Maryland College and Career-Ready Standards 2nd Grade ELA Activities
Printable Second Grade English Language Arts Worksheets and Study Guides.
Beginning DigraphsMany words begin with a digraph. That means two letters come together and make a brand new sound. You cannot sound out the word by using each letter’s sound because they have changed into a new sound. Read more...iWorksheets: 3Study Guides: 1 Continuous Action (-ing)How do you add the ING suffix to verbs? We add -ing to many verbs. But to spell them correctly, you need to remember the rules. Read more...iWorksheets: 3Study Guides: 1 Ending DigraphsSpelling is easy when you recognize special digraphs. Here are some words you should know that end with digraphs. Read more...iWorksheets: 3Study Guides: 1 Long/Short VowelsWhat is meant by long or short vowels? Long vowels are the vowels that say their own names. Short vowel sounds do not say their names. Here’s a rule to help you know when to make a short vowel sound: A vowel is usually short if it comes at the beginning of a word or between two consonants and is the only vowel in the word or syllable. A vowel is usually long if two vowels are in the word or syllable. The first vowel is long and the second is silent. Remember when two vowels go
walking, the first one does the talking. Read more...iWorksheets: 4Study Guides: 1 Past Tense (-ed)Past tense means something happened in the past. It could be many years ago, yesterday, or just a few minutes ago. Verbs change in special ways to show past tense. Read more...iWorksheets: 3Study Guides: 1 Plural NounsWhat are plurals? Plurals are the words that change a noun to mean more than one. Read more...iWorksheets: 3Study Guides: 1 Words with /k/What are the sounds of k? The letter k is the sound you hear when you say kiss, kid, and kind. Many words begin or end with the letter k. But the sound of /k/ is written in some different ways. Read more...iWorksheets: 3Study Guides: 1 Words with Ending BlendsFreeWhat are some important ending blends?
<br>If you know the following blends, it will help you spell and pronounce
many words correctly. Practice saying these words aloud. Listen for the ending blends. Read more...iWorksheets: 4Study Guides: 1 Challenge WordsWhat are some of the most difficult words a second grader must learn to spell? Here are some words you should know how to spell and some hints to help you remember. Read more...iWorksheets: 3Study Guides: 1 Word FamiliesWhat is a Word Family? A word family is a group of words (or syllables) that all have the same vowel and ending sound. Read more...iWorksheets: 3Study Guides: 1 MD.RL. Standards for Reading Literature (RL)
Key Ideas and Details
RL1.CCR. Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2.RL1. Ask and answer such questions as who, what, where, when, and how to demonstrate understanding in a text.
2.RL1.1. Apply appropriate strategies before reading, viewing, or listening to a text: use prior knowledge and experiences to make and explain connections to the text; make predictions or ask questions about the text by examining title, cover, illustrations/photographs/text, and familiar author or topic; set a purpose for reading and identify type of text.
Literary GenresLiterary genre is the grownup way of saying different kinds of writing. The word genre is pronounced zhan rah. Read more...iWorksheets :3Study Guides :1 PredictionsA prediction is what you think will happen next. You do not just guess. You use clues in the picture to decide what will happen next. Read more...iWorksheets :6Study Guides :1 Predicting EndingsWhat Does it Mean to Predict Endings? When you read, you try to make sense of what you are reading. When you write, you need to make sense in what you are writing. When you predict an ending, you try to think of the most sensible way for the story to end. Read more...iWorksheets :3Study Guides :1 2.RL1.2. Apply appropriate strategies to monitor understanding during reading, viewing, or listening to a text: recall and discuss what is understood; revisit, read on, and restate the difficult parts in your own words; make, confirm, or adjust predictions; periodically summarize while reading; visualize what is read; search for connections between and among ideas.
Story RetellRetell means "tell it again." When you hear or read a story, you try to remember the important parts. Read more...iWorksheets :3Study Guides :1 PredictionsA prediction is what you think will happen next. You do not just guess. You use clues in the picture to decide what will happen next. Read more...iWorksheets :6Study Guides :1 Predicting EndingsWhat Does it Mean to Predict Endings? When you read, you try to make sense of what you are reading. When you write, you need to make sense in what you are writing. When you predict an ending, you try to think of the most sensible way for the story to end. Read more...iWorksheets :3Study Guides :1 2.RL1.3. Demonstrate understanding after reading, viewing, or listening to a text: confirm or refute predictions; retell and discuss the text; identify and explain what is directly stated and what is implied in the text; summarize the text orally; connect text to prior knowledge or personal experience.
Story RetellRetell means "tell it again." When you hear or read a story, you try to remember the important parts. Read more...iWorksheets :3Study Guides :1 Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1 PredictionsA prediction is what you think will happen next. You do not just guess. You use clues in the picture to decide what will happen next. Read more...iWorksheets :6Study Guides :1 Predicting EndingsWhat Does it Mean to Predict Endings? When you read, you try to make sense of what you are reading. When you write, you need to make sense in what you are writing. When you predict an ending, you try to think of the most sensible way for the story to end. Read more...iWorksheets :3Study Guides :1 InferenceWhat is an Inference? An inference is a Reading skill. When the reader puts together his or her life experiences with the words of the author, he or she is using inferencing skills. A student who uses inferencing skills can read between the lines to figure out what the author means. Read more...iWorksheets :3Study Guides :1 2.RL1.6. Respond orally and in written form to specific questions using key details in the text (See CCSS SL.2.3, CCSS W.2.8).
2.RL1.7. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS L.2.3.)
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 RL2.CCR. Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
2.RL2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
2.RL2.2. Identify the elements of a story (e.g., character(s), setting, problem, solution, plot).
SettingsWhat are Settings? Settings are places.
<br>Schools, homes, a zoo, a street, a town or city are all settings.
<br>Try this!
