Standards for 2nd Grade:
(refer to "What's Happening" icon for details about this week).
Reading:
Consistently and independently applies knowledge of
letter/sound correspondence and spelling patterns
to decode unfamiliar words (compound words,
contractions, and phonics).
60% or more of grade level Dolch Sight Word List
Reads a variety of texts and recognizes words with
multiple meanings.
Comprehends 90-100% of grade level texts (makes
predictions, distinguishes fact from fiction,
makes connections between text and personal
experiences, generates questions before,
during, and after reading).
Grammar:
Write in complete sentences with correct subject-
verb agreement; identifies and uses subject and
predicates correctly.
Writes using appropriate capitalization and ending
punctuation in all four types of sentences (declarative,
exclamatory, interrogative, imperative).
Wrting has a clear focus and prewrites to generate ideas,
writes rough drafts, revises and edits writing,constructs
a piece of narrative writing that addresses a topic and
tells a story using story elements.
Organizes writing using patterns (chronological order
and transition words).
Listens critically and responds appropriately to oral
communication in a variety of genres and media, speaks
in a manner that guides the listener to understand
important ideas.
Math:
Uses place value: identifies and writes the place value
of most 4 digit numbers or higher using a variety of
diagrams, models, and number sentences.
Counts any coin combination and uses correct decimal
notation.
Compares and orders numbers less than 1,000 and number
sentences using > < = .
Makes estimates to determine if amounts are reasonable.
Creates and interprets graphs and tables
Social Studies:
Locates all geographic regions of Georgia and the
seven major rivers.
Identifies the roles of elected officials (president,
governor, mayor).
Explains the need for rules and laws.
Identifies pictures of state and national capital
buildings and locates them on a map.
Science:
Describes the physical properties and changes that
occur in objects. Identifies the 3 states of matter.
2nd Grade Standards for the Year
ENGLISH/LANGUAGE ARTS AND READING
PHONICS/WORD IDENTIFICATION
ELA2R1: The student quickly applies knowledge of letter-sound correspondence
and spelling patterns to decode unfamiliar words.
The student:
a. Reads words containing blends, digraphs, and diphthongs.
b. Recognizes, reads, and writes words containing regular plurals, irregular
plurals, and possessives.
c. Reads compound words and contractions in grade appropriate texts.
d. Reads and spells words containing r-controlled vowels and silent letters.
e. Reads and spells words containing irregular vowel patterns.
f. Reads multisyllabic words.
g. Applies learned phonics skills when reading and writing words, sentences,
and stories.
FLUENCY
ELA2R2: The student demonstrates the ability to read orally with speed,
accuracy, and expression.
The student:
a. Applies letter-sound knowledge to decode quickly and accurately.
b. Automatically recognizes additional high frequency and familiar words
within texts.
c. Reads familiar text with expression.
d. Reads second-grade texts at a target rate of 90 words correct per minute.
e. Uses self-correction when subsequent reading indicates an earlier
misreading within grade-level text.
VOCABULARY
ELA2R3: The student acquires and uses grade-level words to communicate
effectively.
The student:
a. Reads a variety of texts and uses new words in oral and written language.
b. Recognizes grade appropriate words with multiple meanings.
c. Recognizes and applies the appropriate usage of homophones, homographs,
antonyms, and synonyms.
d. Determines the meaning of unknown words on the basis of context.
COMPREHENSION
ELA2R4: The student uses a variety of strategies to gain meaning from grade-
level text.
The student:
a. Reads a variety of texts for information and pleasure.
b. Makes predictions from text content.
c. Generates questions before, during, and after reading.
d. Recalls explicit facts and infers implicit facts.
e. Summarizes text content.
f. Distinguishes fact from fiction in a text.
g. Interprets information from illustrations, diagrams, charts, graphs, and
graphic organizers.
h. Makes connections between texts and/or personal experiences.
i. Identifies and infers main idea and supporting details.
j. Self-monitors comprehension and attempts to clarify meaning.
k. Identifies and infers cause-and-effect relationships.
l. Recognizes plot, setting, and character within text, and compares and
contrasts these elements among texts.
m. Recognizes the basic elements of a variety of genres (e.g., poetry,
fables, folktales).
n. Uses titles, tables of contents, and chapter headings to locate
information quickly and accurately and to preview text.
o. Recognizes the author’s purpose.
p. Uses word parts to determine meanings.
q. Uses dictionary, thesaurus, and glossary skills to determine word
meanings.
Writing
The student writes clear, coherent text that develops a central idea or tells
a story. The writing shows consideration of the audience and purpose. The
student progresses through the stages of the writing process. The student’s
writing reflects the conventions of written English.
ELA2W1: The student begins to demonstrate competency in the writing process.
