Delaware Grade 2 English

Use a sentence to choose the right meaning of park

A familiar spelling can have more than one meaning. Students need to read the words around it rather than carry the first meaning into every sentence. This activity begins with a clear contrast and asks the child to explain the clue.

Curriculum source: Common Core State Standards for English Language Arts & Literacy, adopted for Delaware English language arts in 2010, from the Delaware Department of Education ELA resource directory.

Delaware Grade 2 references for this activity

Delaware’s ELA/literacy standards use the Common Core State Standards. The full ELA document contains the Grade 2 expectations across its subject strands. These are selected references for the activity on this page; use the full document for curriculum planning.

These are selected CCSS references used in Delaware’s ELA/literacy standards. Activity labels describe a teaching focus rather than reproduce the full requirements. Districts develop their own curriculum sequence; use the complete document and the school’s plan for wider coverage.

A worked Grade 2 reading and writing activity

This original classroom example is separate from official assessment questions.

Sentence A: We played on the swings in the park.

Sentence B: Dad will park the car beside the house.

Try the activity

Explain what park means in each sentence. Identify nearby words that help you decide. Then draw or act out the two meanings and write one new sentence using either meaning clearly.

Follow the reasoning

In A, the park is a place where people can play. “On the swings” and “in the park” help show that meaning. In B, park names an action: placing or leaving the car in a spot. “Will park the car” connects the word to what Dad will do. The matching spelling does not make the meanings identical. A new sentence could say, “Please park the van near the gate,” or “The park has a walking path.”

Notice what needs more practice

If a child says B means Dad will build a playground, reread the words about the car. If the explanation relies only on knowing the word already, ask which phrase would help a reader who was unsure. A drawing should show the selected meaning; it is a way to explain an interpretation after reading, not a reason to guess the printed word before checking it.

Use the next session to build independence

1. Read the complete sentence before choosing a meaning.
2. Underline a nearby word or phrase that supports the choice.
3. Explain the difference in ordinary language.
4. Write a new sentence and ask a partner which meaning it uses.

Compare “The duck swam away” with “Duck under the branch.” Have the child explain how the surrounding action changes the meaning of duck. Introduce one pair at a time, using oral discussion if writing slows the reasoning. When a sentence does not give enough information, say what is missing instead of forcing a guess. A child-friendly dictionary can show the different meanings and help select the one that fits.

For more general reading and writing resources, visit the Grade 2 English Online Center.

Delaware Grade 2 English: useful planning questions

Does one spelling always have one meaning?

No. Read the whole sentence and identify context that supports a particular meaning. Park can name a place or describe what someone does with a vehicle.

Where are the complete state requirements?

Delaware’s ELA/literacy standards use the Common Core State Standards. The full ELA document contains the Grade 2 expectations across its subject strands. These are selected references for the activity on this page; use the full document for curriculum planning. The school’s sequence also includes reading, writing, speaking, listening, and language work beyond this example.