Find a setting:
a] girl
b] horse
c] house
d] mouse Read more...iWorksheets :3Study Guides :1 Problem/SolutionThe problem of a story is the trouble or difficulty in which the main character of a story find himself or herself. <br>
The solution of a story is the way that the character or characters in the story figure out or solve the problem of the story. Read more...iWorksheets :4Study Guides :1 Story ElementsWhat are the Elements of a Story? Story elements are plot, setting, and characters. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Read more...iWorksheets :6Study Guides :1 2.RL2.3. Identify key details in literary text.
2.RL2.4. Analyze key details to determine the central message, lesson, or moral of literary text.
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1 2.RL2.5. Retell story events in sequential order.
Story RetellRetell means "tell it again." When you hear or read a story, you try to remember the important parts. Read more...iWorksheets :3Study Guides :1 Sequential OrderSequential order is the order in which events really happened - real-life order. Something that is sequential often follows a numerical or alphabetical order. Read more...iWorksheets :9Study Guides :1 Beginning, Middle, and EndWhy Do We Need to Learn about Beginning, Middle and End? When you read a good story, you enjoy it if it was written well. To write well, you should follow the rules of beginning, middle, and end to make it a good story. The writing process helps you have a good beginning, middle, and end. Read more...iWorksheets :3Study Guides :1 2.RL2.7. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS L.2.3)
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 RL3.CCR. Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
2.RL3. Describe how characters in a story respond to major events and challenges.
2.RL3.1. Draw conclusions about characters in a story to determine their traits.
Story ElementsWhat are the Elements of a Story? Story elements are plot, setting, and characters. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Read more...iWorksheets :6Study Guides :1 2.RL3.2. Identify major events and challenges in the text.
Story ElementsWhat are the Elements of a Story? Story elements are plot, setting, and characters. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Read more...iWorksheets :6Study Guides :1 2.RL3.3. Identify cause/effect relationships between characters and major story events and challenges in a text.
Cause/EffectAn action that results in something else happening is called the cause. The result of an action is called the effect. In real-life order, the cause happens first. Read more...iWorksheets :6Study Guides :1 Story ElementsWhat are the Elements of a Story? Story elements are plot, setting, and characters. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Read more...iWorksheets :6Study Guides :1 2.RL3.5. Use knowledge of language and its conventions when writing or speaking. (CCSS L.2.3)
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 Craft and Structure
RL4.CCR. Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
2.RL4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
2.RL4.1. Identify literary elements such as rhyme, rhythm, repetition, and alliteration in poems, stories, and songs presented in a variety of formats.
Rhyming WordsTo rhyme, words must have the same vowel sound and the same ending sounds. Read more...iWorksheets :5Study Guides :1 Rhyming WordsRhyming words have the same vowel sound and the same ending sounds. Examples: hat - bat - cat. Read more...iWorksheets :4Study Guides :1 2.RL4.2. Explain how repetition supplies rhythm and meaning in a story, poem, or song.
Rhyming WordsTo rhyme, words must have the same vowel sound and the same ending sounds. Read more...iWorksheets :5Study Guides :1 Rhyming WordsRhyming words have the same vowel sound and the same ending sounds. Examples: hat - bat - cat. Read more...iWorksheets :4Study Guides :1 RL5.CCR. Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
2.RL5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
2.RL5.2. Retell a story using sequencing words (e.g., first, so, then, next, after that, finally) to describe beginning to end (See CCSS SL.2.2).
Story RetellRetell means "tell it again." When you hear or read a story, you try to remember the important parts. Read more...iWorksheets :3Study Guides :1 Sequential OrderSequential order is the order in which events really happened - real-life order. Something that is sequential often follows a numerical or alphabetical order. Read more...iWorksheets :9Study Guides :1 Beginning, Middle, and EndWhy Do We Need to Learn about Beginning, Middle and End? When you read a good story, you enjoy it if it was written well. To write well, you should follow the rules of beginning, middle, and end to make it a good story. The writing process helps you have a good beginning, middle, and end. Read more...iWorksheets :3Study Guides :1 2.RL5.3. Use knowledge of language and its conventions when writing or speaking. (CCSS L.2.3)
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 Integration of Knowledge and Ideas
RL7.CCR. Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
2.RL7. Use information gained from the illustrations and words in print or digital text to demonstrate understanding of its characters, setting, or plot.
2.RL7.3. Recount a story with appropriate facts and relevant descriptive details, speaking audibly in coherent sentences (See CCSS SL.2.4).
2.RL7.5. Use knowledge of language and its conventions when writing or speaking. (CCSS L.2.3)
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 RL9.CCR. Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
2.RL9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
2.RL9.3. Recount a story with appropriate facts and relevant descriptive details, speaking audibly in coherent sentences (See CCSS SL.2.4).
2.RL9.4. Use knowledge of language and its conventions when writing or speaking. (CCSS L.2.3)
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 MD.RI. Standards for Reading Informational Text (RI)
Key Ideas and Details
RI1.CCR. Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2.RI1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key ideas in a text.
2.RI1.1. Apply appropriate strategies before reading, viewing, or listening to increasingly complex informational text (a wide variety including expository and narrative structures and types e.g. trade books, magazines, multimedia resources, functional texts such as recipes and labels related to personal interests and reflecting a wide variety of cultures): access prior knowledge and experiences; examine the title, cover, illustrations/photographs/text; make predictions or ask questions; set a purpose for reading and identify type of text.
PredictionsA prediction is what you think will happen next. You do not just guess. You use clues in the picture to decide what will happen next. Read more...iWorksheets :6Study Guides :1 Predicting EndingsWhat Does it Mean to Predict Endings? When you read, you try to make sense of what you are reading. When you write, you need to make sense in what you are writing. When you predict an ending, you try to think of the most sensible way for the story to end. Read more...iWorksheets :3Study Guides :1 Finding InformationHow do Charts and Illustrations Help You? Charts and illustrations are special tools to help you find information easily. They are arranged in a way that puts all the information together so that it is clear and easy to read. Read more...iWorksheets :3Study Guides :1 Main IdeaWhat is a Main Idea in a Visual Message? Pictures and actions send messages without words. Here are some you should know. Read more...iWorksheets :3Study Guides :1 2.RI1.2. Apply appropriate strategies to monitor understanding during reading, viewing, or listening to informational text: use text features and graphic aids to facilitate understanding; recall and discuss what is understood (See CCSS SL.2.1b); identify and question what did not make sense; make, confirm and/or modify predictions; periodically paraphrase and summarize; make connections; visualize.
