English Language Arts · 2026

Grade 2

26
standards
98
lettered parts
11
priority
4
new

Use these in PRISM

A PRISM PLC team can start from OSPI's 11 Priority standards for Grade 2: one step adds them as its Priority standards, ready for scales, assessments and plans.

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What changed

71 Common Core standards map onto this grade's 2026 standards.

New in 2026, with no Common Core match

Common Core to 2026, standard by standard71
Common Core2026
RL.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.ELA.2.R.4
RL.2.2Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.ELA.2.R.4ELA.2.R.5
RL.2.3Describe how characters in a story respond to major events and challenges.ELA.2.R.4
RL.2.4Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.ELA.2.R.5
RL.2.5Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.ELA.2.R.4
RL.2.6Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.ELA.2.R.4
RL.2.7Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.ELA.2.R.4
RL.2.9Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.ELA.2.R.5
RL.2.10By 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.ELA.2.R.3ELA.2.R.4
RI.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.ELA.2.R.4
RI.2.2Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.ELA.2.R.5
RI.2.3Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.ELA.2.R.5
RI.2.4Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.ELA.2.L.3
RI.2.5Know 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.ELA.2.R.1ELA.2.RML.1
RI.2.6Identify the main purpose of a text, including what the author wants to answer, explain, or describe.ELA.2.R.5ELA.2.RML.3
RI.2.7Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.ELA.2.R.4
RI.2.8Describe how reasons support specific points the author makes in a text.ELA.2.R.4
RI.2.9Compare and contrast the most important points presented by two texts on the same topic.ELA.2.R.5ELA.2.RML.4
RI.2.10By 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.ELA.2.R.3ELA.2.R.4ELA.2.R.5
RF.2.3Know and apply grade-level phonics and word analysis skills in decoding words.ELA.2.R.2ELA.2.R.3
RF.2.3aDistinguish long and short vowels when reading regularly spelled one-syllable words.ELA.2.R.3
RF.2.3bKnow spelling-sound correspondences for additional common vowel teams.ELA.2.R.3
RF.2.3cDecode regularly spelled two-syllable words with long vowels.ELA.2.R.3
RF.2.3dDecode words with common prefixes and suffixes.ELA.2.R.3
RF.2.3eIdentify words with inconsistent but common spelling-sound correspondences.ELA.2.R.3
RF.2.3fRecognize and read grade-appropriate irregularly spelled words.ELA.2.R.3
RF.2.4Read with sufficient accuracy and fluency to support comprehension.ELA.2.R.3
RF.2.4aRead on-level text with purpose and understanding.ELA.2.R.3ELA.2.R.4
RF.2.4bRead on-level text orally with accuracy, appropriate rate, and expression on successive readings.ELA.2.R.3
RF.2.4cUse context to confirm or self-correct word recognition and understanding, rereading as necessary.ELA.2.R.3ELA.2.R.4
W.2.1Write 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.ELA.2.W.1ELA.2.W.3ELA.2.W.4
W.2.2Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.ELA.2.W.1ELA.2.W.3ELA.2.W.4
W.2.3Write 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.ELA.2.W.1ELA.2.W.3ELA.2.W.4
W.2.5With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.ELA.2.W.5
W.2.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.ELA.2.W.6
W.2.7Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).ELA.2.W.2ELA.2.RML.1
W.2.8Recall information from experiences or gather information from provided sources to answer a question.ELA.2.W.3ELA.2.RML.1ELA.2.W.2
SL.2.1Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.ELA.2.SLDF.1
SL.2.1aFollow 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).ELA.2.SLDF.1
SL.2.1bBuild on others' talk in conversations by linking their comments to the remarks of others.ELA.2.SLDF.1
SL.2.1cAsk for clarification and further explanation as needed about the topics and texts under discussion.ELA.2.SLDF.1
SL.2.2Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.ELA.2.R.4
SL.2.3Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.ELA.2.SLDF.1
SL.2.4Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.ELA.2.SLDF.3ELA.2.SLDF.5
SL.2.5Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.ELA.2.SLDF.3
SL.2.6Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.ELA.2.SLDF.1ELA.2.L.2
L.2.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.ELA.2.L.2ELA.2.L.3
L.2.1aUse collective nouns (e.g., group).ELA.2.L.3
L.2.1bForm and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).ELA.2.L.3
L.2.1cUse reflexive pronouns (e.g., myself, ourselves).ELA.2.L.3
L.2.1dForm and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).ELA.2.L.2
L.2.1eUse adjectives and adverbs, and choose between them depending on what is to be modified.ELA.2.L.2
L.2.1fProduce, 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).ELA.2.L.2
L.2.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.ELA.2.L.5
L.2.2aCapitalize holidays, product names, and geographic names.ELA.2.L.5
L.2.2bUse commas in greetings and closings of letters.ELA.1.W.5
L.2.2cUse an apostrophe to form contractions and frequently occurring possessives.ELA.2.L.5
L.2.2dGeneralize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).ELA.2.L.5
L.2.2eConsult reference materials, including beginning dictionaries, as needed to check and correct spellings.ELA.2.W.5ELA.2.L.5
L.2.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.ELA.2.L.2ELA.2.L.3
L.2.3aCompare formal and informal uses of English.ELA.2.L.1
L.2.4Determine 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.ELA.2.L.3
L.2.4aUse sentence-level context as a clue to the meaning of a word or phrase.ELA.2.L.3
L.2.4bDetermine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).ELA.2.L.3
L.2.4cUse a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).ELA.2.L.3
L.2.4dUse knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).ELA.2.L.3
L.2.4eUse glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.ELA.2.L.3
L.2.5Demonstrate understanding of word relationships and nuances in word meanings.ELA.2.L.4
L.2.5aIdentify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).ELA.2.L.1
L.2.5bDistinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).ELA.2.L.4
L.2.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).ELA.2.L.3

