Core Content Connectors by Common Core State Standards: English Language Arts-Language Standards Grades K-2

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College and Career Readiness Anchor Standards for Language

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Language Standards

Kindergarten students:	Grade 1 students:	Grade 2 students:
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1a. Print many upper- and lowercase letters. 1b. Use frequently occurring nouns and verbs. 1c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). 1d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). 1e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). 1f. Produce and expand complete sentences in shared language activities.	1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1a. Print all upper- and lowercase letters. 1b. Use common, proper, and possessive nouns. 1c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). 1d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). 1e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). 1f. Use frequently occurring adjectives. 1g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). 1h. Use determiners (e.g., articles, demonstratives). 1i. Use frequently occurring prepositions (e.g., during, beyond, toward). 1j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.	1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1a. Use collective nouns (e.g., group). 1b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). 1c. Use reflexive pronouns (e.g., myself, ourselves). 1d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). 1e. Use adjectives and adverbs, and choose between them depending on what is to be modified. 1f. 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).
CCCs
K.WA.3 Print many upper- and lowercase letters.	1.WA.4 Print upper- and lowercase letters.	2.WA.6 Use collective and irregular plural nouns in writing.
K.WA.4 Use high frequency nouns in dictating or writing.	1.WA.8 Use singular and plural nouns with matching verbs in basic sentences.	2.WA.7 Use past tense irregular verbs in writing.
K.WA.5 Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).	1.WA.5 Use frequently occurring nouns in dictating or writing.	2.WA.9 Use reflexive pronouns (e.g., myself, ourselves) in writing.
K.WA.6 Complete sentences in a shared language activity.	1.WA.6 Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything) in writing.	2.WA.8 Use adjectives and adverbs in writing.
	1.WA.9 Use verbs to convey a sense of past present or future in writing.	2.WA.10 Produce and expand upon simple or compound sentences.
	1.WA.7 Use frequently occurring adjectives in dictating or writing.
	1.WA.11 Use frequently occurring conjunctions (e.g., and, but, or, so, because) in writing.
	1.WA.10 Use frequently occurring prepositions (e.g., on, in) in dictating or writing.
	1.WA.12 Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Kindergarten students:	Grade 1 students:	Grade 2 students:
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2a. Capitalize the first word in a sentence and the pronoun I. 2b. Recognize and name end punctuation. 2c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). 2d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.	2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2a. Capitalize dates and names of people. 2b. Use end punctuation for sentences. 2c. Use commas in dates and to separate single words in a series. 2d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. 2e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.	2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2a. Capitalize holidays, product names, and geographic names. 2b. Use commas in greetings and closings of letters. 2c. Use an apostrophe to form contractions and frequently occurring possessives. 2d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). 2e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
CCCs
K.WA.7 Capitalize the first word in a sentence and the pronoun "I".	1.WA.14 Use capitalization of first word in sentence, pronoun "I", dates, and names of people.	2.WA.14 Capitalize dates, name of people, holidays, product names, and geographic names.
K.WA.8 Write a letter or letters for consonant and short-vowel sounds (phonemes).	1.WA.15 Use end punctuation for sentences.	3.WA.8 Capitalize words in holidays, product names, geographic names, and appropriate words in a title.
1.WA.13 Write a letter or letters for consonant and short-vowel sounds (phonemes).	1.WA.16 Use conventional spelling for words with common spelling patterns.	3.WA.9 Capitalize words in holidays, product names, geographic names, and appropriate.
2.WA.11 Write a letter or letters for consonant and short-vowel sounds (phonemes).	2.WA.12 Use end punctuation for sentences.
	2.WA.13 Use conventional spelling for words with common spelling patterns.
	2.WA.1 Use end punctuation for sentences.

Kindergartens:	Grade 1 students:	Grade 2 students:
3. Begins in grade 2	3. Begins in grade 2	3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. 3a. Compare formal and informal uses of English.
CCCs
N/A	N/A	No CCCs written at this grade

Vocabulary Acquisition and Use

4. 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.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. 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.