PredictionsA prediction is what you think will happen next. You do not just guess. You use clues in the picture to decide what will happen next. Read more...iWorksheets :6Study Guides :1 Predicting EndingsWhat Does it Mean to Predict Endings? When you read, you try to make sense of what you are reading. When you write, you need to make sense in what you are writing. When you predict an ending, you try to think of the most sensible way for the story to end. Read more...iWorksheets :3Study Guides :1 2.RI1.3. Demonstrate understanding orally or in writing after reading, viewing, or listening to a text: engage in conversations about details in the text (See CCSS SL.2.1); describe what is directly stated in the text; draw inferences and conclusions from the text; confirm predictions using details from the text; summarize the text; identify what did not make sense; make connections.
PredictionsA prediction is what you think will happen next. You do not just guess. You use clues in the picture to decide what will happen next. Read more...iWorksheets :6Study Guides :1 Predicting EndingsWhat Does it Mean to Predict Endings? When you read, you try to make sense of what you are reading. When you write, you need to make sense in what you are writing. When you predict an ending, you try to think of the most sensible way for the story to end. Read more...iWorksheets :3Study Guides :1 InferenceWhat is an Inference? An inference is a Reading skill. When the reader puts together his or her life experiences with the words of the author, he or she is using inferencing skills. A student who uses inferencing skills can read between the lines to figure out what the author means. Read more...iWorksheets :3Study Guides :1 2.RI1.6. Respond orally and in written form to specific questions using key details in the text (See CCSS SL.2.3; CCSS W.2.8).
RI2.CCR. Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
2.RI2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
2.RI2.1. Identify the key details in each paragraph of a multi-paragraph text.
2.RI2.2. Connect key details to determine the topic of a paragraph within a multi-paragraph text.
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1 2.RI2.3. Connect ideas to determine main topic of a text.
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1 RI3.CCR. Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
2.RI3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
2.RI3.1. Identify and explain relationships between a series of events, ideas, or steps (e.g., cause/effect, sequence, chronology).
Sequential OrderSequential order is the order in which events really happened - real-life order. Something that is sequential often follows a numerical or alphabetical order. Read more...iWorksheets :9Study Guides :1 Cause/EffectAn action that results in something else happening is called the cause. The result of an action is called the effect. In real-life order, the cause happens first. Read more...iWorksheets :6Study Guides :1 Beginning, Middle, and EndWhy Do We Need to Learn about Beginning, Middle and End? When you read a good story, you enjoy it if it was written well. To write well, you should follow the rules of beginning, middle, and end to make it a good story. The writing process helps you have a good beginning, middle, and end. Read more...iWorksheets :3Study Guides :1 2.RI3.2. Recognize signal words and transition words that connect ideas.
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1 2.RI3.4. Use words and phrases acquired through conversations, reading and being read to, and responding to texts (See CCSS L.2.6).
Craft and Structure
RI4.CCR. Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
2.RI4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
2.RI4.2. Access prior knowledge and experiences to determine and clarify meaning of words and phrases in a text.
2.RI4.3. Determine and clarify meaning of words and phrases, choosing flexibly from an array of strategies: use sentence level context (CCSS L.2.4a); determine the meaning of the new word formed when a known prefix is added to a known word (CCSS L.2.4b); use a known root word as a clue the meaning of an unknown word (CCSS L.2.4c).
Word Meaning with Prefixes/SuffixesPrefixes are letters placed before a root word which change the meaning of the root word. Suffixes are letters placed after the root word which change the meaning of the root word. Read more...iWorksheets :5Study Guides :1 PrefixesA prefix is any letter or group of letters that is added to the front of a
base word to change the meaning. Read more...iWorksheets :5Study Guides :1 Context CluesWhat are Context Clues? When you are reading, you will come to words you do not know. You can learn the meaning of those words by looking for the clues in the sentence around that word. The clues will help you understand the meaning of the new word even if you cannot pronounce it. Read more...iWorksheets :3Study Guides :1 Root WordsWhat are Root Words? Root words are sometimes called base words. A root word is the smallest form of a word before it has anything added to it. Read more...iWorksheets :3Study Guides :1 2.RI4.5. Use glossaries and beginning dictionaries, both print and digital to determine or clarify meaning of words and phrases. (CCSS L.2.4e)
RI6.CCR. Anchor Standard: Assess how point of view or purpose shapes the content and style of a text.
2.RI6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
2.RI6.1. Examine the organizational pattern of informational texts to identify the author’s purpose (e.g., to offer opinion, to describe, to inform).
Author's Purposethe author's purpose is the reason that he or she had for writing the text. Some authors' purposes are to inform, entertain or persuade. Read more...iWorksheets :5Study Guides :1 2.RI6.2. Identify the intended audience for a text.
Author's Purposethe author's purpose is the reason that he or she had for writing the text. Some authors' purposes are to inform, entertain or persuade. Read more...iWorksheets :5Study Guides :1 2.RI6.3. Explain how someone might use the text.
Author's Purposethe author's purpose is the reason that he or she had for writing the text. Some authors' purposes are to inform, entertain or persuade. Read more...iWorksheets :5Study Guides :1 2.RI6.4. Identify the main ideas/ messages of texts.
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1 2.RI6.5. Draw conclusions and generalizations from text to form new understanding.
InferenceWhat is an Inference? An inference is a Reading skill. When the reader puts together his or her life experiences with the words of the author, he or she is using inferencing skills. A student who uses inferencing skills can read between the lines to figure out what the author means. Read more...iWorksheets :3Study Guides :1 Integration of Knowledge and Ideas
RI7.CCR. Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
2.RI7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
2.RI7.2. Describe key ideas and details including text features from a text read aloud or presented orally or through other media. (CCSS.2.SL.2)
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1 2.RI7.4. Use words and phrases acquired through conversations, reading and being read to, and responding to texts (See CCSS L.2.6).
