Arizona Learning Standards

Arizona’s English Language Arts Standards -2^nd Grade

Reading Standards for Literature

Key Ideas and Details

2.RL.1

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

2.RL.2

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

2.RL.3

Describe how characters in a story respond to major events and challenges.

Craft and Structure

2.RL.4

Describe how words and phrases supply rhythm (e.g., regular beats, alliteration, rhymes, repeated lines) and meaning in a story, poem, or song.

2.RL.5

Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action.

2.RL.6

Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Integration of Knowledge and Ideas

2.RL.7

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

2.RL.8

(Not applicable to literature)

2.RL.9

Compare and contrast the characters and settings from two or more versions of the same story by different authors or from different cultures.

Range of Reading and Level of Text Complexity

2.RL.10

By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 2.

Second Grade Math Overview:

More learning time should be devoted to working with whole numbers and place value than any other topic.

1. Extend place value understanding of whole number relationships and place value, including grouping in hundreds, tens and ones.

2. Develop competency of strategies for addition and subtraction.

3. Develop understanding of standard units of measure.

(1) Students extend their understanding of place value using the base-ten system. This includes ideas of counting by ones, fives, tens, and hundreds as well as understanding number relationships involving these units, including comparing. Students understand multi-digit numbers through 1000 written in base-ten notation, recognizing that the digits in each place represent amounts of hundreds, tens, or ones.

(2) Students use their understanding of addition to develop fluency with addition and subtraction within 20. They demonstrate understanding of addition and subtraction within 1000 with the use of models. They develop, discuss, and use efficient, accurate, and generalizable methods to compute sums and differences of whole number using base-ten notation, understanding of place value, and the properties of operations. They select and accurately apply methods that are appropriate for the context and the numbers involved to mentally calculate sums and differences.

(3) Students develop understanding for standard units of measure (centimeter and inch), and they use rulers and other measurement tools with the understanding that linear measurement involves an iteration (repetition) of units. They recognize that the smaller the unit, the more iterations they need to cover a given length.

The Standards for Mathematical Practice complement the content standards so that students increasingly engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle, and high school years.