Grade 2

A Sample of Second Grade English Language Arts and Literacy Common Core State Standards

■ Paying close attention to details, including illustrations and graphics, in stories and books to answer who, what, where, when, why, and how questions

■ Determining the lesson or moral of stories, fables, and folktales

■ Using text features (e.g., captions, bold print, indexes) to locate key facts or information efficiently

■ Writing an opinion about a book he or she has read, using important details from the materials to support that opinion

■ Writing stories that include a short sequence of events and include a clear beginning, middle, and end

■ Taking part in conversations by linking his or her comments to the remarks of others and asking and answering questions to gather additional information or deepen understanding of the topic

■ Retelling key information or ideas from media or books read aloud

■ Producing, expanding, and rearranging sentences (e.g., “The boy watched the movie”; “The little boy watched the movie”; “The action movie was watched by the little boy”)

■ Determining the meaning of the new word formed when a known prefix or suffix is added to a known word (happy/unhappy; pain/painful/painless)

Reading Strategies

There are a variety of reading strategies that students use when they read. "Sounding out" is often used as the only method to read a word, but there are other strategies that are taught. Students should be thinking about not just stretching out sounds, but also about what makes sense in the sentence. Refer to the image below for a list of reading strategies that are reinforced in second grade.


As students in second grade are working on using a variety of reading strategies, the emphasis on fluency becomes a priority. Fluency is the ability to read smoothly. It can also involve reading with expression. The reason we reinforce fluency is because research has shown that most students who are not fluent often have issues with comprehension. If it takes a student longer to read, it often makes it harder to remember what was actually read. One of the main prompts teachers use with students who are not fluent, is to encourage students to "put your words together like you are talking." If your child is having issues with phonics, refer to the web resources below to help strengthen those skills.

Comprehension Strategies

As students begin to read longer texts, it's important to ask them questions to be sure that they understand what they are reading. It's not only important to ask questions when students are reading the books themselves, but also when a book is being read to them. Second grade teachers at Pocasset have been using the CAFE reading strategies that have been developed by Gail Boushey and Joan Moser to address students' comprehension, accuracy, fluency, and vocabulary. The image below explains these strategies in more detail.

Sight Words

Sight words are words students should be able to recognize quickly by sight. Many of them are "rule breakers" and don't follow a regular pattern for sounding out purposes. Students practice reading and writing these words all throughout second grade. Refer to the link below for the 100 words that are taught in second grade. The link also includes ready to print flashcards.

Book Lists

Most students read between a Level I and M or above in second grade. Once you know your child's reading level, you can refer to the links below to print, purchase and/or borrow books at your child's level.