RI8.CCR. Anchor Standard: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
2.RI8. Describe how reasons support specific points the author makes in a text.
2.RI8.1. Identify the key points an author makes in a text.
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1 2.RI8.2. Identify details that support a specific point the author makes in a text.
2.RI8.3. Explain how the reasons support a point the author makes.
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1 RI9.CCR. Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
2.RI9. Compare and contrast the most important points presented by two texts on the same topic.
2.RI9.3. Identify key points of a text.
Range of Reading and Level of Text Complexity
RI10.CCR. Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently.
2.RI10. By the end of the 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.
2.RI10.1. With prompting and support, read a variety of self-selected and assigned informational texts representing diverse cultures, perspectives, ethnicities, and time periods.
Literary GenresLiterary genre is the grownup way of saying different kinds of writing. The word genre is pronounced zhan rah. Read more...iWorksheets :3Study Guides :1 GenreHistorical fiction, Science fiction, biography, autobiography, folktale, fairy tale, and poetry. Read more...iWorksheets :3 MD.RF. Standards for Reading Foundational Skills (RF)
Phonics and Word Recognition
2.RF3. Know and apply grade-level phonics and word analysis skills in decoding words.
2.RF3.a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
2.RF3.a.1. Identify and apply vowel patterns to read words, such as CVC, CVCE, CVVC.
Long Vowel - Silent eLong vowels say their own names in many words. They have a special helper called Silent e that makes them say their own name. Read more...iWorksheets :5Study Guides :1 Words with -ce and -seWhat are the sounds of -ce and -se? Listen carefully to the sound of s and soft c in each word: ace, case. They sound almost exactly the same. Read more...iWorksheets :3Study Guides :1 2.RF3.b. Know sound-spelling correspondences for additional common vowel teams.
2.RF3.b.1. Understand that a combination of vowels can represent a single vowel sound.
Vowel DiphthongsFreeVowel diphthongs are vowel letters whose sounds blend smoothly together. The same sounds can be spelled using different letters. Read more...iWorksheets :25Study Guides :2 Vowel DigraphsFreeVowels are a, e, u, o, u, and sometimes y or w. When 2 vowels come together in a word that is a vowel digraph. Read more...iWorksheets :6Study Guides :1 R Controlled VowelsFreeWe know that the vowels a, e, i, o, and u can have a short or long sound. But when a vowel is followed by the letter r its sounds changes. Read more...iWorksheets :5Study Guides :1 oo Vowel SoundWhat are the words with a double o sound as in moon? When you see oo together in a word, it usually has the sound you hear in “Moo” so put oo in when you spell them. Read more...iWorksheets :3Study Guides :1 2.RF3.c. Decode regularly spelled two-syllable words with long vowels.
2.RF3.c.1. Explain and apply syllable division rules.
SyllablesFreeWhat are Syllables? Syllables are parts of words. Each part of a word has one vowel sound in it. Be careful! You may see more than one vowel letter, but still hear only one vowel sound. Read more...iWorksheets :7Study Guides :1 2.RF3.c.3. Identify and apply vowel pronunciation rules to read words, such as CVC, CVCE, CVVC.
Long Vowel - Silent eLong vowels say their own names in many words. They have a special helper called Silent e that makes them say their own name. Read more...iWorksheets :5Study Guides :1 Words with -ce and -seWhat are the sounds of -ce and -se? Listen carefully to the sound of s and soft c in each word: ace, case. They sound almost exactly the same. Read more...iWorksheets :3Study Guides :1 2.RF3.d. Decode words with common prefixes and suffixes.
2.RF3.d.1. Recognize and define base words.
Root WordsWhat are Root Words? Root words are sometimes called base words. A root word is the smallest form of a word before it has anything added to it. Read more...iWorksheets :3Study Guides :1 2.RF3.d.2. Identify and define common prefixes and suffixes.
Word Meaning with Prefixes/SuffixesPrefixes are letters placed before a root word which change the meaning of the root word. Suffixes are letters placed after the root word which change the meaning of the root word. Read more...iWorksheets :5Study Guides :1 SuffixesA suffix is a letter or group of letters added to the end of a word to change its meaning. Read more...iWorksheets :4Study Guides :1 PrefixesA prefix is any letter or group of letters that is added to the front of a
base word to change the meaning. Read more...iWorksheets :5Study Guides :1 2.RF3.d.3. Blend parts to read words and describe how the affix affects the word meaning.
PhonicsPhonics is a method of teaching people to read by correlating sounds with symbols in an alphabetic writing system. Read more...iWorksheets :3 2.RF3.e. Identify words with inconsistent but common spelling-sound correspondences.
2.RF3.e.1. Identify and apply the rules for sound-spelling correspondences, including exceptions.
SpellingFreeSpelling: forming words with the correct letters in the correct order. Spelling three or four letter words. Read more...iWorksheets :14Study Guides :1 2.RF3.f. Recognize and read grade-appropriate irregularly spelled words.
2.RF3.f.1. Apply a variety of strategies to increase the number of grade-appropriate sight words/high-frequency words that can be read.
High Frequency Words IIWhat are High Frequency Words? These are words you need to know at sight. That means you read them without trying to sound them out. Read more...iWorksheets :3Study Guides :1 Sight Words IISight words are the words a second grader should be able to recognize instantly and spell easily. Read more...iWorksheets :3Study Guides :1 High Frequency Words IWhat are High Frequency Words? High frequency words are the sight words you need to know instantly. You do not need to sound them out or look them up in a dictionary. Read more...iWorksheets :3Study Guides :1 High Frequency Words IIHigh frequency words are the words you need to recognize instantly. You do not have to figure them out, sound them out, or look them up in a dictionary. You just need to know them instantly. Read more...iWorksheets :3Study Guides :1 High Frequency Words IFreeHigh frequency words are the sight words you need to know as soon as you see them. Good readers do not need to sound them out. Read more...iWorksheets :4Study Guides :1 Sight Words IVWhat are sight words? Sight words are the words every second grader should be able to read quickly and spell easily. Read more...iWorksheets :3Study Guides :1 Sight Words IIISight words are words a second grader should be able to read quickly and spell easily. Read more...iWorksheets :3Study Guides :1 High Frequency Words IIHigh frequency words are those words that a third grader should be able to read quickly, without sounding them out. They appear often in stories and books read by third graders. High frequency words are also known as sight words. Read more...iWorksheets :6Study Guides :1 High Frequency Words IHigh frequency words are those words that a third grader should be able to read quickly, without sounding them out. They appear often in stories and books read by third graders. High frequency words are also known as sight words. Read more...iWorksheets :6Study Guides :1 Fluency
2.RF4. Read with sufficient accuracy and fluency to support comprehension.
