What does a student learn in StateMaryland,GradeGrade 2,SubjectEnglish Language Arts?

Students read a story carefully, then point to specific words or sentences from the text to back up what they think or conclude about it.

Students find the big idea a story is really about, then explain how details from the story back it up. They can retell the key parts in their own words.

Students track how a character changes from the beginning of a story to the end, and explain what caused that change. They look at how one event leads to the next.

Students figure out what words mean by how they're used in a story, noticing when a word means something different from its dictionary meaning. They also look at how an author's word choices change the feeling of what they're reading.

Students look at how a story is put together: how one sentence leads to the next, how paragraphs connect, and how each part fits into the whole story.

Students figure out who is telling the story and how that choice changes what details get included and how the words feel. A narrator who loves the main character tells things differently than one who doesn't.

Students look at pictures, illustrations, or other visuals in a story and explain how they add to what the words say. They connect what they see to what they read.

This standard does not apply to Reading Literature in Grade 2. For stories and poems, second graders focus on plot, characters, and retelling, not evaluating arguments. Check whether this standard was assigned to the correct subject or grade.

Two stories can cover the same topic in very different ways. Students read two books on the same theme and notice what each author chose to say, what details each one included, and how those choices make the books feel different from each other.

Students read short stories and poems on their own, with enough understanding to talk or write about what happened. By the end of second grade, they handle these texts without much help.

Students read a nonfiction passage, then point to specific sentences or details from it to back up their answers. They stick to what the text actually says, not just what they think or guess.

Students read a nonfiction passage and figure out the main point the author is making. Then they explain which details from the text back that point up.

Students read a nonfiction passage and explain how one person, event, or idea leads to or changes another. They trace cause and effect across the text, not just within a single paragraph.

Students figure out what tricky or unfamiliar words mean in a nonfiction passage by using clues from the surrounding sentences. They also notice how the author's word choices change the feeling or meaning of what they're reading.

Students look at how a nonfiction book or article is put together. They notice how one paragraph leads into the next and how each part builds toward the bigger idea the whole piece is trying to explain.

Students figure out who wrote a nonfiction piece and why, then notice how that "who" and "why" change what details the author includes and how the writing sounds.

Students look at a photo, chart, or map alongside a written passage and explain what the picture adds that the words alone don't show.

Students read a nonfiction passage and decide whether the author's opinion makes sense. They check if the reasons given actually support what the author is trying to prove.

Two books can cover the same topic in different ways. Students read two nonfiction books on the same subject and look at how each author explains it differently.

Students read books, articles, and other nonfiction passages on their own, without help decoding or making sense of the text. By the end of second grade, they work through grade-level material independently.

Students recognize how a page of writing works: words run left to right, sentences start with a capital letter, and spaces separate words. These are the basic rules print follows every time.

Students listen to spoken words and work with the sounds and syllables inside them. They clap syllables, blend sounds into words, and break words apart.

Students use letter-sound patterns they know to read unfamiliar words on their own. This is the decoding work that turns printed words into words students can say and understand.

Students read aloud smoothly and accurately enough to focus on meaning, not just decoding words. The goal is reading that sounds natural, at a steady pace, with few stumbles.

Students pick a side on a topic or a book and write sentences that explain why, backing up their opinion with reasons pulled from what they read or know.

Students write short pieces that explain how something works or share facts about a topic. The goal is clear, accurate information a reader can actually learn from.

Students write a short story about something real or made up. They describe events in order, choose specific details, and use technique to bring the story to life.

Students write sentences and paragraphs that fit the assignment. A story sounds like a story; a how-to sounds like a how-to. The writing stays on topic and makes sense to the reader it's meant for.

Students plan what to write, then go back and fix or rethink their draft until it says what they mean. Revision is part of the job, not a sign something went wrong.

Students use a computer or tablet to write, finish, and share their work. They may also use the internet to work together with classmates on a piece of writing.

Students pick a question they want to answer, then read, look, or listen to find out more. They pull what they learn together into a short research project that shows what they now know about the topic.

Students find facts from books and websites, check that each source seems trustworthy, and put the information into their own words when they write.

Students find details from a book or article that back up what they're saying in their writing. In second grade, this means pointing to specific lines or facts from a story or nonfiction text to support an idea.

Students write often, for many different reasons: to tell a story, share an opinion, or explain something. Some writing takes a few days; some takes just a few minutes.

Second graders practice talking and listening in group discussions. They learn to build on what a classmate just said, add their own ideas clearly, and stay on topic.

Students watch, listen to, or look at things like videos, charts, and read-alouds, then use what they learned to answer questions or explain an idea. Information can come from more than one place at a time.

Students listen to someone speak and decide whether the person's reasons and examples actually back up their main point.

Students share what they learned or think, in an order that makes sense for whoever is listening. They back up their main point with details a listener can follow from start to finish.

Students add pictures, charts, or simple slides to a presentation to help the audience understand what they are saying. The visuals support the words, not just decorate them.

Students practice switching between everyday talk and more formal language, like knowing when to speak casually with a friend versus clearly and carefully when answering a question in class.

Students apply basic grammar rules when writing sentences and talking out loud. That means using the right verb forms, noun plurals, and pronouns so their meaning comes through clearly.

Second graders practice the nuts and bolts of writing: capitalizing names and the word "I," using commas and apostrophes correctly, and spelling common words right.

Students learn that the same idea can be said differently depending on who is listening. They practice choosing words and sentence styles that fit the moment, whether they are writing a story or explaining something real.

When students hit an unfamiliar word, they figure out its meaning by reading the surrounding sentences, breaking the word into parts like roots or prefixes, or looking it up in a dictionary.

Students learn that words can mean more than they literally say. They practice spotting phrases like "it's raining cats and dogs," sorting words that go together, and noticing how similar words feel slightly different from each other.

Students learn and use the kinds of words that show up across subjects, like words for describing, comparing, or explaining ideas. Using those words well helps students read, write, and talk about what they're learning.