grade 2, students who are making adequate progress in speaking are able to:

1. Speaking
   1. Speak in response to the reading of imaginative and informational texts
   2. Use grade-level vocabulary to communicate ideas, emotions, or experiences for different purposes (e.g., share ideas about personal experience, books, or writing)
   3. Use conventional grammar in own speech
   4. Vary formality of language according to purpose (e.g., conversation with peers, presentation to adults)
   5. Speak with expression, volume, pace, and facial or body gestures appropriate to the purpose of communication, topic, and audience
   6. Take turns in conversation and respond respectfully when speaking in a group
   7. Participate in group discussions
   8. Offer feedback to others during conferences