Standards in red are what we are currently working on! (Last updated: 3/13/26)

Strand 1: SPEAKING AND LISTENING

Standard 2.SL.1:  Participate effectively in a range of conversations with various partners, using age-appropriate vocabulary on topics and texts. 

a. Initiate and build on a conversation through multiple exchanges while using appropriate tone and body language. b. Seek other's opinions or thoughts and identify other's perspectives. 

Standard 2.SL.2:  Speak clearly and audibly while asking and answering questions about a topic and key details. 

Standard 2.SL.3:  Use age-appropriate language, grammar, volume, and clear pronunciation when speaking or presenting. 

a. Present information, stories, or opinions, sequencing ideas logically and use descriptions, facts, and details.

Strand 2: READING

Standard 2.R.2:  Demonstrate mastery of age-appropriate phonological awareness skills. 

a. Add, delete, and substitute initial, medial, and final sounds in 5–6 phoneme words including blends. b. Isolate, pronounce, blend, and segment phonemes in 5–6 phoneme words. 

Standard 2.R.3:  Demonstrate mastery of age-appropriate phonics skills. 

a. Identify and begin reading and spelling words with all six syllable types (i.e., open, closed, CVCe, vowel team, vowel-r, consonant -le) in multisyllabic words. 

b. Identify and begin using schwa in multisyllabic words (e.g., ago, away, again, along, afraid) when reading and spelling. 

c. Blend words with 5-6 phonemes when reading. 

d. Decode words with common prefixes and suffixes. 

e. Read and spell age-appropriate compound words. 

f. Read and spell words with common variant digraphs (i.e., ph /f/, gh /f/, ch /sh/ and /ck/). 

g. Read and spell words with common trigraphs (i.e., tch /ch/ and dge /j/). 

h. Read and spell words with hard and soft c and g along with silent letters kn-, -lm, -mb, gh-, and wr-. 

i.  Read and spell words with the following diphthongs and vowels (i.e., oi, oy; ou, ow; au, aw; oo, u). 

j. Read and spell words with phonograms (i.e., -old, -ild, -ost, -olt, -ind). 

k. Read and spell common irregular words. 

Standard 2.R.4: Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI) 

Standard 2.R.5: Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (RL & RI) 

Standard 2.R.6: Read a variety of texts including those from diverse cultures, retell the narrative (RL) or informational text (RI) according to the text structure including the main idea. 

Standard 2.R.7: Describe how characters respond to major events and challenges. (RL). Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (RI)

Standard 2.R.8: Explain how specific words and phrases express emotion, appeal to the senses, or determine the meaning of contentspecific words within a text. (RL & RI) 

Standard 2.R.9: Determine or clarify the meaning of unknown and multiplemeaning words and phrases, choosing flexibly from a range of strategies. (RL & RI)

a. Use sentence-level context as a clue to the meaning of a word. 

b. Determine the meaning of a new word when a known prefix or root is used. 

c. Predict the meaning of compound words using knowledge of the meaning of the individual words. 

d. Use glossaries and dictionaries to determine the meaning of words and phrases. 

Standard 2.R.10: Describe the overall literary and informational text structure to locate facts, details, and information efficiently. (RL & RI) 

Standard 2.R.12:  Demonstrate understanding of story elements and/or topics by applying information gained from illustrations or text features. (RL & RI) 

Standard 2.R13:  Not applicable for RL. Explain how specific points an author or illustrator makes in a text are supported by relevant reasons and evidence. (RI) 

Standard 2.R.14: Compare two or more versions of the same text from different cultures and the most important points presented by two texts on the same topic. (RL & RI)

Strand 3: WRITING

Standard 2.W.1:  Write opinion pieces that introduce the topic, state an opinion, supply evidence that supports the opinion, use linking words to connect opinion and evidence, and provide a concluding statement.

a. Write, produce, expand, and rearrange complete simple and compound sentences. 

b. Use appropriate conventions when writing. 

Standard 2.W.2:  Write informative/explanatory pieces that introduce a topic, supply facts and definitions to develop points, and provide a concluding statement. 

a. Write, produce, expand, and rearrange complete simple and compound sentences. 

b. Use appropriate conventions when writing. 

Standard 2.W.3:  Write narrative pieces in which they retell an elaborated event or short sequence of events; include details to describe actions, thoughts, and emotions using temporal words in sequential order; and provide a concluding statement. 

a. Write, produce, expand, and rearrange complete simple and compound sentences. 

b. Use appropriate conventions when writing. 

