SECOND GRADE UNIT 1

Reading: Literature RL.2.1 Ask and answer such questions as who, what, where,
when, why, and how to demonstrate understanding of
key details in a text.

RL.2.3 Describe how characters in a story respond to major

events and challenges.

RL.2.4 Describe how words and phrases (e.g., regular beats,

alliteration, rhymes, repeated lines) supply rhythm and
meaning in a story, poem, or song.

RL.2.5 Describe the overall structure of a story, including

describing how the beginning introduces the story and
the ending concludes the action.

RL.2.6 Acknowledge differences in the points of view of

characters, including by speaking in a different voice for
each character when reading dialogue aloud.

RL.2.7 Use information gained from the illustrations and words

in a print or digital text to demonstrate understanding
of its characters, setting, or plot.

RL.2.10 By the end of the year, read and comprehend literature,

including stories and poetry in the grades 2-3 text complexity
band proficiently with scaffolding as needed at the high end of
the range.
Reading: Identify the main topic of a multiparagraph text as well as
RI.2.2
Informational Text the focus of specific paragraphs within the text.

RI.2.4 Determine the meaning of words and phrases in a text

relevant to a grade 2 topic or subject area.

RI.2.10 By the end of year, read and comprehend informational

texts, including history/social studies, science, and
technical texts, in the grades 2–3 text complexity band
proficiently, with scaffolding as needed at the high end
of the range.
Reading: Foundational RF.2.3 Know and apply grade-level phonics and word analysis
Skills
skills in decoding words.

a. Distinguish long and short vowels when reading

 regularly spelled one-syllable words.

b. Know spelling-sound correspondences for additional

common vowel teams.

c. Decode regularly spelled two-syllable words with long

vowels.

f. Recognize and read grade-appropriate irregularly spelled

words.

RF.2.4 Read with sufficient accuracy and fluency to support

comprehension.

a. Read grade-level text with purpose and understanding.

b. Read grade-level text orally with accuracy, appropriate

rate, and expression.

c. Use context to confirm or self-correct word recognition

and understanding, rereading as necessary.
Writings W.2.3 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.

W.2.5 With guidance and support from adults and peers, focus on
a topic and strengthen writing as needed by revising and
editing.

W.2.6 With guidance and support from adults, use a variety of

digital tools to produce and publish writing, including in
collaboration with peers.
Speaking and Listening SL.2.1
Participate in collaborative conversations with diverse
partners about grade 2 topics and texts with peers and
adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining

the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under
discussion).

b. Build on others’ talk in conversations by linking their

comments to the remarks of others.
 c. Ask for clarification and further explanation as
needed about the topics and texts under discussion.

SL.2.2 Recount or describe key ideas or details from a text read

aloud or information presented orally or through other
media.

SL.2.4 Tell a story or recount an experience with appropriate facts

and relevant, descriptive details, speaking audibly in
coherent sentences.

SL.2.6 Produce complete sentences when appropriate to task and

situation in order to provide requested detail or
clarification.
Language L.2.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.

b. Form and use frequently occurring irregular plural

nouns (e.g., feet, children, teeth, mice, fish).

d. Form and use the past tense of frequently occurring

irregular verbs (e.g., sat, hid, told).

f. 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).

L.2.2 Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when
writing.

a. Capitalize holidays, product names, and geographic

names.

b. Use commas in greetings and closings of letters.

c. Use an apostrophe to form contractions and

frequently occurring possessives.

d. Generalize learned spelling patterns when writing

words (e.g., cage → badge; boy → boil).

e. Consult reference materials, including beginning

 dictionaries, as needed to check and correct spellings.

L.2.4 Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 2 reading and
content, choosing flexibly from an array of strategies.

a. Use sentence-level context as a clue to the meaning of a

word or phrase.

d. Use knowledge of the meaning of individual words to

predict the meaning of compound words (e.g., birdhouse,
lighthouse, housefly; bookshelf, notebook, bookmark).

L.2.5 Demonstrate understanding of figurative language, word

relationships and nuances in word meanings.

a. Identify real-life connections between words and their

use (e.g., describe foods that are spicy or juicy).

b. Distinguish shades of meaning among closely related

verbs (e.g., toss, throw, hurl) and closely related adjectives
(e.g., thin, slender, skinny, scrawny).

L.2.6 Use words and phrases acquired through conversations,

reading and being read to, and responding to texts,
including using adjectives and adverbs to describe (e.g.,
When other kids are happy that makes me happy).

