Second Grade Common Core Reading Standards Massachusetts

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Skills available for Massachusetts second-grade linguistic communication arts standards

IXL'southward second-grade skills will be aligned to the Massachusetts Curriculum Frameworks presently! Until then, you can view a complete listing of 2d-class standards below.

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

L Language

Conventions of Standard English
- L.1 Demonstrate control of the conventions of standard English language grammar and usage when writing or speaking; retain and further develop linguistic communication skills learned in previous grades.
  - Fifty.ane.a Produce and expand consummate simple and compound declarative, interrogative, imperative, and exclamatory sentences and choose amidst judgement types depending on the pregnant to be conveyed.
    - Is it a complete judgement or a fragment? ( 2-SS.4 )
    - Is it a complete judgement or a run-on? ( 2-SS.v )
    - Is it a consummate sentence, a fragment, or a run-on? ( 2-SS.vi )
    - Unscramble the words to make a complete judgement ( 2-SS.seven )
  - 50.i.b Use adjectives and adverbs in sentences and choose between them depending on what is to be modified.
    - Use sense words ( two-ZZ.1 )
    - Cull between adjectives and adverbs ( 2-ZZ.eight )
    - Is the discussion an adjective or adverb? ( ii-ZZ.9 )
  - Fifty.1.c Use commonage nouns and frequently occurring irregular plural nouns.
    - Which word is a noun? ( two-TT.2 )
    - Identify nouns ( ii-TT.iii )
    - Sort common and proper nouns ( ii-TT.4 )
    - Is the noun singular or plural? ( 2-TT.9 )
    - Form and use irregular plurals ( 2-TT.x )
  - 50.1.d Use reflexive pronouns.
    - Cull betwixt personal and reflexive pronouns ( 2-UU.9 )
    - Use reflexive pronouns ( 2-UU.10 )
  - Fifty.1.eastward Form and use the past tense of oft occurring irregular verbs.
    - Class and apply the irregular past tense: ready 1 ( 2-XX.8 )
    - Course and use the irregular past tense: set 2 ( 2-XX.9 )
    - Grade and utilise the irregular past tense: set 3 ( 2-XX.x )
    - Form and apply the irregular past tense: set 4 ( 2-XX.eleven )
    - To be: use the correct past tense form ( 2-XX.14 )
- L.2 Demonstrate command of the conventions of standard English language capitalization, punctuation, and spelling when writing.
  - L.2.a Print upper- and lowercase letters legibly and fluently.
  - Fifty.ii.b Capitalize holidays, product names, and geographic names.
    - Capitalizing days, months, and holidays ( 2-DDD.2 )
    - Capitalizing the names of places and geographic features ( ii-DDD.3 )
  - L.2.c Apply commas in greetings and closings of letters.
    - Greetings and closings of messages ( two-DDD.half-dozen )
  - L.two.d Use an apostrophe to class contractions and often occurring possessives.
    - Form the singular or plural possessive ( ii-TT.12 )
    - Form pronoun-verb contractions ( 2-BBB.2 )
    - Grade contractions with "non" ( ii-BBB.three )
    - Utilize pronoun-verb contractions ( ii-BBB.4 )
    - Employ contractions with "non" ( two-BBB.five )
  - 50.2.due east Generalize learned spelling patterns when writing words (e.yard., muzzle → badge; boy → eddy).
    - Consummate the words with silent letters ( 2-C.eleven )
    - Consummate the give-and-take with the correct diphthong: oi, oy, ou, ow ( 2-J.2 )
    - Spell the soft g or soft c discussion ( 2-Fifty.four )
    - Class regular plurals with -s and -es ( 2-TT.half dozen )
    - Use regular plurals with -s and -es ( 2-TT.7 )
    - Class and use the regular by tense ( ii-Twenty.3 )
    - Class pronoun-verb contractions ( 2-BBB.ii )
    - Course contractions with "not" ( 2-BBB.three )
    - Apply pronoun-verb contractions ( 2-BBB.4 )
    - Utilise contractions with "not" ( 2-BBB.5 )
  - L.2.f Consult reference materials, including kickoff dictionaries, equally needed to check and correct spellings.
    - Use guide words ( 2-RR.iv )
  - L.ii.thousand Demonstrate agreement that context determines whether the writer uses a numeral or a written number (e.g., numerals in 1 + iii = 4, but written words in "When I was one, I was just begun, / When I was 2, I was still quite new" from A. A. Milne'due south poem "Now We Are Half dozen").
Knowledge of Language
- L.3 Use cognition of language and its conventions when writing, speaking, reading, or listening.
  - L.3.a Compare formal and breezy uses of English language.
Vocabulary Acquisition and Use
- L.4 Make up one's mind or clarify the meaning of unknown and multiple-meaning words and phrases based on class 2 reading and content, choosing flexibly from an array of strategies.
  - 50.four.a Use sentence-level context every bit a clue to the meaning of a word or phrase.
    - Notice synonyms in context ( two-LL.ii )
    - Find antonyms in context ( two-LL.5 )
    - Use context to identify the meaning of a word ( 2-QQ.ane )
  - Fifty.four.b Make up one's mind the meaning of the new give-and-take formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
    - Place base words, prefixes, and suffixes ( 2-II.2 )
    - Determine the meaning of a word with pre-, re-, or mis- ( 2-2.3 )
    - Apply the prefixes pre-, re-, and mis- ( two-II.4 )
  - L.4.c Use a known root word equally a clue to the meaning of an unknown give-and-take with the aforementioned root (e.g., improver, boosted).
    - Make up one's mind the significant of a discussion with -ful or -less ( two-II.5 )
    - Prefixes and suffixes: review ( two-II.half dozen )
  - L.four.d Utilize knowledge of the meaning of individual words to predict the meaning of compound words (due east.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
    - Form and use compound words ( two-JJ.3 )
  - L.4.east Use glossaries and beginning dictionaries, both print and digital, to make up one's mind or analyze the meaning of words and phrases.
    - Apply guide words ( ii-RR.four )
    - Use lexicon entries ( 2-RR.5 )
  - L.4.f Recognize and use appropriately abbreviations related to grade-level content or commonly used in everyday life (e.g., a.m., p.m.)
    - Abridge days of the week ( 2-EEE.i )
    - Abbreviate months of the year ( two-EEE.2 )
  - L.4.1000 Recognize and utilise appropriately symbols related to grade-level content or normally used in everyday life (e.g., $, ¢).
- L.v Demonstrate understanding of discussion relationships and nuances in word meanings.
  - L.5.a Identify existent-life connections betwixt words and their use (due east.g., describe foods that are spicy or juicy).
    - Sort words into categories ( 2-KK.1 )
    - Multiple-significant words with pictures ( 2-NN.1 )
    - Shades of pregnant with pictures ( 2-OO.1 )
    - Use action verbs ( two-VV.1 )
    - Use sense words ( ii-ZZ.ane )
    - Does the adjective tell y'all what kind or how many? ( 2-ZZ.2 )
    - Select the best preposition to match the moving picture ( 2-AAA.1 )
  - L.5.b Distinguish shades of significant among closely related verbs (e.yard., toss, throw, hurl) and closely related adjectives (e.yard., thin, slender, skinny, scrawny).
    - Shades of meaning with pictures ( 2-OO.1 )
    - Discover the words with related meanings ( 2-OO.2 )
    - Describe the deviation between related words ( ii-OO.3 )
    - Guild related words based on pregnant ( ii-OO.four )
- L.six Use words and phrases acquired through conversations, activities in the grade ii curriculum, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
  - Grade and use chemical compound words ( 2-JJ.3 )
  - Use the correct homophone ( two-MM.3 )
  - Shades of meaning with pictures ( ii-OO.one )
  - Use sense words ( ii-ZZ.1 )
  - Select the all-time preposition to lucifer the picture ( ii-AAA.1 )
  - Select the best preposition to consummate the sentence ( 2-AAA.2 )

