learned to describe people, places, things, and events
with relevant details, expressing ideas and feelings clearly
(SL.1.4). They learned to use language to seek help or
get information or clarification. They also learned to ask
and answer questions about key details in texts read
aloud, information presented orally or through other
media, or in order to gather additional information or
clarify something that a speaker said that they did not
understand (SL.K–1.2, SL.K–1.3).
Prior to entering the grades two and three span,
children were also taught to determine or clarify the
meaning of unknown and multiple-meaning words
and phrases in grade-level texts and content by using
sentence-level context, frequently occurring affixes, or
frequently occurring root words and their inflectional
forms (L.1.4). With guidance and support, they began to demonstrate understanding of word
relationships and nuances in word meanings (L.1.5). They learned to use context, which includes
knowledge of language, to confirm or self-correct word recognition and comprehension while reading
(RF.1.4c). See the language conventions sections of the grade-level discussions in chapter 3 of
this ELA/ELD Framework for detail on language conventions that were acquired in the transitional
kindergarten through grade one span.
In the second- and third-grade span, children continue to build the skills they learned in the
previous grades. New to this span in terms of language development and language awareness are the
following:
- Describing how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines)
supply rhythm and meaning in a story, poem, or song (RL.2.4) - Determining the meaning of words and phrases as they are used in a text (RI.2.4), and in the
case of literature (in grade three), distinguishing literal from nonliteral language (RL.3.4) - Determining the meaning of general academic and domain-specific words and phrases in a text
(in grade three) (RI.3.4) - Knowing the meaning of the most common prefixes, derivational suffixes, and Latin suffixes
(RF.3.3a, b) and determining the meaning of the new word formed when a known prefix (L.2.4)
or other affix (L.3.4) is added to a known word - Using linking words (in grade two) and phrases (in grade three) in writing to connect ideas
(W.2–3.1, W.3.2c) - Using temporal phrases (in grade three) in writing to signal event order (W.3.3c)
- Using language that pertains to time, sequence, and cause/effect when describing the
relationship between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text in grade three (RI.3.3) - Recounting or describing key ideas or details from a text read aloud or informational presented
orally or through diverse media and formats (SL.2–3.2) - Offering elaboration and detail while asking and answering questions about information from a
speaker (in grade three) (SL.3.3) - Using descriptive details (including clear and specific vocabulary in grade three) to tell a story or
recount an experience (or, in grade three, report on a topic) (SL.2–3.4)
Prior to entering the grades two
and three span, children were
also taught to determine or clarify
the meaning of unknown and
multiple-meaning words and
phrases in grade-level texts and
content by using sentence-level
context, frequently occurring
affixes, or frequently occurring
root words and their inflectional
forms.294 | Chapter 4 Grades 2 and 3