Standard 2.W.4:  Participate in shared research and writing projects on a topic. 

a. Recall and gather information from provided sources to answer a question about the topic. 

b. Interact and collaborate with others throughout the writing process. 

Standard 2.W.5:  Fluently write all upper- and lowercase manuscript letters.

Strand: OPERATIONS AND ALGEBRAIC THINKING

Standard 2.OA.1: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions.

Standard 2.OA.2: Fluently add and subtract within 20.

a. Add and subtract within 20 using mental strategies such as counting on; making ten (for example, 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (for example, 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (for example, knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (for example, adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

b. By the end of Grade 2, know from memory all sums of two one-digit numbers.

Standard 2.OA.3: Determine whether a group of objects (up to 20) has an odd or even number of members, (for example, by pairing objects or counting them by twos). Write an equation to express an even number as a sum of two equal addends.

Standard 2.OA.4: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Strand: NUMBER AND OPERATIONS IN BASE TEN

Standard 2.NBT.1: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; for example, 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

a. 100 can be thought of as a bundle of ten tens called a "hundred."

b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

Standard 2.NBT.2: Count within 1,000; skip-count by fives, tens, and hundreds.

Standard 2.NBT.3: Read and write numbers to 1,000 using base-ten numerals, number names, and expanded form.

Standard 2.NBT.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Standard 2.NBT.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Standard 2.NBT.6: Add up to four two-digit numbers using strategies based on place value and properties of operations.

Standard 2.NBT.7: Add and subtract within 1,000 using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, and ones and ones, and that it is sometimes necessary to compose or decompose tens or hundreds.

Standard 2.NBT.8: Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

Standard 2.NBT.9: Explain why addition and subtraction strategies work, using place value and the properties of operations. Explanations may be supported by drawings or objects

Strand: MEASUREMENT AND DATA

Standard 2.MD.1: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Standard 2.MD.2: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

Standard 2.MD.3: Estimate lengths using units of inches, feet, centimeters, and meters.

Standard 2.MD.4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 

Standard 2.MD.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units.

Standard 2.MD.6: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2... Represent whole number sums and differences within 100 on a number line diagram.

Standard 2.MD.7: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Standard 2.MD.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. 

Standard 2.MD.9: Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

Standard 2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and comparison problems using information presented in a bar graph.

Strand: GEOMETRY

Standard 2.G.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Sizes are compared directly or visually, not compared by measuring. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Standard 2.G.2: Partition a rectangle into rows and columns of same-size squares and count to find the total number of squares.

Standard 2.G.3: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Strand 1: HISTORY

Standard 2.1.1: Use primary sources (for example, artifacts and documents such as interviews, photographs, newspapers, speakers, stories, songs) to document the chronology of important events in their personal, family, school, local, or broader community history (including three significant events).

Standard 2.1.2: Use primary sources to identify how their community has changed or remained the same over time, and make inferences about the reasons why.

Standard 2.1.3: Summarize key ideas included in the Declaration of Independence (for example, purpose of government, equality, representative government, limited government, rule of law, natural rights, common good).

Standard 2.1.4: Retell the histories of key people and events connected tostate and national symbols, landmarks, and essential documents (for example, Thomas Jefferson and the Declaration of Independence, Francis Scott Key and The Star Spangled Banner, Abraham Lincoln and the Lincoln Memorial, Theodore Roosevelt and Woodrow Wilson and national parks, Utah pioneers and Utah’s nickname and motto).

Standard 2.1.5: Identify the achievements of significant Americans, including those from local and other diverse perspectives, and explain their importance.

Strand 2: GEOGRAPHY

Standard 2.2.1: Locate and identify the poles, equator, continents, oceans, the United States, Utah, and their town or city. Identify and name the states that border Utah and the countries that border the United States.

Standard 2.2.2: Interpret and construct physical maps using the title, key, symbols, 8-point compass rose, cardinal directions, and alphanumeric grids.

Standard 2.2.3: Identify examples of major geographical features in their local region, state, and country and their significance for the people who live there.

Standard 2.2.4: Describe how location, climate, and physical features affect where people live and work, and how communities modify the environment to meet their needs over time (for example, irrigation, dams, reservoirs, roads, buildings, bridges).

Standard 2.2.5: Describe and give examples of interdependent relationships between vegetation, animal life, geographic features, and people specific to a local region (for example, irrigation, water conservation, farming, helping neighbors, ranching, providing vegetation that supports pollinators, protection of endangered animals).

Standard 2.2.6: Identify natural resources, and cite ways people show stewardship through responsible use, conservation, protection, and replenishment.

