Common Core Standards for
English Language Arts, Grade 2 / Cornerstone Book 2 © 2011 /
Reading Standards for Literature
Key Ideas and Details
1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. / SE/TE: Think it Over, 17, 31, 43, 65, 73, 85, 111, 123, 135, 159, 173, 185, 207, 225, 237, 257, 267, 279
TE only: Comprehension Skill, T14, T26, T36, T64, T72, T80, T106, T118, T130, T156, T168, T182, T204, T216, T232, T256, T264, T276
2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. / SE/TE: Picture Walk: Fairy Tales, 86–87; Think it Over, 17, 31, 43, 65, 73, 85, 111, 123, 135, 159, 173, 185, 207, 225, 237, 257, 267, 279
3. Describe how characters in a story respond to major events and challenges. / SE/TE: Think it Over, 17, 31, 43, 65, 73, 85, 111, 123, 135, 159, 173, 185, 207, 225, 237, 257, 267, 279
TE only: Reading Strategy: Identify Characters, T58, T65A; Graphic Organizer: Character Traits Web, T65B; Reading Strategy: Identify Problem and Solution, T68; Activity: Analyze Character, T31A
Craft and Structure
4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. / SE/TE: Rhyming Words, T79, T179; also see: Sing about, 6–7, 54–55, 98–99, 148–149, 196–197, 246–247
5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. / SE/TE: Think it Over, 17, 31, 43, 65, 73, 85, 111, 123, 135, 159, 173, 185, 207, 225, 237, 257, 267, 279
TE only: Understand text structure, T13, T25, T37, T61, T71, T79, T105, T117, T129, T155, T167, T179, T203, T215, T231, T253, T261, T271
6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. / SE/TE: Think it Over, 17, 31, 43, 65, 73, 85, 111, 123, 135, 159, 173, 185, 207, 225, 237, 257, 267, 279
Integration of Knowledge and Ideas
7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. / Opportunities to address this standard exist throughout the text. For examples see:
SE/TE: Visual: share picture of a story, 19; Wrap–up (oral and visual activities), 49, 93, 143, 191, 243, 287; Visual: make pictures of a fairy tale, 87
8. (Not applicable to literature)
9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. / SE/TE: Visual: make pictures of a fairy tale, 86–87; The Ugly Duckling, 76–85
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. / SE/TE: About the Story, 10, 22, 34, 58, 68, 76, 102, 114, 126, 152, 164, 176, 200, 212, 228, 250, 258, 268
TE only: Further reading, T2B, T50B, T94B, T144B, T192B, T242B; Fiction, T10, T34, T58, T114, T212, T270; Play, T68; Poem, T76, T126
Reading for Informational Text
Key Ideas and Details
1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. / SE/TE: Think it Over, 159, 173, 185, 207, 238, 267, 279; Picture Walk: A Closer Look at, 86–87, 136–137, 160–161, 208–209, 280–281
2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. / SE/TE: Think it Over, 159, 173, 185, 207, 238, 267, 279; Picture Walk: A Closer Look at, 86–87, 136–137, 160–161, 208–209, 280–281
TE only: Reading Strategy: Retell the Main Idea, T12; Reading Strategy: Restate Details, T116; Reading Strategy: Retell Details to Organize Ideas, T270
3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. / SE/TE: Think it Over, 159, 173, 185, 207, 238, 267, 279; Picture Walk: A Closer Look at, 86–87, 136–137, 160–161, 208–209, 280–281
TE only: TK
Craft and Structure
4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. / SE/TE: Vocabulary, 150, 162, 174, 198, 226, 248, 256, 266
5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. / SE/TE: Picture Walk: A Closer Look at, 86–87, 136–137, 160–161, 208–209, 280–281
