SECOND GRADE
(minimum standards)

Reading

2.1.01 Develop oral language.

1. Show evidence of expanding oral language through vocabulary growth.
2. Continue to implement rules for conversation.
3. Understand, follow, and give oral directions.
4. Participate in group discussion.
5. Participate in creative responses to text (e.g., choral reading, discussion, and dramatization).
6. Respond to questions from teachers and other group members.
7. Narrate a personal story.
8. Summarize lesson content.

2.1.02 Develop listening skills.

1. Listen attentively to speaker for specific information.
2. Use appropriate listening skills (e.g., does not interrupt, faces speaker, asks questions).
3. Listens and responds to a variety of media (e.g., books, audio tapes, videos).
4. Recognize the difference between formal and informal languages.
5. Follow oral directions.

2.1.03 Demonstrate knowledge of concepts of print.

1. Read and explain own writings.
2. Recognize that groups of sentences make a paragraph and paragraphs make a story.
3. Recognize and use parts of a book (e.g., title, author, illustrator, table of contents and glossary).
4. Understand punctuation (e.g., period, question mark, exclamation mark).

2.1.04 Develop and maintain phonemic awareness.

1. Develop awareness of sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, books on tape, music lyrics, sound effects, and read-alouds).
2. Add, delete, and change targeted sounds to modify or change words.
3. Identify and produce rhyming words.

2.1.05 Develop and use decoding strategies.

1. Use knowledge of letter-sound correspondence and structural analysis to decode words.
2. Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (e.g., compound words, word families, blends, and digraphs).
3. Use known words to decode unknown words.
4. Apply knowledge of basic syllabication rules.

2.1.06 Read to develop fluency, expression, accuracy and confidence.

1. Read orally to develop fluency, expression, accuracy, and confidence.
2. Reflect punctuation within written text while reading orally.
3. Participate in guided, oral readings.
4. Demonstrate the automatic recognition of high frequency words.
5. Read a variety of texts with fluency, expression, accuracy and confidence.
6. Read independently daily.

2.1.07 Develop and extend reading vocabulary.

1. Build vocabulary by listening to literature, participating in discussions, and reading self-selected and assigned texts.
2. Recognize common abbreviations and contractions.
3. Participate in shared reading.
4. Manipulate word families, word wall and word sorts.
5. Match oral words to print words.
6. Determine the meaning of unfamiliar words (e.g., picture dictionary, picture clues, context clues and structural analysis).
7. Add endings to base words to make new words (e.g., –ed, -ing, and –es).
8. Identify simple multiple-meaning words based on the appropriate meaning for the context.
9. Build vocabulary through frequent read-alouds.

2.1.08 Develop and use pre-reading strategies.

1. Identify a purpose for reading.
2. Participate in activities to build background knowledge to make meaning from text.
3. Make predictions about text.
4. Use illustrations to preview text.
5. Create graphic organizers (e.g., KWL, webs, lists, story maps, charts).
6. Connect life experience to information and events in texts.

2.1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

1. Derive meaning while reading
1. employing self-correction strategies (e.g., rereading, asking for help).
2. participating in discussion about text and relating selection to personal experience.
3. predicting and adjusting outcomes during reading.
2. Check for understanding after reading by
1. recalling the sequence of events in a story.
2. drawing conclusions based on evidence gained while reading.
3. restating story events in order to clarify and organize ideas.
4. recognizing cause and effect.
5. recognizing the main idea in picture books and texts.

2.1.10 Introduce informational skills to facilitate learning.

1. Recognize outside resources (e.g., family and community).
2. Recognize a variety of print sources (e.g., books, magazines, maps, charts, and graphs).
3. Understand the purpose of various reference materials (e.g., dictionary, encyclopedia).
4. Use graphic organizers to aid in understanding material from informational texts.
5. Visit libraries and checks out appropriate materials.

2.1.11 Develop skills to facilitate reading to learn in a variety of content areas.

1. Develop content specific vocabulary.
2. Use text features to locate information (e.g., charts, maps and illustrations).