Language Standards

Kindergarten students:	Grade 1 students:	Grade 2 students:
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. 4a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). 4b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.	4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. 4a. Use sentence-level context as a clue to the meaning of a word or phrase. 4b. Use frequently occurring affixes as a clue to the meaning of a word. 4c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).	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. 4a. Use sentence-level context as a clue to the meaning of a word or phrase. 4b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). 4c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). 4d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly, bookshelf, notebook, bookmark). 4e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
CCCs
K.RWL.e1 Identify new meanings for familiar words.	1.RWL.e4 Use context within a sentence as a clue to the meaning of a word or phrase.	2.RWL.e4 Use sentence context as a clue to the meaning of a word or phrase.
K.RWL.c3 Identify an affix or inflectional ending for a frequently occurring word.	1.RWL.c8 Use frequently occurring affixes as a clue to the meaning of the word.	2.RWL.c6 Determine the meaning of a new word formed when a known prefix is added to the known word or root.
K.RWL.c4 Identify the meaning of common inflections and affixes.	2.RWL.c1 Read or identify frequently occurring root words with and without inflectional endings.	3.RWL.g6 Use a known root word as a clue to the meaning of an unknown word with the same root.
K.RWL.c5 Use meanings of common inflections and affixes as a clue to the meaning of an unknown word.		2.RWL.c7 Use knowledge of the meaning of individual words to predict the meaning of compound words.
		2.RWL.e5 Use a glossary or beginning dictionary to determine the meaning of a word.

Kindergarten students:	Grade 1 students:	Grade 2 students:
5. With guidance and support from adults, explore word relationships and nuances in word meanings. 5a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. 5b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). 5c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). 5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.	5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. 5a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. 5b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). 5c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). 5d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.	5. Demonstrate understanding of word relationships and nuances in word meanings. 5a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). 5b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
CCCs
K.RWL.e2 With guidance and support, sort objects into categories (e.g., shapes, food) to gain a sense of the concepts the categories represent.	1.RWL.e1 With guidance and support, identify the category for a given word (e.g., a duck is a bird).	2.RWL.f1 Use newly acquired words in real-life context.
K.RWL.e3 With guidance and support, match the opposites for frequently used verbs and adjectives.	1.RWL.e2 With guidance and support, sort labeled objects into categories (e.g., shapes, food) to gain a sense of the concepts the categories represent.	2.RWL.e2 Distinguish shades of meaning among related verbs and adjectives by defining them or acting out their meaning.
K.RWL.f With guidance and support, use newly acquired words in real-life context.	1.RWL.e3 With guidance and support from adults, sort words or picture cards with words into categories (e.g., shapes, food) to gain a sense of the concepts the categories represent.
	1.RWL.f1 With guidance and support, use newly acquired words in real-life context.
	2.RWL.e1 With guidance and support from adults, distinguish shades of meaning among verbs differing in manner or adjectives differing intensity by defining them or acting out their meaning.

Kindergarten students:	Grade 1 students:	Grade 2 students:
6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.	6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).	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).
CCCs
K.WA.9 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.	1.WA.17 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, or when adding captions or simple sentences to illustrations or drawings, including using frequently occurring conjunctions to signal simple relationships (e.g., because).	2.WA.15 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).
K.RWL.f With guidance and support, use newly acquired words in real-life context.	1.RWL.f1 With guidance and support, use newly acquired words in real-life context.	2.RWL.a1 Identify connections with previously understood words to acquire the meaning of a new word (e.g., weeping is like crying).
	1.RWL.f2 Use frequently occurring conjunctions to signal simple relationships.	2.RWL.f1 Use newly acquired words in real-life context.
		2.RWL.f2 Use adjectives to describe nouns.
		2.RWL.f3 Use adverbs to describe verbs.