TE only: Understand text structure, T25, T155, T167, T179, T203, T231, T255, T263, T273; Preview title, author, illustrator: Nonfiction, T23, T153, T165, T177, T229, T261; Photo essay, T201, T271; Letters, T253
6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. / SE/TE: Think it Over, 159, 173, 185, 207, 238, 267, 279; Picture Walk: A Closer Look at, 86–87, 136–137, 160–161, 208–209, 280–281
TE only: Reading Strategy: Retell the Main Idea, T12; Reading Strategy: Restate Details, T116; Reading Strategy: Retell Details to Organize Ideas, T270
Integration of Knowledge and Ideas
7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. / SE/TE: Picture Walk: A Closer Look at, 86–87, 136–137, 160–161, 208–209, 280–281
TE only: Visual Literacy, T4, T52, T97, T147, T194, T244; Preview title, author, illustrator: Nonfiction, T23, T153, T165, T177, T229, T261; Photo essay, T201, T271; Letters, T253; Graphic Organizer: Venn Diagram, T281B
8. Describe how reasons support specific points the author makes in a text. / SE/TE: Think it Over, 159, 173, 185, 207, 238, 267, 279; Picture Walk: A Closer Look at, 86–87, 136–137, 160–161, 208–209, 280–281
9. Compare and contrast the most important points presented by two texts on the same topic. / SE/TE: Times Change, 153–159; Clean Clothes, 165–173; Ice Cream Cones, 177–185; What Lives in a Tree? 201–207; Wild Cats, 229–238; Time at School and at Home, 261–267; Schools Around the World, 271–279; Picture Walk: A Closer Look at, 86–87, 136–137, 160–161, 208–209, 280–281
TE only: Understand text structure, T25, T155, T167, T179, T203, T231, T255, T263, T273; Nonfiction, T23, T153, T165, T177, T229, T261; Photo essay, T201, T271; Letters, T253
Range of Reading and Level of Text Complexity
10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. / SE/TE: Times Change, 153–159; Clean Clothes, 165–173; Ice Cream Cones, 177–185; What Lives in a Tree? 201–207; Wild Cats, 229–238; Time at School and at Home, 261–267; Schools Around the World, 271–279; Picture Walk: A Closer Look at, 86–87, 136–137, 160–161, 208–209, 280–281
TE only: Further reading, 2B, 50B, 94B, 144B, 192B, 242B
Reading: Foundational Skills
Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills in decoding words
3a. Distinguish long and short vowels when reading regularly spelled one-syllable words. / SE/TE: Phonics (Ai, ay, th, ch), 151; Phonics (e, ea, ee), 163; Phonics (y, i, igh, soft g), 175; Phonics (O, oa, ow, long o hard g), 199; Phonics (ew, ou few, soup), 211
3b. Know spelling-sound correspondences for additional common vowel teams. / SE/TE: Phonics (Ai, ay, th, ch), 151; Phonics (e, ea, ee), 163; Phonics (y, i, igh, soft g), 175; Phonics (O, oa, ow, long o hard g), 199; Phonics (ew, ou few, soup), 211
3c. Decode regularly spelled two-syllable words with long vowels. / SE/TE: Word Analysis: 2-syllable words, 44–45
TE only: Two Syllable Words, T19D, T31D, T43D
3d. Decode words with common prefixes and suffixes. / SE/TE: 186–187; Prefixes, 238–239; Suffixes, 282–283
TE only: Suffixes, T257D
3e. Identify words with inconsistent but common spelling-sound correspondences. / SE/TE: Vocabulary, 8, 20, 32, 56, 66, 74, 100, 112, 124, 150, 162, 174, 198, 210, 226, 248, 256, 266; Phonics , 9, 21, 33, 57, 67, 75, 101, 113, 125, 151, 163, 175, 199, 211, 227, 249, 257, 267
3f. Recognize and read grade-appropriate irregularly spelled words. / SE/TE: Spelling, 47, 91, 141, 189, 241, 285; Vocabulary, 8, 20, 32, 56, 66, 74, 100, 112, 124, 150, 162, 174, 198, 210, 226, 248, 256, 266