ELA combines several Common Core standards into one, so one row often points to two or three 2026 standards, and one 2026 standard gathers many rows.

The standards

Reading R

ELA.2.R.1

Students know and apply the basic features of print and how it is organized.

  1. a.Recognize the distinguishing features of a paragraph. (e.g., indentation, capitalization, spacing, punctuation).
  2. b.Recognize the basic features of dialogue.
  3. c.Recognize that text/visual features represent and/or add to the written text's meaning.

Common Core: RI.2.5

ResourcesWIDA

WIDA language connections1

Narrate · Expressivespeaking, writing and representing

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives that…

  • Orient audience to context
  • Develop story with time and event sequences, complication, resolution, or ending
  • Engage and adjust for audience

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.R.2

Priority

Students demonstrate phonemic awareness to support decoding, spelling, and word recognition.

  1. a.Segment, blend, and manipulate syllables and individual sounds (phonemes) in spoken and printed words to form new words.
  2. b.Recognize, isolate, blend, and count initial, medial, and final sounds (phonemes) in spoken and printed words.
  3. c.Produce words by blending individual sounds (phonemes), including consonant blends, digraphs, and common vowel teams.

Common Core: RF.2.3

ResourcesWIDA

WIDA language connections1

Narrate · Interpretivelistening, reading and viewing

ELD-LA.2-3.Narrate.Interpretive · Language for Language Arts, Grades 2-3

Interpret language arts narratives by…

  • Identifying a central message from key details
  • Identifying how character attributes and actions contribute to event sequences
  • Determining the meaning of words and phrases as they are used in texts, distinguishing literal from nonliteral language

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.R.3

Priority

Students decode words accurately by applying grade-level phonics and word analysis skills.

  1. a.Know letter-sound correspondences including consonant digraphs, dipthongs, and common vowel teams (e.g., “ai,” “oa,” “ou,” “oi,” “ue”).
  2. b.Distinguish long and short vowel sounds in regularly spelled one-syllable words.
  3. c.Use common syllable types (open, closed, silent -e, vowel team, r- controlled, consonant-le) to decode words.
  4. d.Decode multisyllabic words by breaking them into syllables (e.g., VC/CV, “nap/kin”; V/CV, “ro/bot”).
  5. e.Decode words with common roots, prefixes and suffixes (e.g., “re-,“ “un-,“ “-ful,” “-less,” “-ly”).
  6. f.Identify words with inconsistent but common spelling sound correspondences (e.g., “does,” “busy”, “again”).
  7. g.Add, delete, or substitute syllables, prefixes, or suffixes to form new words.
  8. h.Decode common contractions and compound words.
  9. i.Read high frequency and irregularly spelled words by sight with increasing accuracy and automaticity.
  10. j.Read grade-level texts orally with accuracy, appropriate rate, and expression to support understanding, improving fluency through repeated readings.

