Second Grade
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Oral Language
2.1 The student will demonstrate an understanding of oral language
structure.
a) Create oral stories to share with others.
b) Create and participate in oral dramatic activities.
c) Use correct verb tenses in oral communication.
d) Use increasingly complex sentence structures in oral communication.
2.2 The student will continue to expand listening and speaking
vocabularies.
a) Use words that reflect a growing range of interests and knowledge.
b) Clarify and explain words and ideas orally.
c) Follow oral directions with three or four steps.
d) Give three-step and four-step directions.
e) Identify and use synonyms and antonyms in oral communication.
2.3 The student will use oral communication skills.
a) Use oral language for different purposes: to inform, to persuade, and
to entertain.
b) Share stories or information orally with an audience.
c) Participate as a contributor and leader in a group.
d) Summarize information shared orally by others.
Reading
2.4 The student will use phonetic strategies when reading and spelling.
a) Use knowledge of consonants, consonant blends, and consonant digraphs
to decode and spell words.
b) Use knowledge of short, long, and r-controlled vowel patterns to
decode and spell words.
c) Decode regular multisyllabic words.
2.5 The student will use meaning clues and language structure when
reading.
a) Use information in the story to read words.
b) Use knowledge of sentence structure.
c) Use knowledge of story structure and sequence.
2.6 The student will use language structure to expand vocabulary when
reading.
a) Use knowledge of prefixes and suffixes.
b) Use knowledge of contractions and singular possessives.
c) Use knowledge of simple abbreviations.
d) Use knowledge of antonyms and synonyms.
2.7 The student will read fiction and nonfiction, using a variety of
strategies independently.
a) Preview the selection by using pictures, diagrams, titles, and
headings.
b) Set purpose for reading.
c) Read stories, poems, and passages with fluency and expression.
d) Reread and self-correct when necessary.
2.8 The student will read and demonstrate comprehension of fiction and
nonfiction.
a) Make predictions about content.
b) Read to confirm predictions.
c) Relate previous experiences to the topic.
d) Ask and answer questions about what is read.
e) Locate information to answer questions.
f) Describe characters, setting, and important events in fiction and
poetry.
g) Identify the problem, solution, and main idea.
2.9 The student will demonstrate comprehension of information in
reference materials.
a) Use a table of contents.
b) Use pictures and charts.
c) Use dictionaries and indices.
Writing
2.10 The student will maintain manuscript and begin to make the
transition to cursive.
2.11 The student will write stories, letters, and simple explanations.
a) Generate ideas before writing.
b) Organize writing to include a beginning, middle, and end.
c) Revise writing for clarity.
d) Use available technology.
2.12 The student will edit writing for correct grammar, capitalization,
punctuation, and spelling.
a) Recognize and use complete sentences.
b) Use and punctuate declarative, interrogative, and exclamatory
sentences.
c) Capitalize all proper nouns and the word I.
d) Use singular and plural nouns and pronouns.
e) Use apostrophes in contractions, including don't, isn't, and can't.
f) Use correct spelling for high-frequency sight words, including
compound words and regular plurals.
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| Social Studies | Science |
The second-grade standards extend the study of number and spatial sense
to include three-digit numbers and three-dimensional figures. Students
will continue to learn, use, and gain proficiency in the basic addition
facts through the nines table and the corresponding subtraction facts.
Students will begin to use standard U.S. Customary and metric units of
measurement; predict, using simple probability; and create and interpret
picture and bar graphs. Students will work with a variety of patterns
and will develop knowledge of equality by identifying missing numbers in
addition and subtraction facts.
While learning mathematics, students will be actively engaged, using
concrete materials and appropriate technologies such as calculators and
computers. However, facility in the use of technology shall not be
regarded as a substitute for a studentās understanding of quantitative
concepts and relationships or for proficiency in basic computations.
Mathematics has its own language, and the acquisition of specialized
vocabulary and language patterns is crucial to a studentās understanding
and appreciation of the subject. Students should be encouraged to use
correctly the concepts, skills, symbols, and vocabulary identified in
the following set of standards.
Problem solving has been integrated throughout the six content strands.
The development of problem-solving skills should be a major goal of the
mathematics program at every grade level. Instruction in the process of
problem solving will need to be integrated early and continuously into
each studentās mathematics education. Students must be helped to develop
a wide range of skills and strategies for solving a variety of problem
types.
Number and Number Sense
2.1 The student will
a) read, write, and identify the place value of each digit in a three-
digit numeral, using numeration models; and
b) round two-digit numbers to the nearest ten.
2.2 The student will compare two whole numbers between 0 and 999, using
symbols (>, <, or =) and words (greater than, less than, or equal
to).