2.1.12 Read independently for a variety of purposes.

1. Read for literary experience.
2. Read to gain information.
3. Read to perform a task.
4. Read for enjoyment.
5. Read to expand vocabulary.
6. Read to build fluency.

2.1.13 Experience various literary and media genres.

1. Read and view various literary (e.g., picture books, storybooks, fairy tales, nonfiction texts, poetry, lyrics to songs) and media (e.g., illustrations, the arts, films, videos) genres.
2. Understand the main idea in a visual message (e.g., pictures, cartoons, posters).
3. Explore folktales and fables.
4. Identify characters, plot, and setting in print and non-print text.
5. Recognize how the main character and other characters interact with each other.
6. Identify types of stories (e.g., folktales, fables, fairy tales).
7. Determine whether the events in the reading selection are real or fantasy.
8. Compare and contrast different stories.
9. Determine the problem in a story and discover its solution.

2.1.14 Develop and maintain a motivation to read.

1. Visit libraries/media centers and regularly check out materials.
2. Share storybooks, poems, environmental print, and own writing.
3. Explore a wide variety of literature through read alouds, tapes, and independent reading.
4. Identify favorite stories, informational text, authors and illustrators.
5. Engage in a variety of literacy activities voluntarily (e.g., self-select books and stories).
6. Relate literary experiences to others (e.g., book reports, sharing favorite stories).
7. Experience daily opportunities to read.
8. Choose to read as a leisure activity.

Writing

2.2.01 Use a variety of pre-writing strategies.

1. Brainstorm ideas with teachers and peers.
2. Write key thoughts and questions, record reactions and observations.
3. Construct graphic organizers to establish understanding.
4. Select a focus for writing.
5. Use a variety of sources to gather information.

2.2.02 Write for a variety of purposes.

1. Write to acquire and exhibit knowledge (e.g., sentences, answers to questions).
2. Write to entertain (e.g., stories, poems, riddles).
3. Write to inform (e.g., friendly letters, two or three step directions, journals).

2.2.03. Show evidence of drafting and revision with written work.

1. Compose first drafts using appropriate parts of the writing process.
2. Write in complete coherent sentences.
3. Uses temporary spelling to spell independently as necessary.
4. Arrange events in logical and sequential order.
5. Reread draft.
6. Sharpen the selected focus for writing.
7. Revise to clarify and refine writing (e.g., rearrange words, sentences, paragraphs) and provide more descriptive detail.
8. Incorporate suggestions from peers and teachers.

2.2.04 Include editing before the completion of finished work.

1. Apply elements of language (e.g., end marks, capitalization, and commas in a series).
2. Edit for complete sentences.
3. Use knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling.
4. Use classroom resources (e.g., word walls, picture dictionaries, teacher, peers, appropriate technology, student generated word books) to aid in proofreading.
5. Identify words or phrases that could be added to clarify meaning of written stories.

2.2.05 Evaluate own and others’ writing.

1. Use a simple rubric to evaluate own writing and group work.
2. Evaluate own and others’ writing through small group discussion and shared work.
3. Review personal collection to determine progress.

2.2.06 Experience numerous publishing opportunities.

1. Prepare a variety of written work (e.g., published books, stories and book reports).
2. Incorporate photographs or illustrations in written works.
3. Use technology to publish writing.
4. Share completed work.
5. Create individual and classroom books.

2.2.07 Write narrative accounts.

1. Write a narrative having a beginning, middle and ending.
2. Write accounts of personal experiences.
3. Write group stories with a beginning, middle, and end.
4. Create readable documents with legible handwriting.

2.2.08 Write frequently across content areas.

1. Summarize concepts presented in science (e.g., illustrations, sentences, paragraphs).
2. Write stories about concepts presented in social studies.
3. Write in math journals, create math stories, and write explanations for problem solving.
4. Participate in shared writings about the arts and personal activities.