Common Core: RL.2.10 RI.2.10 RF.2.3 RF.2.3a RF.2.3b RF.2.3c RF.2.3d RF.2.3e RF.2.3f RF.2.4 RF.2.4a RF.2.4b RF.2.4c

ResourcesWIDA

WIDA language connections1

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

  • Introduce and define topic and/or entity for audience
  • Add details to define, describe, compare, and classify topic and/or entity
  • Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.R.4

Priority

Students comprehend and interpret texts using knowledge of print, language, and text features to make meaning.

  1. a.Describe their purpose for reading and preview the text.
  2. b.Use personal connections and content knowledge to visualize, imagine, and/or otherwise engage the senses to make meaning of the text.
  3. c.Use prior knowledge to make connections and predictions, revising them based on what is in the text.
  4. d.Use a variety of strategies to maintain motivation and reconnect to the flow of reading.
  5. e.Explain how specific pictures or words help readers understand the text (e.g., emotions, characters, actions, information, or ideas).
  6. f.Ask and answer questions about a text, referring to key details in the text.
  7. g.Describe a story's characters, setting, and major events, including how characters respond to major events and challenges.
  8. h.Retell a story in their own words and/or say what they learned from a text.

Common Core: RL.2.1 RL.2.2 RL.2.3 RL.2.5 RL.2.6 RL.2.7 RL.2.10 RI.2.1 RI.2.7 RI.2.8 RI.2.10 RF.2.4a RF.2.4c SL.2.2

ResourcesWIDA

WIDA language connections9

Narrate · Interpretivelistening, reading and viewingPart a

ELD-LA.2-3.Narrate.Interpretive · Language for Language Arts, Grades 2-3

Interpret language arts narratives by…

  • Identifying a central message from key details
Narrate · Expressivespeaking, writing and representingPart b

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives that…

  • Orient audience to context
Narrate · Expressivespeaking, writing and representingPart c

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives that…

  • Develop story with time and event sequences, complication, resolution, or ending
Narrate

ELD-SI.K-3.Narrate · Language for Social and Instructional Purposes, Grades K-3

  • Discuss how stories might end and next steps
NarratePart f

ELD-SI.K-3.Narrate · Language for Social and Instructional Purposes, Grades K-3

  • Connect stories with images and representations to add meaning
Inform · Interpretivelistening, reading and viewingPart g

ELD-LA.2-3.Inform.Interpretive · Language for Language Arts, Grades 2-3

Interpret informational texts in language arts by…

  • Referring explicitly to descriptors for themes and relationships among meanings
Narrate · Interpretivelistening, reading and viewingPart h

ELD-LA.2-3.Narrate.Interpretive · Language for Language Arts, Grades 2-3

Interpret language arts narratives by…

  • Identifying how character attributes and actions contribute to event sequences
Narrate

ELD-SI.K-3.Narrate · Language for Social and Instructional Purposes, Grades K-3

  • Recount and restate ideas
Inform

ELD-SI.K-3.Inform · Language for Social and Instructional Purposes, Grades K-3

  • Sort, clarify and summarize ideas

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.R.5

Students analyze texts by making connections between texts, authors, readers, and the world.

  1. a.Describe what words or images in a text make them think, feel, or want to act.
  2. b.Describe the central message, main idea, moral, or lesson in a text and how it connects to their own experiences and understandings.
  3. c.Compare and contrast the narrators, characters, settings, plots, and/or ideas/information in two or more texts.

Common Core: RL.2.2 RL.2.4 RL.2.9 RI.2.2 RI.2.3 RI.2.6 RI.2.9 RI.2.10

ResourcesWIDA

WIDA language connections4

NarratePart b

ELD-SI.K-3.Narrate · Language for Social and Instructional Purposes, Grades K-3

  • Connect stories with images and representations to add meaning
Narrate · Interpretivelistening, reading and viewing

ELD-LA.2-3.Narrate.Interpretive · Language for Language Arts, Grades 2-3

Interpret language arts narratives by…

  • Identifying a central message from key details
Inform · Interpretivelistening, reading and viewing

ELD-LA.1.Inform.Interpretive · Language for Language Arts, Grade 1

Interpret informational texts in language arts by…

  • Identifying main topic and/or entity and key details
ExplainPart c

ELD-SI.K-3.Explain · Language for Social and Instructional Purposes, Grades K-3

  • Compare and contrast objects or concepts

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

Writing W

ELA.2.W.1

Priority

Students compose multimodal texts in a variety of genres for a variety of purposes.

