Elementary School Standards - Grade 2
RL.2.2 Recount stories including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or
L.2.1 Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking now and apply grade-level phonics and word analysis skills in decoding
L.2.1e Use adjectives and adverbs and choose between them depending on what is to be modified.
Essential Concept #1 – Addition and Subtraction (ALCOS Standards #1, 2):
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart. [2.OA.1]
Fluently add and subtract within 20 using mental strategies. [2.OA.2]
Essential Concept#2 – Place Value to Add and Subtract (ALCOS Standards #5, 11):
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. [2.NBT.1]
Add and subtract within 1000 using concrete models or drawings and relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. [2.NBT.7]
Essential Concept #3 Partitioning and Arrays (ALCOS #4, 25, 26):
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to match. [2.OA.4]
Partition a rectangle into rows and columns of same-size squares, and count to find the total number of them. [2.G.2]
Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2.G.3]