SECOND GRADE UNIT 2

Reading: Literature RL.2.3 Describe how characters in a story respond to major
events and challenges.

RL.2.7 Use information gained from the illustrations and words

in a print or digital text to demonstrate understanding
of its characters, setting, or plot.

RL.2.10 By the end of the year, read and comprehend literature,

including stories and poetry in the grades 2-3 text
complexity band proficiently with scaffolding as needed
at the high end of the range.
Reading: RI.2.1 Ask and answer such questions as who, what, where,
Informational Text
when, why, and how to demonstrate understanding of
key details in a text.

RI.2.2 Identify the main topic of a multiparagraph text as well

 as the focus of specific paragraphs within the text.

RI.2.3 Describe the connection between a series of historical

events, scientific ideas or concepts, or steps in
technical procedures in a text.
 RI.2.4 Determine the meaning of words and phrases in a text
relevant to a grade 2 topic or subject area.

RI.2.5 Know and use various text features (e.g., captions, bold
print, subheadings, glossaries, indexes, electronic menus,
icons) to locate key facts or information in a text
efficiently.

RI.2.6 Identify the main purpose of a text, including what

the author wants to answer, explain, or describe.

RI.2.7 Explain how specific images (e.g., a diagram showing

how a machine works) contribute to and clarify a text.

RI.2.8 Describe how reasons support specific points the

author makes in a text.

RI.2.9 Compare and contrast the most important points

presented by two texts on the same topic.

RI.2.10 By the end of year, read and comprehend informational

texts, including history/social studies, science, and
technical texts, in the grades 2–3 text complexity band
proficiently, with scaffolding as needed at the high end
of the range.
Reading: RF.2.3 Know and apply grade-level phonics and word analysis
Foundational Skills
skills in decoding words.

a. Distinguish long and short vowels when reading

regularly spelled one-syllable words.

b. Know spelling-sound correspondences for additional

common vowel teams.

c. Decode regularly spelled two-syllable words with long

vowels.

f. Recognize and read grade-appropriate irregularly spelled

words.

RF.2.4 Read with sufficient accuracy and fluency to support

comprehension.

a. Read grade-level text with purpose and understanding.

b. Read grade-level text orally with accuracy, appropriate

 rate, and expression.

c. Use context to confirm or self-correct word recognition

and understanding, rereading as necessary.

Writings W.2.2 Write informative/explanatory texts in which they

introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.

W.2.5 With guidance and support from adults and peers, focus on
a topic and strengthen writing as needed by revising and
editing.

W.2.6. With guidance and support from adults, use a variety of

digital tools to produce and publish writing, including in
collaboration with peers.

W.2.7 Participate in shared research and writing projects (e.g.,

read a number of books on a single topic to produce a
report; record science observations).

W.2.8 Recall information from experiences or gather information

from provided sources to answer a question.
Speaking and Listening SL.2.1
Participate in collaborative conversations with diverse
partners about grade 2 topics and texts with peers and
adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining

the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under
discussion).

b. Build on others’ talk in conversations by linking their

comments to the remarks of others.

c. Ask for clarification and further explanation as

needed about the topics and texts under discussion.

SL.2.2 Recount or describe key ideas or details from a text read

aloud or information presented orally or through other
media.

SL.2.3 Ask and answer questions about what a speaker says in

order to clarify comprehension, gather additional
 information, or deepen understanding of a topic or issue.

SL.2.4 Tell a story or recount an experience with appropriate facts

and relevant, descriptive details, speaking audibly in
coherent sentences.

SL.2.5 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.

SL.2.6 Produce complete sentences when appropriate to task and

situation in order to provide requested detail or
clarification.
Language L.2.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.

a. Use collective nouns (e.g., group).

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

e. Use adjectives and adverbs, and choose between them

depending on what is to be modified.

L.2.2 Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when
writing.

b. Use commas in greetings and closings of letters.

e. Consult reference materials, including beginning

dictionaries, as needed to check and correct spellings.

L.2.4 Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 2 reading and
content, choosing flexibly from an array of strategies.

e. Use glossaries and beginning dictionaries, both print

and digital, to determine or clarify the meaning of words
and phrases.

