New York State Learning Standards designed,
aligned and
supported by		    
 
 



Main Menu

About MPNY
Partners
Training
Resources
Aligned Lessons
Grade 2
Aligned Lessons
ELA: Grade 2 - READING


Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
Standard 1: Students will read, write, listen, and speak for information and understanding.
    2.1.R.1

Locate and use library media resources to acquire information, with assistance

    2.1.R.2

Read unfamiliar informational texts to collect and interpret data, facts, and ideas, with assistance

    2.1.R.3

Read and understand written directions

 
    2.1.R.4

Locate information in a text that is needed to solve a problem, with assistance

    2.1.R.5

Identify main ideas and supporting details in informational texts, with assistance

    2.1.R.6

Recognize and use organizational features of texts, such as page numbers and chapter headings/subheadings, to locate information, with assistance

    2.1.R.7

Relate data and facts from informational texts to prior information and experience, with assistance

    2.1.R.8

Compare and contrast information on one topic from two different sources, with assistance

    2.1.R.9

Identify a conclusion that summarizes the main idea, with assistance

 
    2.1.R.10

Select books to meet informational needs, with assistance

    2.1.R.11

Identify and interpret facts taken from maps, graphs, charts, and other visuals, with assistance

    2.1.R.12

Use graphic organizers to record significant details from informational texts, with assistance

Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
Standard 2: Students will read, write, listen, and speak for literary response and expression.
    2.2.R.1

Select literature on the basis of personal needs and interests from a variety of genres and by different authors, with assistance

    2.2.R.2

Engage in purposeful oral reading in small and large groups

    2.2.R.3

Read print-based and electronic literary texts silently on a daily basis for enjoyment

 
    2.2.R.4

Recognize differences among the genres of stories, poems, and plays, with assistance

 
    2.2.R.5

Relate characters in literature to own lives, with assistance

    2.2.R.6

Explain the difference between fact and fiction, with assistance

    2.2.R.7

Use previous reading and life experiences to understand literature, with assistance

    2.2.R.8

Make predictions and draw conclusions and inferences about characters, with assistance

    2.2.R.9

Recognize the value of illustration in literary text

    2.2.R.10

Use specific evidence from stories to describe characters and relate sequences of events, with assistance

    2.2.R.11

Use knowledge of story structure and story elements to interpret stories, with assistance

    2.2.R.12

Use graphic organizers to record significant details to compare and contrast characters and events in stories, with assistance

    2.2.R.13

Summarize main ideas and supporting details from literary text, both orally and in writing, with assistance

 
Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
    2.3.R.1

Evaluate the content by identifying, with assistance

  • the author’s purpose
  • important and unimportant details
  • whether events, actions, characters, and/or setting are realistic
    •     2.3.R.2

    Compare characters in literary works

        2.3.R.3

    Judge the accuracy of content, with assistance from teachers and parents/caregivers

    		 
    Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
    Standard 4: Students will read, write, listen, and speak for social interaction.
        2.4.R.1

    Share reading experiences to build relationships with peers or adults; for example, read together silently or aloud

        2.4.R.2

    Respect the age, gender, position, and cultural traditions of the writer

        2.4.R.3

    Recognize the types of language (e.g., formal and informal vocabulary) that are appropriate to social communication

    Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
    Literacy Competencies
        2.LC.R.1

    Decoding Including Phonics and Structural Analysis
    Identify and produce all letter-sound correspondences, including consonant blends/digraphs and vowel digraphs/diphthongs

        2.LC.R.2

    Decoding Including Phonics and Structural Analysis
    Blend sounds using knowledge of letter-sound correspondences in order to decode unfamiliar, but decodable, multisyllabic grade-level words

        2.LC.R.3

    Decoding Including Phonics and Structural Analysis
    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)

        2.LC.R.4

    Decoding Including Phonics and Structural Analysis
    Decode grade-level words using knowledge of word structure (e.g., roots, prefixes, suffixes, verb endings, plurals, contractions, and compounds)