  1. a.Compose in order to describe experiences, ideas, and imaginings.
  2. b.Compose in order to inform others about their knowledge, observations, and explanations of the world.
  3. c.Compose in order to express their opinions and/or preferences.
  4. d.Compose in order to persuade others to consider new options.
  5. e.Compose in order to tell stories and narratives with a clear sequence of events.

Common Core: W.2.1 W.2.2 W.2.3

ResourcesWIDA

WIDA language connections4

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

  • Introduce and define topic and/or entity for audience
  • Add details to define, describe, compare, and classify topic and/or entity
  • Develop coherence and cohesion throughout text
ArguePart c

ELD-SI.K-3.Argue · Language for Social and Instructional Purposes, Grades K-3

  • Support own opinions with reasons
ArguePart d

ELD-SI.K-3.Argue · Language for Social and Instructional Purposes, Grades K-3

  • Revise one’s own opinions based on new information
Narrate · Expressivespeaking, writing and representingPart e

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives that…

  • Develop story with time and event, sequences, complication, resolution, or ending.

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.W.2

Priority

Students plan and complete writing projects.

  1. a.Connect the task to their interests, experiences, or relevant topics.
  2. b.Consider purpose and audience when planning writing.
  3. c.Sequence and organize steps to complete a writing project or task.

Common Core: W.2.7 W.2.8

ResourcesWIDA

WIDA language connections1

Narrate · Expressivespeaking, writing and representing

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives that…

  • Orient audience to context
  • Develop story with time and event sequences, complication, resolution, or ending
  • Engage and adjust for audience

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.W.3

Priority

Students draft content within the genre, using tools effectively.

  1. a.Generate topics and ideas.
  2. b.Gather ideas and select material from research, images, and/or multimedia artifacts that illustrate and support their ideas.
  3. c.Identify text/visual features, formatting, and/or genre conventions noticed in mentor texts.
  4. d.Develop descriptions using sensory details.
  5. e.State facts, definitions, and examples to develop points and ideas within a topic.
  6. f.Compare and contrast information within a topic.
  7. g.Provide details about an opinion and/or preference, using linking words.
  8. h.Use language to persuade others with feelings, reasons, and examples.
  9. i.Tell events in stories in order, using temporal words to signal order and details to elaborate, describing actions, thoughts, and feelings.

Common Core: W.2.1 W.2.2 W.2.3 W.2.8

ResourcesWIDA

WIDA language connections2

Inform · Interpretivelistening, reading and viewing

ELD-LA.2-3.Inform.Interpretive · Language for Language Arts, Grades 2-3

Interpret informational texts in language arts by…

  • Identifying the main idea and key details
  • Referring explicitly to descriptions for themes and relationships among meanings
  • Describing relationship between a series of events, ideas or concepts, or procedural steps
Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

  • Introduce and define topic and/or entity for audience
  • Add details to define, describe, compare, and classify topic and/or entity
  • Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.W.4

Students organize content across genres.

  1. a.Introduce topics.
  2. b.Group or sequence related content.
  3. c.Provide a sense of closure.

Common Core: W.2.1 W.2.2 W.2.3

ResourcesWIDA

WIDA language connections3

Inform · Expressivespeaking, writing and representingPart a

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

  • Introduce and define topic and/or entity for audience
Narrate · Expressivespeaking, writing and representingPart b

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives that…

  • Engage and adjust for audience
Inform · Expressivespeaking, writing and representingPart c

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

  • Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.W.5

Students discuss, revise, and/or edit their compositions.

  1. a.Re-read the draft to decide if it makes sense.
  2. b.Engage with an adult or peer for feedback about their compositions.
  3. c.Add, remove, or change words, details, and/or pictures to better communicate and represent meaning.
  4. d.Edit for mechanics, conventions, and consistency of text/visual features. [Demonstrate command of Language standards in grades K–2.]