2.2.09 Write expressively using original ideas, reflections, and observations.

1. Write stories and poems.
2. Write, when given time, place, and materials.
3. Write to express opinions and judgments.
4. Continue to maintain, with teacher assistance, samples of writing and drawings that express opinions and judgments (e.g., portfolio, journals, student-made books).
5. Dictate or write stories (e.g., tape recorder, adult, older student).

2.2.10 Write in response to literature.

1. Describe setting, characters, and events in detail.
2. Write a different ending to a story.
3. Write about a favorite character or favorite part of a story.
4. Compose a note or questions for a favorite author.
5. Summarize a story.

2.2.11 Write in a variety of modes and genres.

1. Write friendly notes, invitations, and messages.
2. Write stories with a logical sequence.
3. Write poems.
4. Write descriptive sentences.
5. Write a report.
6. Write in journals.

Elements of Language

2.3.01 Demonstrate knowledge of Standard English usage.

1. Use nouns appropriately (e.g., singular and plural, common and proper, possessives).
2. Use verbs appropriately (e.g., past and present tense, agreement, action and linking, irregular).
3. Use pronouns appropriately (e.g., pronoun case, subject and object agreement).
4. Use adjectives appropriately (e.g., descriptive, comparative, superlative).

2.3.02 Demonstrate knowledge of Standard English mechanics.

1. Capitalize the first word of a sentence, names, pronoun "I," and proper nouns.
2. Use correct punctuation at the end of declarative sentences, exclamatory sentences and questions.
3. Use commas correctly in a series of one- word items (e.g., apples, oranges, and pears).
4. Form contractions using apostrophes.
5. Write legibly in manuscript.

2.2.03 Demonstrate knowledge of Standard English spelling.

1. Spell high-frequency words correctly.
2. Spell words correctly as appropriate to grade level.
3. Spell basic short-vowel, long-vowel words and consonant blend patterns.
4. Spell regular and irregular plurals correctly (e.g., boy/boys, child/children).
5. Use a dictionary to spell words correctly and to verify spelling.
6. Arrange words in alphabetical order to the second letter.

2.3.04 Demonstrate knowledge of correct sentence structure.

1. Use appropriate language structure in oral and written communication (e.g., subject-verb agreement, correct pronoun choice, and logical/appropriate correct word order).
2. Distinguish between complete and incomplete sentences.
3. Identify and use statements, questions, and exclamatory sentences in writing and speaking.
4. Combine simple sentences into compound sentences.

Math Standards

Number and Operations

1. Count a set of objects to 100 using an efficient grouping strategy (e.g., two’s, three's, five’s, ten’s);
2. Count forward and backward by one from any number less than 999;
3. Read and write numerals to 999;
4. Recognize the place value of a digit in numbers to 999;
5. Identify odd and even numbers to 100;
6. Use concrete models or pictures to show whether a fraction is less than a half, more than a half, or equal to a half;
7. Match the spoken, written, concrete, and pictorial representations of halves, thirds, and fourths;
8. Compare the unit fractions 1/2, 1/3, and 1/4;
9. Count the value of a set of coins up to one dollar;
10. Order whole numbers less than 1000;
11. Compare two numbers using the appropriate symbol (i.e., <, >, =);
12. Represent numbers to 999 in flexible ways using a variety of materials (e.g., 23 as 23 ones, 1 ten and 13 ones, and/or 2 tens and 3 ones);
13. Apply the language of ordinal numbers up to twentieth.
14. Develop a story problem that illustrates a given addition or subtraction number sentence;
15. Use the number line to demonstrate addition and subtraction;
16. Write and identify number sentences that describe situations involving addition and subtraction;
17. Write and explain related addition and subtraction sentence.
18. Solve story problems involving numbers to 100;
19. Check for the reasonableness of solutions;
20. Use calculators in problem-solving situations;
21. Add and subtract efficiently and accurately with single-digit numbers;
22. Use a variety of strategies and representations to add and subtract two-digit whole numbers;
23. Explain and justify solution strategies used in problem solving;
24. Use estimation to justify the reasonableness of a computation.

Algebra