What Common Core Standards Is Vocabulary in Second Grade Language Arts

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Skills available for Maryland 2nd-grade language arts standards

IXL'southward second-grade skills will be aligned to the Maryland College and Career-Set up Standards soon! Until then, yous can view a complete list of 2d-grade standards below.

Standards are in black and IXL language arts skills are in dark dark-green. Hold your mouse over the proper noun of a skill to view a sample question. Click on the name of a skill to practice that skill.

L.2 Language

Conventions of Standard English
- L.2.1 Demonstrate command of the conventions of standard English grammer and usage when writing or speaking.
  - L.2.1.a Utilise collective nouns (eastward.g., group).
  - L.2.1.b Form and utilise frequently occurring irregular plural nouns (east.g., feet, children, teeth, mice, fish).
    - Is the substantive singular or plural? ( two-TT.9 )
    - Grade and utilise irregular plurals ( 2-TT.ten )
  - L.2.1.c Use reflexive pronouns (e.g., myself, ourselves).
    - Choose between personal and reflexive pronouns ( 2-UU.9 )
    - Use reflexive pronouns ( ii-UU.10 )
  - 50.two.ane.d Form and use the by tense of often occurring irregular verbs (e.g., sat, hid, told).
    - Form and use the irregular past tense: set 1 ( 2-Twenty.8 )
    - Course and use the irregular past tense: set 2 ( 2-XX.9 )
    - Form and use the irregular past tense: set 3 ( 2-Twenty.x )
    - Class and use the irregular past tense: set 4 ( ii-XX.xi )
    - To exist: use the correct past tense form ( 2-Xx.xiv )
  - 50.2.1.eastward Utilise adjectives and adverbs, and choose betwixt them depending on what is to exist modified.
    - Apply sense words ( ii-ZZ.1 )
    - Choose between adjectives and adverbs ( 2-ZZ.8 )
    - Is the word an adjective or adverb? ( 2-ZZ.nine )
  - L.ii.one.f Produce, expand, and rearrange complete simple and chemical compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action motion-picture show was watched by the petty boy).
    - Is information technology a consummate sentence or a fragment? ( 2-SS.four )
    - Is it a complete sentence or a run-on? ( ii-SS.5 )
    - Is information technology a complete judgement, a fragment, or a run-on? ( ii-SS.6 )
    - Unscramble the words to make a consummate sentence ( 2-SS.7 )
- L.ii.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  - L.2.ii.a Capitalize holidays, production names, and geographic names.
    - Capitalizing days, months, and holidays ( 2-DDD.two )
    - Capitalizing the names of places and geographic features ( two-DDD.3 )
  - L.2.ii.b Use commas in greetings and closings of letters.
    - Greetings and closings of letters ( two-DDD.6 )
  - L.2.two.c Use an apostrophe to form contractions and frequently occurring possessives.
    - Form the singular or plural possessive ( two-TT.12 )
    - Form pronoun-verb contractions ( two-BBB.2 )
    - Form contractions with "not" ( 2-BBB.3 )
    - Use pronoun-verb contractions ( 2-BBB.four )
    - Use contractions with "not" ( ii-BBB.v )
  - 50.two.2.d Generalize learned spelling patterns when writing words (east.g., muzzle -> badge; boy -> boil).
    - Consummate the words with silent messages ( 2-C.11 )
    - Consummate the word with the right diphthong: oi, oy, ou, ow ( 2-J.2 )
    - Spell the soft k or soft c word ( 2-Fifty.4 )
    - Course regular plurals with -s and -es ( 2-TT.vi )
    - Apply regular plurals with -southward and -es ( 2-TT.seven )
    - Form and use the regular by tense ( 2-XX.three )
    - Class pronoun-verb contractions ( 2-BBB.2 )
    - Form contractions with "not" ( 2-BBB.3 )
    - Use pronoun-verb contractions ( two-BBB.4 )
    - Use contractions with "non" ( two-BBB.5 )
  - 50.2.2.east Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
    - Utilise guide words ( 2-RR.4 )
Noesis of Language
- 50.two.three Employ cognition of linguistic communication and its conventions when writing, speaking, reading, or listening.
  - Fifty.two.3.a Compare formal and breezy uses of English language.
Vocabulary Acquisition and Use
- L.ii.iv Make up one's mind or analyze the meaning of unknown and multiple-pregnant words and phrases based on form 2 reading and content, choosing flexibly from an array of strategies.
  - 50.2.4.a Use sentence-level context as a clue to the significant of a word or phrase.
    - Find synonyms in context ( ii-LL.2 )
    - Observe antonyms in context ( ii-LL.five )
    - Use context to identify the significant of a discussion ( 2-QQ.1 )
  - L.2.four.b Determine the pregnant of the new give-and-take formed when a known prefix is added to a known give-and-take (e.g., happy/unhappy, tell/retell).
    - Identify base words, prefixes, and suffixes ( 2-II.2 )
    - Determine the meaning of a word with pre-, re-, or mis- ( two-II.3 )
    - Use the prefixes pre-, re-, and mis- ( 2-2.4 )
  - L.ii.4.c Use a known root word as a inkling to the meaning of an unknown word with the same root (e.g., improver, additional).
    - Make up one's mind the meaning of a word with -ful or -less ( 2-2.5 )
    - Prefixes and suffixes: review ( 2-II.vi )
  - L.2.iv.d Use knowledge of the pregnant of individual words to predict the meaning of chemical compound words (east.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
    - Form and use compound words ( 2-JJ.3 )
  - L.2.4.eastward Use glossaries and outset dictionaries, both print and digital, to determine or clarify the significant of words and phrases.
    - Utilise guide words ( ii-RR.4 )
    - Use dictionary entries ( ii-RR.5 )
- L.2.5 Demonstrate understanding of give-and-take relationships and nuances in word meanings.
  - L.two.5.a Identify real-life connections betwixt words and their use (e.g., describe foods that are spicy or juicy).
    - Sort words into categories ( 2-KK.1 )
    - Multiple-meaning words with pictures ( 2-NN.1 )
    - Shades of significant with pictures ( 2-OO.1 )
    - Use action verbs ( 2-VV.one )
    - Use sense words ( 2-ZZ.1 )
    - Does the adjective tell you what kind or how many? ( ii-ZZ.two )
    - Select the all-time preposition to match the picture ( 2-AAA.1 )
  - L.2.5.b Distinguish shades of meaning among closely related verbs (e.chiliad., toss, throw, hurl) and closely related adjectives (e.yard., thin, slender, skinny, scrawny).
    - Shades of meaning with pictures ( 2-OO.one )
    - Find the words with related meanings ( 2-OO.2 )
    - Describe the departure between related words ( 2-OO.three )
    - Order related words based on meaning ( 2-OO.4 )
- 50.2.six Use words and phrases caused through conversations, reading and existence read to, and responding to texts, including using adjectives and adverbs to describe (e.grand., When other kids are happy that makes me happy).
  - Form and utilise compound words ( 2-JJ.3 )
  - Apply the correct homophone ( ii-MM.3 )
  - Shades of meaning with pictures ( two-OO.1 )
  - Employ sense words ( two-ZZ.1 )
  - Select the best preposition to match the movie ( two-AAA.1 )
  - Select the best preposition to consummate the sentence ( 2-AAA.2 )