Standard 2.2.7: On a map of the world, locate where their families or other families in the community historically came from. With support, curate and share information about the traditional food, cultural customs, recreation, religion, and music of that country and/or region.

Strand 3: CIVICS

Standard 2.3.1: Define the essential qualities of good community members (for example, honesty, integrity, morality, civility, duty, honor, service, respect, and obedience to law).

Standard 2.3.2: Describe the rights and responsibilities of citizens in the United States and Utah.

Standard 2.3.3: Provide examples of ways in which responsible community members have worked together to resolve conflicts, solve problems, and create unity within their community.

Standard 2.3.4: Consider why it is necessary for cities and towns to have governments, and describe ways local representative government promotes the general welfare of their community (for example, water, sewer, garbage pick-up, road and trail maintenance, public schools).

Standard 2.3.5: Identify current leaders (for example, family, school, community, governor, national leaders) and their responsibilities. Discuss the traits of effective leaders.

Standard 2.3.6: Identify celebrations and state and national holidays that remember and honor people and events in the history of Utah and the United States.

Strand 4: ECONOMICS

Standard 2.4.1: Explain the benefits of personal savings.

Standard 2.4.2: Explain how scarcity of resources and opportunity cost require people to make choices to satisfy wants and needs.

Standard 2.4.3: Describe and compare a variety of services provided by local economic institutions, including businesses and non-profit organizations.

Standard 2.4.4: Describe how people can be both producers and consumers of local goods and services.

Standard 2.4.5: Identify the specialized work necessary to manufacture, transport, and market goods and services.

Strand 2.1: CHANGES IN THE EARTH'S SURFACE

Standard 2.1.1: Develop and use models illustrating the patterns of landforms and water on Earth. Examples of models could include valleys, canyons, or floodplains and could depict water in the solid or liquid state. 

Standard 2.1.2: Construct an explanation about changes in Earth's surface that happen quickly or slowly. Emphasize the contrast between fast and slow changes. Examples of fast changes could include volcanic eruptions, earthquakes, or landslides. Examples of slow changes could include the erosion of mountains or the shaping of canyons. 

Standard 2.1.3: Design solutions to slow or prevent wind or water from changing the shape of land. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. Examples of solutions could include retaining walls, dikes, windbreaks, shrubs, trees, and grass to hold back wind, water, and land. 

Strand 2.2: LIVING THINGS AND THEIR HABITATS

Standard 2.2.1: Obtain, evaluate, and communicate information about patterns of living things (plants and animals, including humans) in different habitats. Emphasize the diversity of living things in land and water habitats. Examples of patterns in habitats could include descriptions of temperature or precipitation and the types of plants and animals found in land habitats. 

Standard 2.2.2: Plan and carry out an investigation of the structure and function of plant and animal parts in different habitats. Emphasize how different plants and animals have different structures to survive in their habitat. Examples could include the shallow roots of a cactus in the desert or the seasonal changes in the fur coat of a wolf. 

Standard 2.2.3: Develop and use a model that mimics the function of an animal dispersing seeds or pollinating plants. Examples could include plants that have seeds with hooks or barbs that attach themselves to animal fur, feathers, or human clothing, or dispersal through the wind, or consumption of fruit and the disposal of the pits or seeds. 

Standard 2.2.4: Design a solution to a human problem by mimicking the structure and function of plants and/or animals and how they use their external parts to help them survive, grow, and meet their needs. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. Examples could include a human wearing a jacket to mimic the fur of an animal or a webbed foot to design a better swimming fin.

Strand 2.3: PROPERTIES OF MATTER

Standard 2.3.1: Plan and carry out an investigation to classify different kinds of materials based on patterns in their observable properties. Examples could include sorting materials based on similar properties such as strength, color, flexibility, hardness, texture, or whether the materials are solids or liquids. (PS1.A)

Standard 2.3.2: Construct an explanation showing how the properties of materials influence their intended use and function. Examples could include using wood as a building material because it is lightweight and strong or the use of concrete, steel, or cotton due to their unique properties. (PS1.A)

Standard 2.3.3: Develop and use a model to describe how an object, made of a small set of pieces, can be disassembled and reshaped into a new object with a different function. Emphasize that a great variety of objects can be built from a small set of pieces. Examples of pieces could include wooden blocks or building bricks. (PS1.A)

Standard 2.3.4: Obtain, evaluate, and communicate information about changes in matter caused by heating or cooling. Emphasize that some changes can be reversed and some cannot. Examples of reversible changes could include freezing water or melting crayons. Examples of irreversible changes could include cooking an egg or burning wood. (PS1.B)