SECOND GRADE UNIT 3

Reading: Literature RL.2.1 Ask and answer such questions as who, what, where,
when, why, and how to demonstrate understanding of
key details in a text.
 RL.2.2 Recount stories, including fables and folktales from
diverse cultures, and determine their central message,
lesson, or moral.
RL.2.3 Describe how characters in a story respond to major
events and challenges.
RL.2.4 Describe how words and phrases (e.g., regular beats,
alliteration, rhymes, repeated lines) supply rhythm and
meaning in a story, poem, or song.
RL.2.5 Describe the overall structure of a story, including
describing how the beginning introduces the story and
the ending concludes the action.
RL.2.6 Acknowledge differences in the points of view of
characters, including by speaking in a different voice for
each character when reading dialogue aloud.
RL.2.7 Use information gained from the illustrations and words
in a print or digital text to demonstrate understanding
of its characters, setting, or plot.
RL.2.9 Compare and contrast two or more versions of the same
story (e.g., Cinderella stories) by different authors or
from different cultures.
RL.2.10 By the end of the year, read and comprehend literature,
including stories and poetry in the grades 2-3 text complexity
band proficiently with scaffolding as needed at the high end of
the range.

Reading: RI.2.4 Determine the meaning of words and phrases in a text

Informational Text
relevant to a grade 2 topic or subject area.

RI.2.10 By the end of year, read and comprehend informational

texts, including history/social studies, science, and
technical texts, in the grades 2–3 text complexity band
proficiently, with scaffolding as needed at the high end
of the range.
Reading: RF.2.3 Know and apply grade-level phonics and word analysis
Foundational Skills
skills in decoding words.

b. Know spelling-sound correspondences for additional

common vowel teams.
 d. Decode words with common prefixes and suffixes.

e. Identify words with inconsistent but common spelling-

sound correspondences.

f. Recognize and read grade-appropriate irregularly spelled

words.

RF.2.4 Read with sufficient accuracy and fluency to support

comprehension.

a. Read grade-level text with purpose and understanding.

b. Read grade-level text orally with accuracy, appropriate

rate, and expression.

c. Use context to confirm or self-correct word recognition

and understanding, rereading as necessary.

Writings W.2.1 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.

W.2.3 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.

W.2.5 With guidance and support from adults and peers, focus on
a topic and strengthen writing as needed by revising and
editing.

W.2.6 With guidance and support from adults, use a variety of

digital tools to produce and publish writing, including in
collaboration with peers.
Speaking and SL.2.1 Participate in collaborative conversations with diverse
Listening
partners about grade 2 topics and texts with peers and
adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining

the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under
discussion).
 b. Build on others’ talk in conversations by linking their
comments to the remarks of others.

c. Ask for clarification and further explanation as

needed about the topics and texts under discussion.

SL.2.2 Recount or describe key ideas or details from a text read

aloud or information presented orally or through other
media.

SL.2.3 Ask and answer questions about what a speaker says in

order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.

SL.2.4 Tell a story or recount an experience with appropriate facts

and relevant, descriptive details, speaking audibly in
coherent sentences.

SL.2.6 Produce complete sentences when appropriate to task and

situation in order to provide requested detail or
clarification
Language L.2.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.

a. Use collective nouns (e.g., group).

b. Form and use frequently occurring irregular plural

nouns (e.g., feet, children, teeth, mice, fish).

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

d. Form and use the past tense of frequently occurring

irregular verbs (e.g., sat, hid, told).

e. Use adjectives and adverbs, and choose between them

depending on what is to be modified.

f. 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).

L.2.2 Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when
writing.
 a. Capitalize holidays, product names, and geographic
names.

c. Use an apostrophe to form contractions and

frequently occurring possessives.

L.2.4 Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 2 reading and
content, choosing flexibly from an array of strategies.

c. Use a known root word as a clue to the meaning of an

unknown word with the same root (e.g., addition,
additional).
 SECOND GRADE UNIT 4
Reading: Literature RL.2.4 Describe how words and phrases (e.g., regular beats,
alliteration, rhymes, repeated lines) supply rhythm and
meaning in a story, poem, or song.

RL.2.5 Describe the overall structure of a story, including

describing how the beginning introduces the story and
the ending concludes the action.

RL.2.7 Use information gained from the illustrations and words

in a print or digital text to demonstrate understanding
of its characters, setting, or plot.

RL.2.9 Compare and contrast two or more versions of the same

story (e.g., Cinderella stories) by different authors or
from different cultures.

RL.2.10 By the end of the year, read and comprehend literature,

including stories and poetry in the grades 2-3 text
complexity band proficiently with scaffolding as needed
at the high end of the range.
Reading: RI.2.1 Ask and answer such questions as who, what, where,
Informational Text
when, why, and how to demonstrate understanding of
key details in a text.

RI.2.2 Identify the main topic of a multiparagraph text as well as

the focus of specific paragraphs within the text.