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

Second Grade Common Core Reading Standards Massachusetts

L Language

Conventions of Standard English

L.1 Demonstrate control of the conventions of standard English language grammar and usage when writing or speaking; retain and further develop linguistic communication skills learned in previous grades.

Fifty.ane.a Produce and expand consummate simple and compound declarative, interrogative, imperative, and exclamatory sentences and choose amidst judgement types depending on the pregnant to be conveyed.

50.i.b Use adjectives and adverbs in sentences and choose between them depending on what is to be modified.

Fifty.1.c Use commonage nouns and frequently occurring irregular plural nouns.

50.1.d Use reflexive pronouns.

Fifty.1.eastward Form and use the past tense of oft occurring irregular verbs.

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

L.2.a Print upper- and lowercase letters legibly and fluently.

Fifty.ii.b Capitalize holidays, product names, and geographic names.

L.2.c Apply commas in greetings and closings of letters.

L.two.d Use an apostrophe to class contractions and often occurring possessives.

50.2.due east Generalize learned spelling patterns when writing words (e.yard., muzzle → badge; boy → eddy).

L.2.f Consult reference materials, including kickoff dictionaries, equally needed to check and correct spellings.

L.ii.thousand Demonstrate agreement that context determines whether the writer uses a numeral or a written number (e.g., numerals in 1 + iii = 4, but written words in "When I was one, I was just begun, / When I was 2, I was still quite new" from A. A. Milne'due south poem "Now We Are Half dozen").

Knowledge of Language

L.3 Use cognition of language and its conventions when writing, speaking, reading, or listening.

L.3.a Compare formal and breezy uses of English language.

Vocabulary Acquisition and Use

L.4 Make up one's mind or clarify the meaning of unknown and multiple-meaning words and phrases based on class 2 reading and content, choosing flexibly from an array of strategies.

50.four.a Use sentence-level context every bit a clue to the meaning of a word or phrase.

Fifty.four.b Make up one's mind the meaning of the new give-and-take formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

L.4.c Use a known root word equally a clue to the meaning of an unknown give-and-take with the aforementioned root (e.g., improver, boosted).

L.four.d Utilize knowledge of the meaning of individual words to predict the meaning of compound words (due east.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

L.4.east Use glossaries and beginning dictionaries, both print and digital, to make up one's mind or analyze the meaning of words and phrases.

L.4.f Recognize and use appropriately abbreviations related to grade-level content or commonly used in everyday life (e.g., a.m., p.m.)

L.4.1000 Recognize and utilise appropriately symbols related to grade-level content or normally used in everyday life (e.g., $, ¢).

L.v Demonstrate understanding of discussion relationships and nuances in word meanings.

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

L.5.b Distinguish shades of significant among closely related verbs (e.yard., toss, throw, hurl) and closely related adjectives (e.yard., thin, slender, skinny, scrawny).

L.six Use words and phrases acquired through conversations, activities in the grade ii curriculum, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

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