2.3 The student will identify the ordinal positions first through
twentieth, using an ordered set of objects.
2.4 The student will identify the part of a set and/or region that
represents fractions for one-half, one-third, one-fourth,
one-eighth, and one-tenth and write the corresponding fraction.
2.5 The student will
a) count forward by twos, fives, and tens to 100, starting at various
multiples of 2, 5, or 10, using mental mathematics, paper and
pencil, hundred chart, calculators, and/or concrete objects, as
appropriate;
b) count backward by tens from 100;
c) group objects by threes and fours; and
d) recognize even and odd numbers, using objects.
Computation and Estimation
2.6 The student will recall basic addition facts ÷ i.e., sums to 18 or
less ÷ and the corresponding subtraction facts.
2.7 The student, given two whole numbers whose sum is 99 or less, will
a) estimate the sum; and
b) find the sum, using various methods of calculation (mental
computation, concrete materials, and paper and pencil).
2.8 The student, given two whole numbers, each of which is 99 or less,
will
a) estimate the difference; and
b) find the difference, using various methods of calculation (mental
computation, concrete materials, and paper and pencil).
2.9 The student will create and solve one-step addition and subtraction
problems using data from simple tables, picture graphs, bar graphs,
and practical situations.
2.10 The student, given a simple addition or subtraction fact, will
recognize and describe the related facts which represent and
describe the inverse relationship between addition and subtraction (
e.g., 3 + __ = 7, ___ + 3 = 7; 7 ö 3 = __, and 7 ö __ = 3).
Measurement
2.11 The student will
a) count and compare a collection of pennies, nickels, dimes, and
quarters whose total value is $2.00 or less; and
b) identify the correct usage of the cent symbol (¢), dollar symbol
($), and decimal point (.).
2.12 The student will estimate and then use a ruler to make linear
measurements to the nearest centimeter and inch, including
measuring the distance around a polygon in order to determine
perimeter.
2.13 The student, given grid paper, will estimate and then count the
number of square units needed to cover a given surface in order to
determine area.
2.14 The student will estimate and then count the number of cubes in
a rectangular box in order to determine volume.
2.15 The student will estimate and then determine weight/mass of
familiar objects in pounds and/or kilograms, using a scale.
2.16 The student will tell and write time to the quarter hour, using
analog and digital clocks.
2.17 The student will use actual measuring devices to compare metric and
U.S. Customary units (cups, pints, quarts, gallons, and liters) for
measuring liquid volume, using the concepts of more, less, and
equivalent.
2.18 The student will
a) use calendar language appropriately (e.g., months, today, yesterday,
next week, last week);
b) determine past and future days of the week; and
c) identify specific dates on a given calendar.
2.19 The student will read the temperature on a Celsius and/or
Fahrenheit thermometer to the nearest 10 degrees.
Geometry
2.20 The student will identify, describe, and sort three-dimensional
(solid) concrete figures, including a cube, rectangular solid (
prism), square pyramid, sphere, cylinder, and cone, according to
the number and shape of the solidās faces, edges, and corners.
2.21 The student will identify and create figures, symmetric along a
line, using various concrete materials.
2.22 The student will compare and contrast plane and solid geometric
shapes (circle/sphere, square/cube, and rectangle/rectangular
solid).
Probability and Statistics
2.23 The student will read, construct, and interpret a simple picture
and bar graph.
2.24 The student will record data from experiments, using spinners and
colored tiles/cubes, and use the data to predict which of two
events is more likely to occur if the experiment is repeated.
Patterns, Functions, and Algebra
2.25 The student will identify, create, and extend a wide variety of
patterns, using numbers concrete objects and pictures.
2.26 The student will solve problems by completing a numerical sentence
involving the basic facts for addition and subtraction. Examples
include: 3 + __ = 7, or 9 ö __ = 2. Students will create story
problems, using the numerical sentences.
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| Social Studies | Science |
The second-grade standards continue to focus on using a broad range of
science skills in understanding the natural world. Making detailed
observations, drawing conclusions, and recognizing unusual or unexpected
data are skills needed to be able to use and validate information.
Measurement in both English and metric units is stressed. The idea of
living systems is introduced through habitats and the interdependence of
living and nonliving things. The concept of change is explored in
states of matter, life cycles, weather patterns, and seasonal effects on
plants and animals.
Scientific Investigation, Reasoning, and Logic
2.1 The student will conduct investigations in which
a) observation is differentiated from personal interpretation, and
conclusions are drawn based on observations;
b) observations are repeated to ensure accuracy;
c) two or more attributes are used to classify items;
d) conditions that influence a change are defined;
e) length, volume, mass, and temperature measurements are made in metric
(centimeters, meters, liters, degrees Celsius, grams, kilograms) and
standard English units (inches, feet, yards, cups, pints, quarts,
gallons, degrees Fahrenheit, ounces, pounds);
f) pictures and bar graphs are constructed using numbered axes;
g) unexpected or unusual quantitative data are recognized; and
h) simple physical models are constructed.