Common Core: W.2.5 L.2.2e

ResourcesWIDA

WIDA language connections3

Explain

ELD-SI.K-3.Explain · Language for Social and Instructional Purposes, Grades K-3

  • Share initial thinking with others.
Argue

ELD-SI.K-3.Argue · Language for Social and Instructional Purposes, Grades K-3

  • Ask questions about others’ opinions.
Inform

ELD-SI.K-3.Inform · Language for Social and Instructional Purposes, Grades K-3

  • Summarize information from interaction with others and from learning experiences.

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.W.6

Students share and publish compositions for known and trusted audiences.

Common Core: W.2.6

ResourcesWIDA

WIDA language connections2

Narrate · Expressivespeaking, writing and representing

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives that…

  • Orient audience to context
  • Develop story with time and event sequences, complication, resolution, or ending
  • Engage and adjust for audience
Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

  • Introduce and define topic and/or entity for audience
  • Add details to define, describe, compare, and classify topic and/or entity
  • Develop coherence

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

Speaking, Listening, and Digital Forums SLDF

ELA.2.SLDF.1

Priority

Students listen, respond respectfully, and contribute during face-to-face discussions and/or in teacher-moderated or simulated digital forums.

  1. a.Describe expectations for engaging with and including other participants.
  2. b.Describe the people, places, things, events, information, and emotions they are referring to with relevant details.
  3. c.Draw on experience, observation, and prior learning to contribute.
  4. d.Connect statements to others’ contributions to develop common understanding, build community, and propel conversation.
  5. e.Ask for clarification or more information and/or explain what they understood.
  6. f.Answer questions to clarify something others did not understand, including the meaning of words and phrases used in discussion.
  7. g.Identify points of agreement or disagreement from the discussion.

Common Core: SL.2.1 SL.2.1a SL.2.1b SL.2.1c SL.2.3 SL.2.6

ResourcesWIDA

WIDA language connections4

Narrate

ELD-SI.K-3.Narrate · Language for Social and Instructional Purposes, Grades K-3

  • Share ideas about one’s own and others’ lived experiences and previous learning
  • Connect stories with images and representations to add meaning
  • Ask questions about what others have shared
  • Recount and restate ideas
  • Discuss how stories might end or next steps
Inform

ELD-SI.K-3.Inform · Language for Social and Instructional Purposes, Grades K-3

  • Define and classify objects or concepts
  • Describe characteristics, patterns, or behavior
  • Describe parts and wholes
  • Sort, clarify, and summarize ideas
  • Summarize information from interaction with others and from learning experiences
Explain

ELD-SI.K-3.Explain · Language for Social and Instructional Purposes, Grades K-3

  • Share initial thinking with others
  • Follow and describe cycles in diagrams, steps in procedures, or causes and effects
  • Compare and contrast objects or concepts
  • Offer ideas and suggestions
  • Act on feedback to revise understandings of how or why something works
Argue

ELD-SI.K-3.Argue · Language for Social and Instructional Purposes, Grades K-3

  • Ask questions about others’ opinions
  • Support own opinions with reasons
  • Clarify and elaborate ideas based on feedback
  • Defend change in one’s own thinking
  • Revise one’s own opinions based on new information

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.SLDF.2

New in 2026

Students collaborate on projects or tasks.

  1. a.Describe expectations, changing them when needed.
  2. b.Contribute towards shared goals by building on strengths.
  3. c.Communicate to support the group and/or deal with concerns.

No Common Core standard maps here

ResourcesWIDA

WIDA language connections2

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

  • Introduce and define topic and/or entity for audience
  • Add details to define, describe, compare, and classify topic and/or entity
Explain

ELD-SI.K-3.Explain · Language for Social and Instructional Purposes, Grades K-3

  • Share initial thinking with others
  • Follow and describe cycles in diagrams, steps in procedures, or causes and effects
  • Compare and contrast objects or concepts
  • Offer ideas and suggestions
  • Act on feedback to revise understandings of how or why something works

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.SLDF.3

Students present experience, positions, ideas, findings, and creative work.

  1. a.Identify topics from the situation, experience, imagination, reading, research, media, conversations, and/or products from ELA.2.W.1.
  2. b.Develop content by considering what they want to communicate within the situation and what the audience already knows.
  3. c.Use images and/or multimedia artifacts in presentations to clarify content and support the audience’s engagement.

Common Core: SL.2.4 SL.2.5

ResourcesWIDA

WIDA language connections1

NarratePart c

ELD-SI.K-3.Narrate · Language for Social and Instructional Purposes, Grades K-3

  • Connect stories with images and representations to add meaning.

