2nd grade
language
Standards
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Essential Questions
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CC.2.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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CC.2.L.1.a Conventions of Standard English: Use collective nouns (e.g., group).
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Do I know what a collective noun is? When do I use a collective noun effectively?
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CC.2.L.1.b Conventions of Standard English: Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
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How are irregular nouns different from plural nouns? Do I know what irregular nouns do not follow the rules? (deer, moose, fish, sheep)
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CC.2.L.1.c Conventions of Standard English: Use reflexive pronouns (e.g., myself, ourselves).
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Can I identify a reflexive pronoun? How does using reflexive pronouns in a sentence make it clear?
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CC.2.L.1.d Conventions of Standard English: Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
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How do I use the correct verb in a sentence? How are verbs that don't follow the rule of adding /ed/ or /ing/ changed to the past tense?
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CC.2.L.1.e Conventions of Standard English: Use adjectives and adverbs, and choose between them depending on what is to be modified.
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How do I use adjectives or adverbs correctly when I write or speak?
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CC.2.L.1.f Conventions of Standard English: 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).
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How can sentences be rearranged or expanded to help sentence fluency? How can simple sentences be combined to create compound sentences?
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CC.2.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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CC.2.L.2.a Conventions of Standard English: Capitalize holidays, product names, and geographic names.
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Why is it important to capitalize proper nouns in writing? How can it help a reader read with ease?
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CC.2.L.2.b Conventions of Standard English: Use commas in greetings and closings of letters.
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Can I correctly use commas in letters?
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CC.2.L.2.c Conventions of Standard English: Use an apostrophe to form contractions and frequently occurring possessives.
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What does the use of an apostrophe in a word indicate? Why is it important to use an apostrophe in contractions and possessives?
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CC.2.L.2.d Conventions of Standard English: Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
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How does knowing spelling patterns help readers decode words? How do spelling patterns help writers spell words?
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CC.2.L.2.e Conventions of Standard English: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings
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How do you ensure that words are correctly spelled and used in context? What tools are available to check spelling?
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CC.2.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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CC.2.L.3.a Knowledge of Language: Compare formal and informal uses of English.
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Do I know the difference between formal and informal language? When should each be used?
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CC.2.L.4 Vocabulary Acquisition and Use: 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.
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CC.2.L.4.a Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase.
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How do readers understand new or familiar words in a sentence? How does sentence structure aid in comprehension?
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CC.2.L.4.b Vocabulary Acquisition and Use: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
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How does the use of prefixes impact a readers understanding of known words? Do I know how a prefix changes the meaning of a word? Can I find the prefix in a word? Can I identify the root word in a word?
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CC.2.L.4.c Vocabulary Acquisition and Use: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
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Can I identify and define a known root in an unknown word? Can I determine the meaning of an unknown word by using the known word?
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CC.2.L.4.d Vocabulary Acquisition and Use: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
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Can I identify a compound word in text? Can I predict the meaning of compound words by looking for the words I know within them?
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CC.2.L.4.e Vocabulary Acquisition and Use: Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
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Can I find the definition of a word by using a glossary or dictionary? Can I find the best definition for a word when more than one definition is listed?
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CC.2.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of word relationships and nuances in word meanings.
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CC.2.L.5.a Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
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Can I use adjectives and adverbs to describe nouns or pronouns more clearly? Can I use adverbs to describe the way something happens? (when, why, where, how)
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CC.2.L.5.b Vocabulary Acquisition and Use: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
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Can I identify synonyms? How can I words to change the affect of a reader? (I hurled the football.)
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CC.2.L.6 Vocabulary Acquisition and Use: 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).
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How are adjectives and adverbs used in speech and writing? How do communicators describe when speaking and writing?
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