2.RF4.a. Read on-level text with purpose and understanding.
2.RF4.a.1. Apply a variety of decoding strategies to read grade-level text.
PhonicsPhonics is a method of teaching people to read by correlating sounds with symbols in an alphabetic writing system. Read more...iWorksheets :3 2.RF4.a.2. Read on-level sight words/high-frequency words in isolation and in context with automaticity.
High Frequency Words IIWhat are High Frequency Words? These are words you need to know at sight. That means you read them without trying to sound them out. Read more...iWorksheets :3Study Guides :1 Sight Words IISight words are the words a second grader should be able to recognize instantly and spell easily. Read more...iWorksheets :3Study Guides :1 High Frequency Words IWhat are High Frequency Words? High frequency words are the sight words you need to know instantly. You do not need to sound them out or look them up in a dictionary. Read more...iWorksheets :3Study Guides :1 High Frequency Words IIHigh frequency words are the words you need to recognize instantly. You do not have to figure them out, sound them out, or look them up in a dictionary. You just need to know them instantly. Read more...iWorksheets :3Study Guides :1 High Frequency Words IFreeHigh frequency words are the sight words you need to know as soon as you see them. Good readers do not need to sound them out. Read more...iWorksheets :4Study Guides :1 Sight Words IVWhat are sight words? Sight words are the words every second grader should be able to read quickly and spell easily. Read more...iWorksheets :3Study Guides :1 Sight Words IIISight words are words a second grader should be able to read quickly and spell easily. Read more...iWorksheets :3Study Guides :1 High Frequency Words IIHigh frequency words are those words that a third grader should be able to read quickly, without sounding them out. They appear often in stories and books read by third graders. High frequency words are also known as sight words. Read more...iWorksheets :6Study Guides :1 High Frequency Words IHigh frequency words are those words that a third grader should be able to read quickly, without sounding them out. They appear often in stories and books read by third graders. High frequency words are also known as sight words. Read more...iWorksheets :6Study Guides :1 2.RF4.a.3. Begin to self regulate understanding of text by making and confirming predictions and rereading when necessary in order to check for understanding.
PredictionsA prediction is what you think will happen next. You do not just guess. You use clues in the picture to decide what will happen next. Read more...iWorksheets :6Study Guides :1 Predicting EndingsWhat Does it Mean to Predict Endings? When you read, you try to make sense of what you are reading. When you write, you need to make sense in what you are writing. When you predict an ending, you try to think of the most sensible way for the story to end. Read more...iWorksheets :3Study Guides :1 2.RF4.b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
2.RF4.b.2. Apply decoding skills to read on-level text.
PhonicsPhonics is a method of teaching people to read by correlating sounds with symbols in an alphabetic writing system. Read more...iWorksheets :3 2.RF4.b.3. Read on-level sight words/high-frequency words with automaticity in isolation and in context.
High Frequency Words IIWhat are High Frequency Words? These are words you need to know at sight. That means you read them without trying to sound them out. Read more...iWorksheets :3Study Guides :1 Sight Words IISight words are the words a second grader should be able to recognize instantly and spell easily. Read more...iWorksheets :3Study Guides :1 High Frequency Words IWhat are High Frequency Words? High frequency words are the sight words you need to know instantly. You do not need to sound them out or look them up in a dictionary. Read more...iWorksheets :3Study Guides :1 High Frequency Words IIHigh frequency words are the words you need to recognize instantly. You do not have to figure them out, sound them out, or look them up in a dictionary. You just need to know them instantly. Read more...iWorksheets :3Study Guides :1 High Frequency Words IFreeHigh frequency words are the sight words you need to know as soon as you see them. Good readers do not need to sound them out. Read more...iWorksheets :4Study Guides :1 Sight Words IVWhat are sight words? Sight words are the words every second grader should be able to read quickly and spell easily. Read more...iWorksheets :3Study Guides :1 Sight Words IIISight words are words a second grader should be able to read quickly and spell easily. Read more...iWorksheets :3Study Guides :1 High Frequency Words IIHigh frequency words are those words that a third grader should be able to read quickly, without sounding them out. They appear often in stories and books read by third graders. High frequency words are also known as sight words. Read more...iWorksheets :6Study Guides :1 High Frequency Words IHigh frequency words are those words that a third grader should be able to read quickly, without sounding them out. They appear often in stories and books read by third graders. High frequency words are also known as sight words. Read more...iWorksheets :6Study Guides :1 2.RF4.b.4. Use punctuation as cues to appropriate expression.
Coherent ParagraphsA paragraph is a group of sentences about one topic. The sentences are related to each other, and they make sense. Read more...iWorksheets :3Study Guides :1 2.RF4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
2.RF4.c.2. Demonstrate a conceptual understanding of new words, e.g., classify and categorize into groups, identify antonyms, synonyms, homophones.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 SynonymsWhat are synonyms? Synonyms are words that mean the same, or nearly the same, as other words. Read more...iWorksheets :6Study Guides :1 AntonymsFreeAntonyms are words that mean the opposite, or nearly the opposite, as other words. Read more...iWorksheets :6Study Guides :1 HomophonesWhat are Homophones? Homophones are words that sound exactly alike but are spelled differently and have different meanings. They are sometimes called homonyms. Read more...iWorksheets :5Study Guides :1 2.RF4.c.4. Use context cues, sentence structure, and visual clues to guide self-correction.