RI.2.3 Describe the connection between a series of historical

events, scientific ideas or concepts, or steps in technical
procedures in a text.

RI.2.4 Determine the meaning of words and phrases in a text

relevant to a grade 2 topic or subject area.

RI.2.5 Know and use various text features (e.g., captions, bold
print, subheadings, glossaries, indexes, electronic menus,
icons) to locate key facts or information in a text
efficiently.

RI.2.6 Identify the main purpose of a text, including what the

author wants to answer, explain, or describe.

RI.2.7 Explain how specific images (e.g., a diagram showing

 how a machine works) contribute to and clarify a text.

RI.2.8 Describe how reasons support specific points the author

makes in a text.

RI.2.9 Compare and contrast the most important points

presented by two texts on the same topic.

RI.2.10 By the end of year, read and comprehend informational

texts, including history/social studies, science, and
technical texts, in the grades 2–3 text complexity band
proficiently, with scaffolding as needed at the high end
of the range.
Reading: RF.2.3 Know and apply grade-level phonics and word analysis
Foundational Skills
skills in decoding words.

b. Know spelling-sound correspondences for additional

common vowel teams.

d. Decode words with common prefixes and suffixes.

e. Identify words with inconsistent but common spelling-

sound correspondences.

f. Recognize and read grade-appropriate irregularly spelled

words.

RF.2.4 Read with sufficient accuracy and fluency to support

comprehension.

a. Read grade-level text with purpose and understanding.

b. Read grade-level text orally with accuracy, appropriate

rate, and expression.

c. Use context to confirm or self-correct word recognition

and understanding, rereading as necessary.

Writings W.2.2 Write informative/explanatory texts in which they

introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.

W.2.5 With guidance and support from adults and peers, focus on
a topic and strengthen writing as needed by revising and
editing.

W.2.6 With guidance and support from adults, use a variety of

digital tools to produce and publish writing, including in
collaboration with peers.
 W.2.8 Recall information from experiences or gather information
from provided sources to answer a question.

Speaking and SL.2.1 Participate in collaborative conversations with diverse

Listening
partners about grade 2 topics and texts with peers and
adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining

the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under
discussion).

b. Build on others’ talk in conversations by linking their

comments to the remarks of others.

c. Ask for clarification and further explanation as

needed about the topics and texts under discussion.

SL.2.2 Recount or describe key ideas or details from a text read

aloud or information presented orally or through other
media.

SL.2.3 Ask and answer questions about what a speaker says in

order to clarify comprehension, gather additional
information, or deepen understanding of a topic or
issue.

SL.2.4 Tell a story or recount an experience with appropriate facts

and relevant, descriptive details, speaking audibly in
coherent sentences.

SL.2.6 Produce complete sentences when appropriate to task and

situation in order to provide requested detail or
clarification.

Language L.2.1 Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.

f. 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).

L.2.2 Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when
 writing.

e. Consult reference materials, including beginning

dictionaries, as needed to check and correct spellings.

L.2.4 Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 2 reading and
content, choosing flexibly from an array of strategies.

b. Determine the meaning of the new word formed when

a known prefix is added to a known word (e.g.,
happy/unhappy, tell/retell).

e. Use glossaries and beginning dictionaries, both print

and digital, to determine or clarify the meaning of words
and phrases.

L.2.6 Use words and phrases acquired through conversations,

reading and being read to, and responding to texts,
including using adjectives and adverbs to describe (e.g.,
When other kids are happy that makes me happy).

SECOND GRADE UNIT 5

Reading: Literature RL.2.1 Ask and answer such questions as who, what, where,
when, why, and how to demonstrate understanding of
key details in a text.

RL.2.2 Recount stories, including fables and folktales from

diverse cultures, and determine their central message,
lesson, or moral.

RL.2.3 Describe how characters in a story respond to major events

and challenges.

RL.2.5 Describe the overall structure of a story, including

describing how the beginning introduces the story and
the ending concludes the action.

RL.2.6 Acknowledge differences in the points of view of

characters, including by speaking in a different voice for
each character when reading dialogue aloud.

RL.2.7 Use information gained from the illustrations and words in

a print or digital text to demonstrate understanding of its
 characters, setting, or plot.

RL.2.9 Compare and contrast two or more versions of the same

story (e.g., Cinderella stories) by different authors or
from different cultures.

RL.2.10 By the end of the year, read and comprehend literature,

including stories and poetry in the grades 2-3 text
complexity band proficiently with scaffolding as needed at
the high end of the range.
Reading: RI.2.2 Identify the main topic of a multi-paragraph text as well
Informational Text
as the focus of specific paragraphs within the text.