Fluency
4. Read with sufficient accuracy and fluency to support comprehension.
4a. Read grade-level text with purpose and understanding. / TE only: Read Aloud (fully decodable readings), T11, T23, T35, T59, T69, T77, T103, T115, T127, T153, T165, T177, T201, T213, T229, T253, T261, T271
4b. Read grade-level text orally with accuracy, appropriate rate, and expression. / TE only: Read Aloud (fully decodable readings), T11, T23, T35, T59, T69, T77, T103, T115, T127, T153, T165, T177, T201, T213, T229, T253, T261, T271
4c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. / SE/TE: Vocabulary, 8, 20, 32, 56, 66, 74, 100, 112, 124, 150, 162, 174, 198, 210, 226, 248, 256, 266
Writing Standards
Text Types and Purposes
1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. / SE/TE: Persuasive Writing, 90–91; Write about your favorite hobby, 141; Write about a favorite outdoor place, 142; Write about your favorite animal, 242
TE only: Home-School Connection: Persuasive Paragraph, T65D; Persuasive Sentences, T73D; Writing: Persuasive Writing: T65D, T87D, T73D
2. Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. / SE/TE: Expository Writing, 140–141; Informational Writing, 188–189; Compare and Contrast Writing, 240–241
TE only: Home-School Connection: Calendar, T19D; List, T111D, T161D; How to a Play a Game, T123D; Write a How to Wash Dishes, T173D
3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. / SE/TE: Narrative Writing, 284–285 write about what your family likes to do, 47; write about a special day, 48
TE only: Writing: Narrative Writing: T257D, 267D, 281D
Production and Distribution of Writing
4. (Begins in grade 3)
5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. / SE/TE: Write!, 47, 91, 141, 189, 241, 285; Writing Activities, 47, 48, 91, 92, 141, 142, 189, 190, 240, 242, 282, 285
6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. / SE/TE: Write!, 47, 91, 141, 189, 241, 285; Writing Activities, 47, 48, 91, 92, 141, 142, 189, 190, 240, 242, 282, 285
TE only: Home-School Connection: Persuasive Paragraph, T65D; Persuasive Sentences, T73D; Funny Poem, T87D; List, T111D, T161D; How to a Play a Game, T123D; Write a Poem, T137D; How to Wash Dishes, T173D; Use Pictures to Share, T225D; Descriptions with Pictures, T257D; Postcards, T281D
Research to Build and Present Knowledge
7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). / SE/TE: Expository Writing, 140–141; Informational Writing, 188–189; Compare and Contrast Writing, 240–241
8. Recall information from experiences or gather information from provided sources to answer a question. / SE/TE: Write!, 47, 91, 141, 189, 241, 285; Writing Activities, 47, 48, 91, 92, 141, 142, 189, 190, 240, 242, 282, 285
9. (Begins in grade 4)
Range of Writing
10. (Begins in grade 3)
Speaking & Listening Standards
Comprehension and Collaboration
1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
1a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). / SE/TE: The Big Question and Listening and Speaking, 2–3, 50–51, 94–95, 145–146, 192–193, 242–243; Discussion, 48, 92, 142, 190, 242, 286; Tell about it, 4–5–5, 50–51–51, 94–95–95, 144–145–145, 192–193–193, 244–245
1b. Build on others’ talk in conversations by linking their comments to the remarks of others. / SE/TE: The Big Question and Listening and Speaking, 2–3, 50–51, 94–95, 145–146, 192–193, 242–243; Discussion, 48, 92, 142, 190, 242, 286; Tell about it, 4–5–5, 50–51–51, 94–95–95, 144–145–145, 192–193–193, 244–245
1c. Ask for clarification and further explanation as needed about the topics and texts under discussion. / SE/TE: The Big Question and Listening and Speaking, 2–3, 50–51, 94–95, 145–146, 192–193, 242–243; Discussion, 48, 92, 142, 190, 242, 286; Tell about it, 4–5–5, 50–51–51, 94–95–95, 144–145–145, 192–193–193, 244–245
2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. / SE/TE: Think it Over, 17, 31, 43, 65, 73, 85, 111, 123, 135, 159, 173, 185, 207, 225, 237, 257, 267, 279