Context CluesWhat are Context Clues? When you are reading, you will come to words you do not know. You can learn the meaning of those words by looking for the clues in the sentence around that word. The clues will help you understand the meaning of the new word even if you cannot pronounce it. Read more...iWorksheets :3Study Guides :1 Finding InformationHow do Charts and Illustrations Help You? Charts and illustrations are special tools to help you find information easily. They are arranged in a way that puts all the information together so that it is clear and easy to read. Read more...iWorksheets :3Study Guides :1 Main IdeaWhat is a Main Idea in a Visual Message? Pictures and actions send messages without words. Here are some you should know. Read more...iWorksheets :3Study Guides :1 MD.W. Standards for Writing (W)
Text Types and Purposes
W1.CCR. Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2.W1-b. Write 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 – Supply reasons that support the opinion.
2.W1-b.3. Draft a paragraph or multiple paragraphs to support an opinion: Use reflexive pronouns (e.g., myself, ourselves) (CCSS L.2.1c); Produce complete simple and compound sentences (See CCSS L.2.1f); Use knowledge of language conventions when writing (See CCSS .2.L3).
Coherent ParagraphsA paragraph is a group of sentences about one topic. The sentences are related to each other, and they make sense. Read more...iWorksheets :3Study Guides :1 GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 Unnecessary InformationWhat is unnecessary information? When you write a paragraph, story, or report you must include all important information. Sometimes writers put in too much information. It is important to know what to include ad what to leave out. The unnecessary information is any part that does not belong. Read more...iWorksheets :3Study Guides :1 2.W1-d. Write 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 – Provide a concluding statement or section.
2.W1-d.2. Apply the revising and editing stages of the writing process (See CSS W.2.5): Revise to verify a clear statement of opinion supported by a list of reasons; Add relevant details to strengthen writing; Expand and rearrange complete simple and compound sentences (See CCSS L.2.1f); Edit to correct errors in capitalization, punctuation, and spelling (See CCSS L2.2).
Complete & Incomplete SentencesFreeA complete sentence begins with a capital, ends with punctuation, and makes sense. Any sentence that does not begin with a capital, end with correct punctuation, or make sense is incomplete. Read more...iWorksheets :5Study Guides :1 W2.CCR. Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
2.W2-b. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section – Use facts and definitions to develop points.
2.W2-b.1. Differentiate between facts and opinions within a specific source (See MD SLM 2-3 3A2.a).
Fact/Fiction/OpinionA fact can be proven. An opinion is the way that someone feels about a subject and it cannot be proven. Being able to tell the difference between a fact and an opinion will improve your reading comprehension. Read more...iWorksheets :8Study Guides :1 2.W2-b.4. Organize facts and definitions to write a paragraph or multiple paragraphs related to a topic: Produce complete simple and compound sentences (CCSS L.2.1f); Use knowledge of language and its conventions when writing (See CCSS L.2.3).
Coherent ParagraphsA paragraph is a group of sentences about one topic. The sentences are related to each other, and they make sense. Read more...iWorksheets :3Study Guides :1 GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 Unnecessary InformationWhat is unnecessary information? When you write a paragraph, story, or report you must include all important information. Sometimes writers put in too much information. It is important to know what to include ad what to leave out. The unnecessary information is any part that does not belong. Read more...iWorksheets :3Study Guides :1 W3.CCR. Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
2.W3-a. Write 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 – Recount a well-elaborated event or short sequence of events.
2.W3-a.2. Draft an opening sentence that introduces the narrative.
Topic SentenceThe topic of a paragraph is the word or words that tell what the paragraph is about. The topic should be related to all of the sentences in the paragraph. Being able to pick out the topic of the paragraph helps the reader to understand the meaning of the paragraph. Read more...iWorksheets :3Study Guides :1 2.W3-b. Write 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 – Include details to describe actions, thoughts, and feelings.
2.W3-b.2. Include details that personalize the experience (thoughts, actions, and feelings) (See CCSS W.2.8): Produce complete simple and compound sentences (CCSS L.2.1f); Use adjectives and adverbs, and choose between them depending on what is to be modified (CCSS L.2.1e); Form and use frequently occurring irregular plural nouns (CCSS L.2.1b); Use knowledge of language conventions when writing (CCSS L.2.3).
NounsNoun is a word that refers to a person, place, thing, event, substance, or quality Read more...iWorksheets :3 GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 NounsWhat are Nouns? Nouns are words used to identify ideas, actions, qualities, persons, places, or things, or to name a particular one of these. Read more...iWorksheets :6Study Guides :1 2.W3-c. Write 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 – Use temporal words to signal event order.
2.W3-c.2. Use words and phrases acquired through conversations, reading and being read to (See CCSS 2 L6).
2.W3-d. Write 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 – Provide a sense of closure.
2.W3-d.2. Apply the revision and editing stages of the writing process (See CCSS W.2.5): Revise to ensure that the elements of a narrative are incorporated; Edit to correct errors in capitalization, punctuation, and spelling (See CCSS L.2.1.1, 2).
Complete & Incomplete SentencesFreeA complete sentence begins with a capital, ends with punctuation, and makes sense. Any sentence that does not begin with a capital, end with correct punctuation, or make sense is incomplete. Read more...iWorksheets :5Study Guides :1 Production and Distribution of Writing
W5.CCR. Anchor Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
2.W5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed.
2.W5.1. See W1, W2, W3, and W7 of CCSC Framework for specific application.
Complete & Incomplete SentencesFreeA complete sentence begins with a capital, ends with punctuation, and makes sense. Any sentence that does not begin with a capital, end with correct punctuation, or make sense is incomplete. Read more...iWorksheets :5Study Guides :1 MD.SL. Standards for Speaking and Listening (SL)
Presentation of Knowledge and Ideas
SL4.CCR. Anchor Standard: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
2.SL4. Tell a story or recount an experience with appropriate facts and relevant descriptive details, speaking audibly in coherent sentences.