RI.2.3 Describe the connection between a series of historical

events, scientific ideas or concepts, or steps in technical
procedures in a text.

RI.2.4 Determine the meaning of words and phrases in a text

relevant to a grade 2 topic or subject area.

RI.2.6 Identify the main purpose of a text, including what the

author wants to answer, explain, or describe.

RI.2.7 Explain how specific images (e.g., a diagram showing

how a machine works) contribute to and clarify a text.

RI.2.9 Compare and contrast the most important points

presented by two texts on the same topic.

RI.2.10 By the end of year, read and comprehend informational

texts, including history/social studies, science, and
technical texts, in the grades 2–3 text complexity band
proficiently, with scaffolding as needed at the high end
of the range.
Reading: RF.2.3 Know and apply grade-level phonics and word analysis
Foundational Skills
skills in decoding words.

b. Know spelling-sound correspondences for additional

common vowel teams.

c. Decode regularly spelled two-syllable words with long

vowels.

d. Decode words with common prefixes and suffixes.

e. Identify words with inconsistent but common spelling-

sound correspondences.

f. Recognize and read grade-appropriate irregularly spelled

words.

RF.2.4 Read with sufficient accuracy and fluency to support

comprehension.
 a. Read grade-level text with purpose and understanding.

b. Read grade-level text orally with accuracy, appropriate

rate, and expression.

c. Use context to confirm or self-correct word recognition

and understanding, rereading as necessary.

Writings W.2.1 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.

W.2.5 With guidance and support from adults and peers, focus on
a topic and strengthen writing as needed by revising and
editing.

W.2.6 With guidance and support from adults, use a variety of

digital tools to produce and publish writing, including in
collaboration with peers.

W.2.7 Participate in shared research and writing projects (e.g.,

read a number of books on a single topic to produce a
report; record science observations).

W.2.8 Recall information from experiences or gather information

from provided sources to answer a question.
Speaking and SL.2.1 Participate in collaborative conversations with diverse
Listening
partners about grade 2 topics and texts with peers and
adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining

the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under
discussion).

b. Build on others’ talk in conversations by linking their

comments to the remarks of others.

c. Ask for clarification and further explanation as

needed about the topics and texts under discussion.

SL.2.2 Recount or describe key ideas or details from a text read

aloud or information presented orally or through other
media.

SL.2.4 Tell a story or recount an experience with appropriate facts

and relevant, descriptive details, speaking audibly in
coherent sentences.

SL.2.6 Produce complete sentences when appropriate to task and

situation in order to provide requested detail or
clarification.
Language L.2.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.

a. Use collective nouns (e.g., group).

b. Form and use frequently occurring irregular plural

nouns (e.g., feet, children, teeth, mice, fish).

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

d. Form and use the past tense of frequently occurring

irregular verbs (e.g., sat, hid, told).

e. Use adjectives and adverbs, and choose between them

depending on what is to be modified.

f. 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).

L.2.2 Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when
writing.

a. Capitalize holidays, product names, and geographic

names.

c. Use an apostrophe to form contractions and

frequently occurring possessives.

d. Generalize learned spelling patterns when writing

words (e.g., cage → badge; boy → boil).

L.2.3 Use knowledge of language and its conventions when

writing, speaking, reading, or listening.

a. Compare formal and informal uses of English.

L.2.4 Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 2 reading and
content, choosing flexibly from an array of strategies.

a. Use sentence-level context as a clue to the meaning of a

word or phrase.

b. Determine the meaning of the new word formed when

a known prefix is added to a known word (e.g.,
happy/unhappy, tell/retell).

c. Use a known root word as a clue to the meaning of an

unknown word with the same root (e.g., addition,
additional).

d. Use knowledge of the meaning of individual words to

predict the meaning of compound words (e.g., birdhouse,
lighthouse, housefly; bookshelf, notebook, bookmark).

e. Use glossaries and beginning dictionaries, both print

and digital, to determine or clarify the meaning of words
and phrases.

L.2.5 Demonstrate understanding of figurative language, word

relationships and nuances in word meanings.

a. Identify real-life connections between words and their

 use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related
verbs (e.g., toss, throw, hurl) and closely related adjectives
(e.g., thin, slender, skinny, scrawny).

L.2.6 Use words and phrases acquired through conversations,

reading and being read to, and responding to texts,
including using adjectives and adverbs to describe (e.g.,
When other kids are happy that makes me happy).