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.SLDF.4

New in 2026

Students determine how to present themselves and their ideas in different contexts.

  1. a.Express a distinct voice through thoughtful word choice by drawing on their strengths, thoughts, and feelings.
  2. b.Determine what they want or do not want to share and why.

No Common Core standard maps here

ResourcesWIDA

WIDA language connections1

Explain

ELD-SI.K-3.Explain · Language for Social and Instructional Purposes, Grades K-3

  • Share initial thinking with others

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.SLDF.5

Students use an audible voice, gesture, and pacing to illuminate the content and engage the audience.

Common Core: SL.2.4

ResourcesWIDA

WIDA language connections1

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

  • Introduce and define topic and/or entity for audience

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

Language L

ELA.2.L.1

Students notice when and why language is used differently at school, at home, and with peers.

  1. a.Compare formal and informal uses of language in different situations.
  2. b.Describe how language changes across situations and audiences.

Common Core: L.2.3a L.2.5a

ResourcesWIDA

WIDA language connections2

Narrate · Interpretivelistening, reading and viewing

ELD-LA.2-3.Narrate.Interpretive · Language for Language Arts, Grades 2-3

Interpret language arts narratives by…

  • Determining the meaning of words and phrases as they are used in texts, distinguishing literal from nonliteral language
Inform · Interpretivelistening, reading and viewing

ELD-LA.2-3.Inform.Interpretive · Language for Language Arts, Grades 2-3

Interpret informational texts in language arts by…

  • Identifying the main idea and key details
  • Referring explicitly to descriptions for themes and relationships among meanings
  • Describing relationship between a series of events, ideas or concepts, or procedural steps

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.L.2

Priority

Students produce, expand, and rearrange sentences in conversations and writing about experiences, events, and ideas.

  1. a.Produce, expand, and rearrange simple and compound sentences.
  2. b.Use adjectives and adverbs to add detail and specificity.
  3. c.Use regular and irregular verb forms to communicate meaning clearly.

Common Core: SL.2.6 L.2.1 L.2.1d L.2.1e L.2.1f L.2.3

ResourcesWIDA

WIDA language connections1

Narrate · Expressivespeaking, writing and representing

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives that…

  • Orient audience to context
  • Develop story with time and event sequences, complication, resolution, or ending
  • Engage and adjust for audience

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.L.3

Priority

Students determine the meaning of and use words and phrases acquired through conversations, reading, and being read to.

  1. a.Use context, roots, affixes, word relationships, and reference materials to clarify the meaning of unfamiliar words and phrases, including compound words.
  2. b.Use collective nouns, irregular plural nouns, and reflexive pronouns accurately.
  3. c.Understand and use adjectives, prepositions, conjunctions, and determiners to clarify meaning.

Common Core: RI.2.4 L.2.1 L.2.1a L.2.1b L.2.1c L.2.3 L.2.4 L.2.4a L.2.4b L.2.4c L.2.4d L.2.4e L.2.6

ResourcesWIDA

WIDA language connections2

Narrate · Expressivespeaking, writing and representing

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives that…

  • Orient audience to context
  • Develop story with time and event sequences, complication, resolution, or ending
  • Engage and adjust for audience
Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

  • Introduce and define topic and/or entity for audience
  • Add details to define, describe, compare, and classify topic and/or entity
  • Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.L.4

Students explore relationships among words and meaning in the context of conversations, reading, and writing about experiences, events, and ideas.

  1. a.Identify connections between words and their use.
  2. b.Distinguish and express shades of meaning among closely related verbs, closely related adjectives, and closely related adverbs.

Common Core: L.2.5 L.2.5b

ResourcesWIDA

WIDA language connections2

Narrate · Interpretivelistening, reading and viewing

ELD-LA.2-3.Narrate.Interpretive · Language for Language Arts, Grades 2-3

Interpret language arts narratives by…

  • Identifying a central message from key details
  • Identifying how character attributes and actions contribute to event sequences
  • Determining the meaning of words and phrases as they are used in texts, distinguishing literal from nonliteral language
Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

  • Introduce and define topic and/or entity for audience
  • Add details to define, describe, compare, and classify topic and/or entity
  • Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.L.5

Priority

Students develop fluent and accurate writing skills to record their ideas using words, sentences, and short texts.

