Grade 2: Skills Strand


5 apple rating


Reading Literature

RL.2.10 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.

Reading Foundational Skills

RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.

RF.2.3(a) Distinguish long and short vowels when reading regularly spelled one-syllable words.

RF.2.3(c) Decode regularly spelled two-syllable words with long vowels.

RF.2.3(d) Decode words with common prefixes and suffixes.

RF.2.3(e) Identify words with inconsistent but common spelling-sound correspondences.

RF.2.3(f) Recognize and read grade-appropriate irregularly spelled words.

RF.2.4 Read with sufficient accuracy and fluency to support comprehension.

RF.2.4(a) Read grade-level text with purpose and understanding.

RF.2.4(b) Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

RF.2.4(c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Speaking and Listening

SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.


L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.2.1(d) Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told)sat, hid, to

L.2.1(f) Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie;  The little boy watched the movie; The action movie was watched by the little boy.)

L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.2.2(d) Generalize learned spelling patterns when writing words (e.g., cage and badge, boy and boil.)

L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

L.2.4(d) Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark)


This Grade 2 unit titled “Skills Strand” from New York is intended to be completed in twenty-two 1-hour lessons of ELA/Literacy instruction at the start of the school year. The beginning emphasis of this highly-structured-and-sequenced unit reviews the skills taught in Grade 1 and provides practice and review of foundational reading skills and the knowledge necessary for further skill development.  Ongoing assessments are designed to facilitate the identification of skill acquisition in order to target remediation and offer extension activities as needed.


Connecticut teachers should be aware that teacher notes and preparation materials are extensive and will require familiarity to be used effectively.


This unit is an exemplary example of a progression of learning activities where concepts and skills advance and deepen over time, requiring all students to demonstrate their independent capacities.  Lessons provide detailed direction for differentiated skill instruction in spelling, grammar, and writing. While all materials needed for instruction and assessment are included on the site, there are many ways to customize the unit while preserving the basic instructional principles and the sequence of instruction. The Teacher Guide contains information for how to teach, adapt, assess, and record skill development.