Force, Motion, and Energy
2.2 The student will investigate and understand that natural and
artificial magnets have certain characteristics and attract specific
types of metals. Key concepts include
a) magnetism, iron, magnetic/nonmagnetic, poles, attract/repel; and
b) important applications including the magnetic compass.
Matter
2.3 The student will investigate and understand basic properties of
solids, liquids, and gases. Key concepts include
a) mass and volume; and
b) processes involved with changes in matter from one state to another
(condensation, evaporation, melting, and freezing).
Life Processes
2.4 The student will investigate and understand that plants and animals
undergo a series of orderly changes in their life cycles. Key concepts
include
a) some animals (frogs and butterflies) undergo distinct stages during
their lives while others generally resemble their parents; and
b) flowering plants undergo many changes from the formation of the
flower to the development of the fruit.
Living Systems
2.5 The student will investigate and understand that living things are
part of a system. Key concepts include
a) living organisms are interdependent with their living and nonliving
surroundings; and
b) habitats change over time due to many influences.
Interrelationships in Earth/Space Systems
2.6 The student will investigate and understand basic types, changes,
and patterns of weather. Key concepts include
a) temperature, wind, precipitation, drought, flood, and storms; and
b) the uses and importance of measuring and recording weather data.
Earth Patterns, Cycles, and Change
2.7 The student will investigate and understand that weather and
seasonal changes affect plants, animals, and their surroundings.
Key concepts include
a) effects on growth and behavior of living things (migration,
hibernation, camouflage, adaptation, dormancy); and
b) weathering and erosion of the land surface.
Resources
2.8 The student will investigate and understand that plants produce
oxygen and food, are a source of useful products, and provide
benefits in nature. Key concepts include
a) important plant products (fiber, cotton, oil, spices, lumber, rubber,
medicines, and paper);
b) the availability of plant products affects the development of a
geographic area; and
c) plants provide homes and food for many animals and prevent soil from
washing away.
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| Social Studies | Science |
The standards for second grade students include an introduction to the
heritage and contributions of the people of ancient China and Egypt and
of the American Indians. Students should continue developing map skills
and demonstrate an understanding of basic economic concepts. The
students will identify selected American individuals who have worked to
improve the lives of American citizens. The students will recognize that
the United States is a land of people who have diverse ethnic origins,
customs, and traditions, who make contributions to their communities,
and who are united as Americans by common principles.
History
2.1 The student will explain how the contributions of ancient China and
Egypt have influenced the present world in terms of architecture,
inventions, the calendar, and written language.
2.2 The student will compare the lives and contributions of American
Indians (First Americans), with emphasis on the Powhatan of the
Eastern Woodlands, the Sioux of the Plains, and the Pueblo
people of the Southwest.
2.3 The student will identify and compare changes in community life over
time in terms of buildings, jobs, transportation, and population.
Geography
2.4 The student will develop map skills by
a) locating China and Egypt on world maps;
b) locating the regions of the Powhatan, Sioux, and Pueblo Indians on
United States maps;
c) comparing the climate, land, and plant life of these regions;
d) describing how people in these regions adapt to their environment.
2.5 The student will develop map skills by
a) locating the equator, the seven continents, and the four oceans on
maps and globes;
b) locating selected rivers (James River, Mississippi River, Rio
Grande), mountain ranges (Appalachian Mountains and Rocky Mountains),
and lakes (Great Lakes) in the United States.
2.6 The student will demonstrate map skills by constructing simple maps,
using title, map legend, and compass rose.
Economics
2.7 The student will describe the differences between natural resources
(water, soil, wood, and coal), human resources (people at work), and
capital resources (machines, tools, and buildings).
2.8 The student will distinguish between the use of barter and money in
the exchange for goods and services.
2.9 The student will explain that scarcity (limited resources) requires
people to make choices about producing and consuming goods and
services.
Civics
2.10 The student will explain the responsibilities of a good citizen,
with emphasis on
a) respecting and protecting the rights and property of others;
b) taking part in the voting process when making classroom decisions;
c) describing actions that can improve the school and community;
d) demonstrating self-discipline and self-reliance;
e) practicing honesty and trustworthiness.
2.11 The student will identify George Washington, Abraham Lincoln, Susan
B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King,
Jr. as Americans whose contributions improved the lives of other
Americans.
2.12 The student will understand that the United States is a land of
people who have diverse ethnic origins, customs, and traditions,
who make contributions to their communities, and who
are united as Americans by common principles.