  1. a.Form letters legibly and write with appropriate spacing and alignment.
  2. b.Spell words using sound-letter correspondences, common spelling patterns, and word families.
  3. c.Spell regularly spelled two-syllable words and high-frequency words, including irregularly spelled words with increasing accuracy.
  4. d.Capitalize sentence beginnings and proper nouns correctly.
  5. e.Write complete sentences using periods, exclamation points, and question marks to end statements, exclamations, and questions.
  6. f.Use commas in dates and to separate single words in a series.
  7. g.Use apostrophes to form contractions and possessives.
  8. h.Develop automaticity in spelling and handwriting and/or other modalities to support written expression.

Common Core: L.2.2 L.2.2a L.2.2c L.2.2d L.2.2e

ResourcesWIDA

WIDA language connections2

Narrate · Interpretivelistening, reading and viewing

ELD-LA.2-3.Narrate.Interpretive · Language for Language Arts, Grades 2-3

Interpret language arts narratives by…

  • Identifying a central message from key details
  • Identifying how character attributes and actions contribute to event sequences
  • Determining the meaning of words and phrases as they are used in texts, distinguishing literal from nonliteral language
Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

  • Introduce and define topic and/or entity for audience
  • Add details to define, describe, compare, and classify topic and/or entity
  • Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

Research and Media Literacy RML

ELA.2.RML.1

Priority

Students engage in research and inquiry by asking questions and seeking answers from information sources.

  1. a.Ask questions about things that make them curious.
  2. b.Generate ideas for where they might find answers to their questions, including by talking to people about the topic.
  3. c.Engage with a variety of information sources and where to find them, including by exploring libraries.
  4. d.Contribute suggestions when adults use digital search tools.
  5. e.Identify information that does and does not answer their questions.
  6. f.Use and/or share new learning.

Common Core: RI.2.5 W.2.7 W.2.8

ResourcesWIDA

WIDA language connections1

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

  • Introduce and define topic and/or entity for audience
  • Add details to define, describe, compare, and classify topic and/or entity

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.RML.2

New in 2026

Students identify reactions to media messages.

  1. a.Identify how and why people react to media messages differently.
  2. b.Identify how media messages make them feel and what these emotions may make them want to say or do.

No Common Core standard maps here

ResourcesWIDA

WIDA language connections1

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

  • Introduce and define topic and/or entity for audience
  • Add details to define, describe, compare, and classify topic and/or entity details

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.RML.3

Students identify the purposes of media messages.

  1. a.Identify media messages that are mainly helping people learn new things, trying to change people’s minds, selling something, or just for fun.

Common Core: RI.2.6

ResourcesWIDA

WIDA language connections1

Inform · Interpretivelistening, reading and viewing

ELD-LA.2-3.Inform.Interpretive · Language for Language Arts, Grades 2-3

Interpret informational texts in language arts by…

  • Identifying a central message from key details
  • Identifying how character attributes and actions contribute to event sequences
  • Determining the meaning of words and phrases as they are used in texts, distinguishing literal from nonliteral language

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.RML.4

Students compare different parts of media messages.

  1. a.Distinguish between statements that are either true or false and statements that express an opinion.
  2. b.Compare and contrast information on the same topic in two or more media messages from different sources.
  3. c.Describe how changing an image can change the meaning of a media message.

Common Core: RI.2.9

ResourcesWIDA

WIDA language connections6

Narrate · Interpretivelistening, reading and viewing

ELD-LA.2-3.Narrate.Interpretive · Language for Language Arts, Grades 2-3

Interpret language arts narratives by…

  • Identifying a central message from key details
  • Identifying how character attributes and actions contribute to an event
Inform · Interpretivelistening, reading and viewing

ELD-LA.1.Inform.Interpretive · Language for Language Arts, Grade 1

Interpret informational texts in language arts by…

  • Identifying main topic and/or entity and key details
Narrate · Expressivespeaking, writing and representing

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives that…

  • Orient audience to context
  • Develop story with time and event sequences, complication, resolution, or ending
  • Engage and adjust for audience
Explain

ELD-SI.K-3.Explain · Language for Social and Instructional Purposes, Grades K-3

  • Compare and contrast objects or concepts
Inform · Interpretivelistening, reading and viewing

ELD-LA.2-3.Inform.Interpretive · Language for Language Arts, Grades 2-3

Interpret informational texts in language arts by…

  • Referring explicitly to descriptions for themes and relationships among meanings
  • Describing relationship between a series of events, ideas or concepts, or procedural steps
Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

  • Introduce and define topic and/or entity for audience
  • Add details to define, describe, compare, and classify topic and/or entity
  • Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.2.RML.5

New in 2026

Students identify people who create media messages and choices they make.