2.SL4.3. Use descriptive adjectives and adverbs, and choose between them depending on what is to be modified (See CCSS L.2.1e).
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 SL5.CCR. Anchor Standard: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
2.SL5. Create 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.
2.SL5.1. Use illustrations and details in a story to describe its characters, setting, or events (See CCSS RL.2.7).
SettingsWhat are Settings? Settings are places.
<br>Schools, homes, a zoo, a street, a town or city are all settings.
<br>Try this!
Find a setting:
a] girl
b] horse
c] house
d] mouse Read more...iWorksheets :3Study Guides :1 Story ElementsWhat are the Elements of a Story? Story elements are plot, setting, and characters. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Read more...iWorksheets :6Study Guides :1 MD.L. Standards for Language (L)
Conventions of Standard English
L1.CCR. Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
2.L1-a. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use collective nouns (e.g., group).
2.L1-a.2. Distinguish between common, proper, and possessive, and collective nouns.
NounsNoun is a word that refers to a person, place, thing, event, substance, or quality Read more...iWorksheets :3 GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 Proper NounsFreeA proper noun is a special name for a particular person, place, or thing. A proper noun always begins with a capital letter. If there is more than one word for a particular person, place, or thing, then the first, last, and all important words are capitalized. Read more...iWorksheets :7Study Guides :1 2.L1-b. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
2.L1-b.1. Identify and define frequently occurring irregular plural nouns in text presented in a variety of formats.
NounsNoun is a word that refers to a person, place, thing, event, substance, or quality Read more...iWorksheets :3 GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 NounsWhat are Nouns? Nouns are words used to identify ideas, actions, qualities, persons, places, or things, or to name a particular one of these. Read more...iWorksheets :6Study Guides :1 2.L1-b.2. Form the plurals of frequently occurring singular irregular nouns.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 NounsWhat are Nouns? Nouns are words used to identify ideas, actions, qualities, persons, places, or things, or to name a particular one of these. Read more...iWorksheets :6Study Guides :1 2.L1-b.3. Demonstrate the use of plural irregular nouns in oral and written language.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 NounsWhat are Nouns? Nouns are words used to identify ideas, actions, qualities, persons, places, or things, or to name a particular one of these. Read more...iWorksheets :6Study Guides :1 2.L1-e. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use adjectives and adverbs, and choose between them depending on what is to be modified.
2.L1-e.1. Identify and define adjectives and adverbs in text presented in a variety of formats.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 2.L1-e.2. Distinguish between adjectives and adverbs.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 2.L1-e.3. Demonstrate the correct use of adjectives and adverbs in oral and written language.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 2.L1-e.4. Strengthen writing by using adjectives and adverbs correctly to expand sentences.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 2.L1-f. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – 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).
2.L1-f.4. Strengthen writing by using learned parts of speech to expand sentences.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 L2.CCR. Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
2.L2-a. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Capitalize holidays, product names, and geographic names.
2.L2-a.1. Distinguish between common and proper nouns.
NounsNoun is a word that refers to a person, place, thing, event, substance, or quality Read more...iWorksheets :3 GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 Proper NounsFreeA proper noun is a special name for a particular person, place, or thing. A proper noun always begins with a capital letter. If there is more than one word for a particular person, place, or thing, then the first, last, and all important words are capitalized. Read more...iWorksheets :7Study Guides :1 NounsWhat are Nouns? Nouns are words used to identify ideas, actions, qualities, persons, places, or things, or to name a particular one of these. Read more...iWorksheets :6Study Guides :1 2.L2-c. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Use an apostrophe to form contractions and frequently occurring possessives.
2.L2-c.1. Identify and explain the purpose and formation of contractions and possessives.
NounsNoun is a word that refers to a person, place, thing, event, substance, or quality Read more...iWorksheets :3 GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 ContractionsWhat are Contractions? A contraction is a special word made by putting together a verb and another word. Every contraction has an apostrophe to show where letters are missing from the original two words. Read more...iWorksheets :5Study Guides :1 ContractionsWhat is a Contraction? A contraction is really two words squeezed together to make a new word. Some of the letters from one or both of the words go away and a special
mark called an apostrophe goes in their place. Read more...iWorksheets :4Study Guides :1 2.L2-c.2. Demonstrate correct formation and use of contractions and possessives.
NounsNoun is a word that refers to a person, place, thing, event, substance, or quality Read more...iWorksheets :3 GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 ContractionsWhat are Contractions? A contraction is a special word made by putting together a verb and another word. Every contraction has an apostrophe to show where letters are missing from the original two words. Read more...iWorksheets :5Study Guides :1 ContractionsWhat is a Contraction? A contraction is really two words squeezed together to make a new word. Some of the letters from one or both of the words go away and a special
mark called an apostrophe goes in their place. Read more...iWorksheets :4Study Guides :1 2.L2-c.3. Analyze writing models for correct use and formation of contractions and possessives.
NounsNoun is a word that refers to a person, place, thing, event, substance, or quality Read more...iWorksheets :3 GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 ContractionsWhat are Contractions? A contraction is a special word made by putting together a verb and another word. Every contraction has an apostrophe to show where letters are missing from the original two words. Read more...iWorksheets :5Study Guides :1 ContractionsWhat is a Contraction? A contraction is really two words squeezed together to make a new word. Some of the letters from one or both of the words go away and a special
mark called an apostrophe goes in their place. Read more...iWorksheets :4Study Guides :1 2.L2-d. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Generalize learned spelling patterns when writing words (e.g., cage→badge; boy→boil).
2.L2-d.2. Demonstrate use of learned spelling patterns when writing.
SpellingFreeSpelling: forming words with the correct letters in the correct order. Spelling three or four letter words. Read more...iWorksheets :14Study Guides :1 2.L2-e. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
2.L2-e.1. Apply alphabet knowledge to use beginning dictionaries to check and correct spelling.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 AlphabetizingFreeWhat is Alphabetizing? You alphabetize when you put words in order by using the alphabet. Words that begin with ‘a’ come first. Words that begin with ‘z’ must be last when you are alphabetizing. Read more...iWorksheets :4Study Guides :1 Vocabulary Acquisition and Use
L4.CCR. Anchor Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
2.L4-a. 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 – Use sentence-level context as a clue to the meaning of a word or phrase.
