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G.2 – Language Standards Map

This text resource illustrates the Standards Map for the Grade 2 Language domain in the Common Core State Standards.

Standards

  3. Common Core English Language Arts: G.2 > L > A.1

    Conventions of Standard English

  4. Common Core English Language Arts: G.2 > L > A.1 > S.1

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

    1. Use collective nouns (e.g., group).
    2. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
    3. Use reflexive pronouns (e.g., myself, ourselves).
    4. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
    5. Use adjectives and adverbs, and choose between them depending on what is to be modified.
    6. 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).
    Content Skills Learning Targets Big Ideas Essential Questions
    English Grammar/Usage
    2 - Demonstrate (command of conventions of English grammar)
    3 - Use (collective nouns [a])
    6 - Form (irregular plural nouns [b])
    3 - Use (irregular plural nouns, past tense verbs [c])
    6 - Form (past tense verbs [d])
    3 - Use (adjectives and adverbs [e])
    3 - Choose (between adjectives and adverbs [e])
    6 - Produce (sentences [f])
    3 - Expand (sentences [f])
    6 - Rearrange (sentences [f])
    2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    3 - I can use collective nouns. [a]
    3 - I can form frequently occurring irregular plural nouns. [b]
    6 - I can use frequently occurring irregular plural nouns [b]
    3 - I can use reflexive pronouns. [c]
    3 - I can form the past tense of frequently occurring irregular verbs. [d]
    6 - I can use the past tense of frequently occurring irregular verbs. [d]
    3 - I can use adjectives and adverbs [e]
    3 - I can choose between adjectives and adverbs depending on what is to be modified. [e]
    3 - I can produce complete simple and compound sentences. [f]
    3 - I can expand complete simple and compound sentences. [f]
    6 - I can rearrange complete simple and compound sentences. [f]
    A. Collective nouns must be correctly used with verbs that agree.
    B. Irregular plural noun forms must be learned to avoid misunderstanding. 

    C. Pronouns have varied functions. 

    D. Correct understanding and usage of a language helps writers and speakers to be understood. Tense indicates when. 

    E. Adverbs modify verbs and adjectives modify nouns or other adjectives.

    F. Knowing sentence types helps a speaker or writer expand and rearrange sentence parts.
    A.1 How do collective nouns confuse learners?
    B.1 Why are irregular nouns used incorrectly?
    C.1 Why are pronoun forms varied?
    D.1 Why is standard English grammar tense usage important?
    E.1 How do adverbs and adjectives differ in their modifying roles?
    F.1 Why do I learn about sentence types?
  5. Common Core English Language Arts: G.2 > L > A.1 > S.2

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

    1. Capitalize holidays, product names, and geographic names.
    2. Use commas in greetings and closings of letters.
    3. Use an apostrophe to form contractions and frequently occurring possessives.
    4. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
    5. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
    Content Skills Learning Targets Big Ideas Essential Questions
    Command of Conventions of Standard English
    3 - Demonstrate (Command of conventions)
    1 - Capitalize (Holidays, product names, geographic names [a])
    3 - Use (Commas [b])
    3 - Use (Apostrophes [c])
    4 - Generalize (spelling patterns [d])
    1 - Consult (reference materials [e])
    3 - I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    1 - I can capitalize holidays, product names, and geographic names. [a]
    3 - I can use commas in greetings and closings of letters. [b]
    3 - I can use an apostrophe to form contractions and frequently occurring possessives. [c]
    4 - I can generalize learned spelling patterns when writing words. [d]
    1 - I can consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [e]
    A. Holidays, product names and geographic names are generally capitalized.
    B. Letters have greetings and closings set off with commas.
    C. Apostrophes are used in contractions and possessives.
    D. Learning spelling patterns helps as does reading.
    E. Applying rules and searching reference materials can help in verifying correct spelling.
    A.1 How do I recognize names of holidays, products and geographic locations?
    B.1 How do I know where letters start and end?
    C.1 Why do I use apostrophes?
    D.1 How do I become a better speller in English?
    E.1 How do I find correct spelling of words?
  7. Common Core English Language Arts: G.2 > L > A.2 > S.3

    Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    1. Compare formal and informal uses of English.
    Content Skills Learning Targets Big Ideas Essential Questions
    Knowledge of Language
    English [a]
    3 - Use (Knowledge of language)
    2 - Compare (Formal and informal uses [a])
    3 - I can use knowledge of language and its conventions when writing, speaking, reading, or listening.
    2 - I can compare formal and informal uses of English. [a]
    A. Different situations and audiences require either formal or informal English.
    A.1 How do I know which kind of English to use?
  8. Common Core English Language Arts: G.2 > L > A.3

    Vocabulary Acquisition and Use

  9. Common Core English Language Arts: G.2 > L > A.3 > S.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.

    1. Use sentence-level context as a clue to the meaning of a word or phrase.
    2. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
    3. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
    4. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
    5. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
    Content Skills Learning Targets Big Ideas Essential Questions
    4 - Determine (Meanings of words)
    2 - Clarify (Meanings of words)
    3 - Choosing (Array of strategies)
    3 - Use (Sentence-level context [a])
    4 - Determine (Meaning of new words [b])
    3 - Use (Root words [c])
    3 - Use (Knowledge of meanings [d])
    3 - Use (Glossaries and dictionaries [e])
    4 - I can 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.
    3 - I can use sentence-level context as a clue to the meaning of a word or phrase. [a]
    4 - I can determine the meaning of the new word formed when a known prefix is added to a known word. [b]
    3 - I can use a known root word as a clue to the meaning of an unknown word with the same root. [c]
    3 - I can use knowledge of the meaning of individual words to predict the meaning of compound words. [d]
    3 - I can use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. [e]
    A. Roots, prefixes and parts of compound words are clues to meaning when recognized in multiple words.
    B. Words can best be understood in context of a sentence or phrase.
    C. Prefixes act similarly from word to word.
    D. Roots maintain their meanings even with familiar affixes.
    E. Generally, meaning is maintained in compound words, but there are exceptions.
    F. Meanings of words in specific contexts can be clarified in glossaries and dictionaries.
    A.1 How do parts of a word influence meaning?
    B.1 How do I first try to understand word meaning in a sentence?
    C.1 How do prefixes help me understand new words?
    D.1 How do roots help me understand new words?
    E.1 How do compound words maintain meanings of parts?
    F.1 How can I clarify word meaning of phrases and words?
  10. Common Core English Language Arts: G.2 > L > A.3 > S.5

    Demonstrate understanding of word relationships and nuances in word meanings.

    1. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
    2. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
    Content Skills Learning Targets Big Ideas Essential Questions
    Word Meanings
    Real Life Connections [a]
    Shades of Meaning [b]
    3 - Demonstrate (Understanding of word relationships and nuances)
    4 - Identify (Real-life connections [a])
    4 - Distinguish (Shades of meaning of verbs [b])
    3 - I can demonstrate understanding of word relationships and nuances in word meanings.
    4 - I can identify real-life connections between words and their use. [a]
    4 - I can distinguish shades of meaning among closely related verbs and closely related adjectives. [b]
    A. Related words show slight variations of meaning. Some similar words just don't quite get the point across as well as others.
    B. Some words might be more specific or descriptive or be better suited for different audiences.
    A.1 Why are different words used to show similar meanings?
    B.1 Why might some close words not work in some contexts?
  11. Common Core English Language Arts: G.2 > L > A.3 > S.6

    Use 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).

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Use (Words and phrases, adjectives and adverbs)
    3 - I can use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
    A. Studying conversations, readings and responses to texts helps teach how conjunctions signal relationships of ideas.
    B. Contextual conjunctions point to relationships between parts of a sentence.
    C. Conversations provide access to easy-to-understand contexts.
    D. Newly learned words or phrases can be used in new situations in similar ways to learned used.
    E. We learn adjectives and adverbs by reading and listening to quality descriptions with vividly modified verbs.
    A.1 How do I learn words and phrases?
    B.1 How can watching and listening for conjunctions help me understand meaning?
    C.1 How do I learn from listening to conversations?
    D.1 How do I show understanding of new words?
    E.1 How do I learn adjectives and adverbs?

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