2nd grade English worksheets

Grade 2

• 2.1.Alisten actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
• 2.1.Bfollow, restate, and give oral instructions that involve a short, related sequence of actions;
• 2.1.Cshare information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
• 2.1.Dwork collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others; and
• 2.1.Edevelop social communication such as distinguishing between asking and telling.
• 2.2.Ademonstrate phonological awareness by:
• 2.2.A.iproducing a series of rhyming words;
• 2.2.A.iidistinguishing between long and short vowel sounds in one-syllable and multi-syllable words;
• 2.2.A.iiirecognizing the change in spoken word when a specified phoneme is added, changed, or removed; and
• 2.2.A.ivmanipulating phonemes within base words;
• 2.2.Bdemonstrate and apply phonetic knowledge by:
• 2.2.B.idecoding words with short, long, or variant vowels, trigraphs, and blends;
• 2.2.B.iidecoding words with silent letters such as knife and gnat;
• 2.2.B.iiidecoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
• 2.2.B.ivdecoding compound words, contractions, and common abbreviations;
• 2.2.B.vdecoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;
• 2.2.B.videcoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est; and
• 2.2.B.viiidentifying and reading high-frequency words from a research-based list;
• 2.2.Cdemonstrate and apply spelling knowledge by:
• 2.2.C.ispelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
• 2.2.C.iispelling words with silent letters such as knife and gnat;
• 2.2.C.iiispelling compound words, contractions, and common abbreviations;
• 2.2.C.ivspelling multisyllabic words with multiple sound-spelling patterns;
• 2.2.C.vspelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word; and
• 2.2.C.vispelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;
• 2.2.Dalphabetize a series of words and use a dictionary or glossary to find words; and
• 2.2.Edevelop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.
• 2.3.Ause print or digital resources to determine meaning and pronunciation of unknown words;
• 2.3.Buse context within and beyond a sentence to determine the meaning of unfamiliar words;
• 2.3.Cidentify the meaning of and use words with affixes un-, re-, -ly, -er, and -est comparative and superlative, and -ion/tion/sion; and
• 2.3.Didentify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.
• 2.6.Aestablish purpose for reading assigned and self-selected texts;
• 2.6.Bgenerate questions about text before, during, and after reading to deepen understanding and gain information;
• 2.6.Cmake, correct, or confirm predictions using text features, characteristics of genre, and structures;
• 2.6.Dcreate mental images to deepen understanding;
• 2.6.Emake connections to personal experiences, ideas in other texts, and society;
• 2.6.Fmake inferences and use evidence to support understanding;
• 2.6.Gevaluate details read to determine key ideas;
• 2.6.Hsynthesize information to create new understanding; and
• 2.6.Imonitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.