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Source: https://www.ixl.com/standards/maryland/ela/grade-2

What Common Core Standards Is Vocabulary in Second Grade Language Arts

L.2 Language

Conventions of Standard English

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

L.2.1.a Utilise collective nouns (eastward.g., group).

L.2.1.b Form and utilise frequently occurring irregular plural nouns (east.g., feet, children, teeth, mice, fish).

L.2.1.c Use reflexive pronouns (e.g., myself, ourselves).

50.two.ane.d Form and use the by tense of often occurring irregular verbs (e.g., sat, hid, told).

50.2.1.eastward Utilise adjectives and adverbs, and choose betwixt them depending on what is to exist modified.

L.ii.one.f Produce, expand, and rearrange complete simple and chemical compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action motion-picture show was watched by the petty boy).

L.ii.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.2.ii.a Capitalize holidays, production names, and geographic names.

L.2.ii.b Use commas in greetings and closings of letters.

L.2.two.c Use an apostrophe to form contractions and frequently occurring possessives.

50.two.2.d Generalize learned spelling patterns when writing words (east.g., muzzle -> badge; boy -> boil).

50.2.2.east Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Noesis of Language

50.two.three Employ cognition of linguistic communication and its conventions when writing, speaking, reading, or listening.

Fifty.two.3.a Compare formal and breezy uses of English language.

Vocabulary Acquisition and Use

L.ii.iv Make up one's mind or analyze the meaning of unknown and multiple-pregnant words and phrases based on form 2 reading and content, choosing flexibly from an array of strategies.

50.2.4.a Use sentence-level context as a clue to the significant of a word or phrase.

L.2.four.b Determine the pregnant of the new give-and-take formed when a known prefix is added to a known give-and-take (e.g., happy/unhappy, tell/retell).

L.ii.4.c Use a known root word as a inkling to the meaning of an unknown word with the same root (e.g., improver, additional).

L.2.iv.d Use knowledge of the pregnant of individual words to predict the meaning of chemical compound words (east.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

L.2.4.eastward Use glossaries and outset dictionaries, both print and digital, to determine or clarify the significant of words and phrases.

L.2.5 Demonstrate understanding of give-and-take relationships and nuances in word meanings.

L.two.5.a Identify real-life connections betwixt words and their use (e.g., describe foods that are spicy or juicy).

L.2.5.b Distinguish shades of meaning among closely related verbs (e.chiliad., toss, throw, hurl) and closely related adjectives (e.yard., thin, slender, skinny, scrawny).

50.2.six Use words and phrases caused through conversations, reading and existence read to, and responding to texts, including using adjectives and adverbs to describe (e.grand., When other kids are happy that makes me happy).

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