2.L4-a.1. Identify sentence clues that help determine or clarify the meaning of a word or phrase.
Context CluesWhat are Context Clues? When you are reading, you will come to words you do not know. You can learn the meaning of those words by looking for the clues in the sentence around that word. The clues will help you understand the meaning of the new word even if you cannot pronounce it. Read more...iWorksheets :3Study Guides :1 2.L4-a.2. Access prior knowledge to help determine or clarify the meaning of a word or phrase.
2.L4-a.3. Discuss words and word meanings as they are encountered.
2.L4-b. 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 – Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
2.L4-b.1. Identify common prefixes and their meaning.
Word Meaning with Prefixes/SuffixesPrefixes are letters placed before a root word which change the meaning of the root word. Suffixes are letters placed after the root word which change the meaning of the root word. Read more...iWorksheets :5Study Guides :1 PrefixesA prefix is any letter or group of letters that is added to the front of a
base word to change the meaning. Read more...iWorksheets :5Study Guides :1 2.L4-b.2. Use meaning of known words and prefixes to explain the meaning of new words.
Word Meaning with Prefixes/SuffixesPrefixes are letters placed before a root word which change the meaning of the root word. Suffixes are letters placed after the root word which change the meaning of the root word. Read more...iWorksheets :5Study Guides :1 PrefixesA prefix is any letter or group of letters that is added to the front of a
base word to change the meaning. Read more...iWorksheets :5Study Guides :1 2.L4-c. 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 – Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
2.L4-c.1. Identify and define the root word in unknown words.
Root WordsWhat are Root Words? Root words are sometimes called base words. A root word is the smallest form of a word before it has anything added to it. Read more...iWorksheets :3Study Guides :1 2.L4-c.2. Identify common suffixes and their meanings.
Word Meaning with Prefixes/SuffixesPrefixes are letters placed before a root word which change the meaning of the root word. Suffixes are letters placed after the root word which change the meaning of the root word. Read more...iWorksheets :5Study Guides :1 SuffixesA suffix is a letter or group of letters added to the end of a word to change its meaning. Read more...iWorksheets :4Study Guides :1 2.L4-c.3. Use meaning of prefixes and suffixes to explain the meaning of known root words.
Word Meaning with Prefixes/SuffixesPrefixes are letters placed before a root word which change the meaning of the root word. Suffixes are letters placed after the root word which change the meaning of the root word. Read more...iWorksheets :5Study Guides :1 SuffixesA suffix is a letter or group of letters added to the end of a word to change its meaning. Read more...iWorksheets :4Study Guides :1 PrefixesA prefix is any letter or group of letters that is added to the front of a
base word to change the meaning. Read more...iWorksheets :5Study Guides :1 Root WordsWhat are Root Words? Root words are sometimes called base words. A root word is the smallest form of a word before it has anything added to it. Read more...iWorksheets :3Study Guides :1 2.L4-d. 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 – Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
2.L4-d.1. Identify compound words presented orally and in a variety of texts.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 Compound WordsWhat are Compound Words? Any word made up of two small words is a compound word.
Examples: foot + ball = football. Read more...iWorksheets :3Study Guides :1 Compound WordsWhat is a Compound Word? A Compound Word is a word that is composed of two or more separate words. Examples: sea + shell = seashell, basket + ball = basketball. Read more...iWorksheets :3Study Guides :1 2.L4-d.2. Combine meanings of individual words together to determine meaning of new compound words.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 Compound WordsWhat are Compound Words? Any word made up of two small words is a compound word.
Examples: foot + ball = football. Read more...iWorksheets :3Study Guides :1 Compound WordsWhat is a Compound Word? A Compound Word is a word that is composed of two or more separate words. Examples: sea + shell = seashell, basket + ball = basketball. Read more...iWorksheets :3Study Guides :1 2.L4-d.3. Use compound words orally and in writing.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 Compound WordsWhat are Compound Words? Any word made up of two small words is a compound word.
Examples: foot + ball = football. Read more...iWorksheets :3Study Guides :1 Compound WordsWhat is a Compound Word? A Compound Word is a word that is composed of two or more separate words. Examples: sea + shell = seashell, basket + ball = basketball. Read more...iWorksheets :3Study Guides :1 2.L4-e. 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 – Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
2.L4-e.1. Apply alphabet knowledge to use glossaries and dictionaries.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 AlphabetizingFreeWhat is Alphabetizing? You alphabetize when you put words in order by using the alphabet. Words that begin with ‘a’ come first. Words that begin with ‘z’ must be last when you are alphabetizing. Read more...iWorksheets :4Study Guides :1 2.L4-e.3. Strengthen writing by using glossaries and beginning dictionaries to determine word choice.
L5.CCR. Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
2.L5-b. Demonstrate understanding of word relationships and nuances in word meanings – Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
2.L5-b.1. Identify synonyms for given verbs and adjectives.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 VerbsA verb is a word that shows action or state of being. Read more...iWorksheets :5Study Guides :1 2.L5-b.2. Use context clues to distinguish intensity (nuances) of meaning among synonyms.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 Context CluesWhat are Context Clues? When you are reading, you will come to words you do not know. You can learn the meaning of those words by looking for the clues in the sentence around that word. The clues will help you understand the meaning of the new word even if you cannot pronounce it. Read more...iWorksheets :3Study Guides :1 SynonymsWhat are synonyms? Synonyms are words that mean the same, or nearly the same, as other words. Read more...iWorksheets :6Study Guides :1 2.L5-b.3. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meanings of words and phrases. (CCSS L.2.4e)
L6.CCR. Anchor Standard: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
2.L6. 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).
2.L6.3. Use adjectives and adverbs, and choose between them depending on what is to be modified. (CCSS L.2.1e)
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 Standards
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