  1. a.Identify who is responsible for the content of a media message, including individuals and organizations.
  2. b.Identify individuals or organizations made up of people who are experts on a particular topic.

No Common Core standard maps here

ResourcesWIDA

WIDA language connections1

Inform · Interpretivelistening, reading and viewing

ELD-LA.2-3.Inform.Interpretive · Language for Language Arts, Grades 2-3

Interpret informational texts in language arts by…

  • Identifying the main idea and key details
  • Referring explicitly to descriptions for themes and relationships among meanings
  • Describing relationship between a series of events, ideas or concepts, or procedural steps

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

Language demands

What these standards ask students to do with language, from OSPI's connections to the WIDA ELD Standards Framework. Each standard's own connections are under its Resources. How the connections work.

Narrate

16 standards

Telling what happened: stories, events and experiences, in order.

Interpretive · listening, reading and viewing

7

Interpret language arts narratives by…

  • Identifying a central message from key details×6
  • Identifying how character attributes and actions contribute to event sequences×4
  • Determining the meaning of words and phrases as they are used in texts, distinguishing literal from nonliteral language×4
  • Identifying how character attributes and actions contribute to an event
Show the 7 standards

Expressive · speaking, writing and representing

9

Construct language arts narratives that…

  • Orient audience to context×7
  • Develop story with time and event sequences, complication, resolution, or ending×7
  • Engage and adjust for audience×7
  • Develop story with time and event, sequences, complication, resolution, or ending
Show the 9 standards

Social and instructional · WIDA Standard 1

4
  • Connect stories with images and representations to add meaning×4
  • Recount and restate ideas×2
  • Discuss how stories might end and next steps
  • Share ideas about one’s own and others’ lived experiences and previous learning
Show the 4 standards

Inform

20 standards

Giving facts about a topic: defining, describing, comparing and classifying.

Interpretive · listening, reading and viewing

7

Interpret informational texts in language arts by…

  • Referring explicitly to descriptions for themes and relationships among meanings×4
  • Describing relationship between a series of events, ideas or concepts, or procedural steps×4
  • Identifying the main idea and key details×3
  • Identifying main topic and/or entity and key details×2
Show the 7 standards

Expressive · speaking, writing and representing

13

Construct informational texts in language arts that…

  • Introduce and define topic and/or entity for audience×13
  • Add details to define, describe, compare, and classify topic and/or entity×10
  • Develop coherence and cohesion throughout text×8
  • Develop coherence
Show the 13 standards

Social and instructional · WIDA Standard 1

3
  • Summarize information from interaction with others and from learning experiences×2
  • Sort, clarify and summarize ideas
  • Define and classify objects or concepts
  • Describe characteristics, patterns, or behavior
Show the 3 standards

Explain

6 standards

Accounting for how or why: how something works, why it happens, how a problem was solved.

Social and instructional · WIDA Standard 1

6
  • Compare and contrast objects or concepts×4
  • Share initial thinking with others×4
  • Follow and describe cycles in diagrams, steps in procedures, or causes and effects×2
  • Offer ideas and suggestions×2
Show the 6 standards

Argue

3 standards

Taking a position, backing it with evidence and reasoning, and weighing other positions.

Social and instructional · WIDA Standard 1

3
  • Support own opinions with reasons×2
  • Revise one’s own opinions based on new information×2
  • Ask questions about others’ opinions×2
  • Clarify and elaborate ideas based on feedback
Show the 3 standards

For families

OSPI's guide to Grade 2 English Language Arts, in seven languages.

Standards text, priority flags, the Common Core crosswalk and the linked resources are published by the Washington Office of Superintendent of Public Instruction (OSPI). PRISM is an independent tool, not affiliated with or endorsed by OSPI. The Standards for Mathematical Practice text is from the Common Core State Standards.

Check OSPI's documents before anything official. Back to the standards hub