Virginia SOL 2.RV.1.C

ELA2nd GradeReading and Vocabulary

The Standard

Determine the meaning of an unknown word using frequently occurring root words and inflectional affixes (e.g. -s, -ing, - ed).

Virginia Standards of Learning for English · Vocabulary Development and Word Analysis

Teacher's field guide

What Students Need to Do: Students break an unfamiliar word into a familiar base word and an ending such as s, ed, or ing. They use both parts to work out the word’s meaning.
What Mastery Looks Like: Students can separate words such as cats, jumping, and played into a base word and an ending. They explain how the ending changes number, time, or action.
Common Misconceptions: Students may treat the whole word as new instead of spotting a known base word. They may think every word ending in s means more than one, or confuse ed and ing.
How to Assess It: Give students this sentence: “The puppy jumped over the logs.” Ask them to circle each base word and explain what the endings show.

Lesson moves

Give pairs base-word cards and ending tiles for s, ed, and ing, then have them build and explain six words.
Ask students to write how walk, walks, walked, and walking are different, then compare answers with a partner.
Play Ending Sort: students draw a word card, name its base word, and place it under s, ed, or ing.
Use a lunch menu or class notice to find words with s, ed, and ing, then discuss each word’s meaning.

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A ready-to-print activity worksheet aligned to 2.RV.1.C, with an answer key for the teacher on its own page. No account needed.

PDF, US Letter, prints cleanly in black and white.

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