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With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their antonyms. c. Identify real‐life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

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Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

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With guidance and support from adults, 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. a. Use frequently occurring affixes as a clue to the meaning of a word. b. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). c. Use sentence‐level context as a clue to the meaning of a word or phrase.

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With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. 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). c. Identify real‐life connections between words and their use (e.g., note places at home that are cozy). d. With prompting and support, identify synonyms and antonyms and distinguish shades of meaning among verbs differing in manner (e.g. look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (eg. large, gigantic) by defining or choosing them or by acting out the meanings.

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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., because). 

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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. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
b. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
c. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark).
d. Use sentence‐level context as a clue to the meaning of a word or phrase.
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

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Demonstrate understanding of 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. Identify synonyms and antonyms to 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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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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Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing
flexibly from a range of strategies.
a. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat).
b. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
c. Use sentence-level context as a clue to the meaning of a word or phrases.
d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

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Demonstrate understanding of word relationships and nuances in word meanings.
a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
b. Identify real-life connections between words and their uses (e.g., describe people who are friendly or helpful).
c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected,
heard, and wondered). 

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Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that
signal spatial and temporal relationships (e.g., After dinner that night, we went looking for them). 