        2.LC.R.5

    Decoding Including Phonics and Structural Analysis
    Check accuracy of decoding using context to monitor and self-correct

    		 
        2.LC.R.6

    Print Awareness
    Identify book parts and their purposes including identification of author, illustrator, title page, table of contents, index, and chapter headings

    		 
        2.LC.R.7

    Fluency
    Sight-read automatically grade-level, common, high-frequency words

        2.LC.R.8

    Fluency
    Sight-read automatically grade-level texts with decodable and irregularly spelled words at appropriate speed, accuracy, and expression (target benchmark at grade 2: 82 WPM) (Davidson, M., & Towner, J. (2000). Reading Screening Test. Bellingham, WA: Applie

        2.LC.R.9

    Background Knowledge and Vocabulary Development
    Study antonyms, synonyms, and homonyms to learn new grade-level vocabulary

    		 
        2.LC.R.10

    Background Knowledge and Vocabulary Development
    Study categories of words (e.g., transportation, sports) to learn new grade-level vocabulary

        2.LC.R.11

    Background Knowledge and Vocabulary Development
    Study root words, prefixes, suffixes, verb endings, plural nouns, contractions, and compound words to learn new grade-level vocabulary

        2.LC.R.12

    Background Knowledge and Vocabulary Development
    Connect words and ideas in books to spoken language vocabulary and background knowledge

        2.LC.R.13

    Background Knowledge and Vocabulary Development
    Learn new words indirectly from reading books and other print sources.

        2.LC.R.14

    Background Knowledge and Vocabulary Development
    Use a dictionary to learn the meanings of words

    		 
        2.LC.R.15

    Comprehension Strategies
    Read grade-level texts with comprehension and for different purposes

        2.LC.R.16

    Comprehension Strategies
    Use comprehension strategies to monitor own reading (e.g., predict/confirm, reread, self-correct) to clarify meaning of text

        2.LC.R.17

    Comprehension Strategies
    Work cooperatively with peers (e.g., peer pairs or groups) to comprehend text

    		 
        2.LC.R.18

    Comprehension Strategies
    Organize text information by using graphic or semantic organizers

        2.LC.R.19

    Comprehension Strategies
    Compare and contrast similarities and differences among characters and events across stories

    		 
        2.LC.R.20

    Comprehension Strategies
    Compare and contrast similarities and differences in information from more than one informational text

    		 
        2.LC.R.21

    Comprehension Strategies
    Comprehend and interpret information from a variety of graphic displays including diagrams, charts, and graphs

    		 
        2.LC.R.22

    Comprehension Strategies
    Ask questions when listening to or reading texts

        2.LC.R.23

    Comprehension Strategies
    Answer literal, inferential, and critical/application questions after listening to or reading imaginative and informational texts

        2.LC.R.24

    Comprehension Strategies
    Summarize main ideas and supporting details from imaginative or informational text, both orally and in writing

        2.LC.R.25

    Comprehension Strategies
    Support point of view with text information

    		 
        2.LC.R.26

    Comprehension Strategies
    Lead or participate in discussion about grade-level books, integrating multiple strategies (e.g., ask questions, clarify misunderstandings, support point of view, summarize information)

        2.LC.R.27

    Comprehension Strategies
    Demonstrate comprehension of grade-level text through creative response, such as writing, drama, and oral presentation

        2.LC.R.28

    Motivation to Read
    Show interest in a wide range of grade-level texts, including historical fiction, science fiction, folktales, fairy tales, poetry, and other imaginative and informational texts

    		 
        2.LC.R.29

    Motivation to Read
    Read voluntarily for own purposes and interests

        2.LC.R.30

    Motivation to Read
    Show familiarity with the title and author of grade-level books

    		 
        2.LC.R.31

    Motivation to Read
    Read independently and silently

    		 
     
      ©2005-10 New York State Teacher Centers and the New York Institute of Technology.  All rights reserved.