The student:
a. Writes text of a length appropriate to address a topic and tell the story.
b. Uses traditional organizational patterns for conveying information (e.g.,
chronological order, similarity and difference, answering questions).
c. Uses transition words and phrases.
d. Begins to create graphic features (charts, tables, graphs).
e. Begins to use appropriate formatting conventions for letter writing (e.g.,
date, salutation, body, closing).
f. Begins to write a response to literature that demonstrates understanding
of the text and expresses and supports an opinion.
g. Begins to write a persuasive piece that states and supports an opinion.
h. Pre-writes to generate ideas orally.
i. Uses planning ideas to produce a rough draft.
j. Rereads writing to self and others, revises to add details, and edits to
make corrections.
k. Creates documents with legible handwriting.
l. Consistently writes in complete sentences with correct subject/verb
agreement.
m. Uses nouns (singular, plural, and possessive) correctly.
n. Uses singular possessive pronouns.
o. Uses singular and plural personal pronouns.
p. Uses increasingly complex sentence structure.
q. Uses common rules of spelling.
r. Uses appropriate capitalization and punctuation (periods, question and
exclamation marks) at the end of sentences (declarative, interrogative, and
exclamatory; simple and compound).
s. Begins to use commas (e.g., in a series, in dates, after a friendly letter
greeting, in a friendly letter closure, and between cities and states), and
periods after grade-appropriate abbreviations.
t. Uses a variety of resources (encyclopedia, Internet, books) to research
and share information on a topic.
u. Recognizes appropriate uses of quotation marks.
v. Uses the dictionary and thesaurus to support word choices.
ELA2W2 The student writes in a variety of genres, including narrative,
informational, persuasive, and response to literature.
The student produces a narrative that:
a. Captures a reader’s interest by writing a personal story in first or third
person consistently.
b. Begins to write fantasy/imaginary stories.
c. Begins to sustain a focus.
d. Includes the appropriate purpose, expectations, and length for the
audience and genre.
e. Develops characters and setting using sensory details (descriptive
adjectives and strong verbs).
f. Uses organizational structures (beginning, middle, end, and sequence of
events) and strategies (transitional words/phrases, time cue words).
g. Begins to develop characters through action and dialogue.
h. Develops a sense of closure.
i. May include pre-writing.
j. May include a revised and edited draft.
k. May be published.
The student produces informational writing that:
a. Captures a reader’s interest.
b. Begins to sustain a focused topic.
c. Includes the appropriate purpose, expectations, and length for the
audience and genre.
d. Adds facts and details.
e. Uses organizational structures for conveying information (chronological
order, similarities and differences, questions and answers).
f. Uses graphic features (charts, tables, graphs).
g. Uses a variety of resources (encyclopedia, Internet, books) to research
and share information on a topic.
h. Develops a sense of closure.
i. May include pre-writing.
j. May include a draft that is revised and edited.
k. May be published.
The student produces a persuasive piece of writing that:
a. Captures a reader’s interest by stating a clear position/opinion.
b. Begins to sustain a focus.
c. Includes the appropriate purpose, expectations, and length for audience
and the genre.
d. Adds supportive details throughout.
e. Uses appropriate formats (letter, list of pros and cons, advertisement).
f. Develops a sense of closure.
g. May include pre-writing.
h. May include a revised and edited draft.
i. May be published.
The student produces a response to literature that:
a. Captures a reader’s interest by stating an opinion about a text.
b. Demonstrates understanding of the text and expresses and supports an
opinion.
c. Makes connections: text-to-self, text-to-text, text-to-world using details
from the reading selection.
d. Uses organizational structures to ensure coherence (T-charts, compare and
contrast, letter to author, rewrite the ending, beginning, middle, and end
with details from the text).
e. Develops a sense of closure.
f. May include pre-writing.
g. May include a draft that is revised and edited.
h. May be published.
Listening/Speaking/Viewing
The student demonstrates an understanding of listening, speaking, and viewing
skills for a variety of purposes. The student listens critically and responds
appropriately to oral communication in a variety of genres and media. The
student speaks in a manner that guides the listener to understand important
ideas.
ELA2LSV1: The student uses oral and visual strategies to communicate.
The student:
a. Interprets information presented and seeks clarification when needed.
b. Begins to use oral language for different purposes: to inform, to
persuade, and to entertain.
c. Uses increasingly complex language patterns and sentence structure when
communicating.
d. Listens to and views a variety of media to acquire information.
e. Increases vocabulary to reflect a growing range of interests and
knowledge.
MATH
NUMBER AND OPERATIONS:
Students will further develop their understanding of numbers (including
fractions) and how to represent them. The students will understand and apply
addition, subtraction and multiplication through concrete manipulation and
perform basic calculations.
M2N1. Students will use multiple representations of numbers to connect
symbols to quantities.
a. Represent numbers using a variety of models, diagrams, and number
sentences (e.g., 4703 represented as 4,000 + 700 + 3, and units, 47 hundreds
+ 3, or 4,500 + 203).
b. Understand the relative magnitudes of numbers using 10 as a unit, 100 as a
unit, or 1000 as a unit. Represent 2-digit numbers with drawings of tens and
ones and 3-digit numbers with drawings of hundreds, tens, and ones.
c. Use money as a medium of exchange. Make change and use decimal notation
and the dollar and cent symbols to represent the collection of coins and
currency.
M2N2. Students will build fluency with multi-digit addition and subtraction.
a. Correctly add and subtract two whole numbers up to three digits each with
regrouping.
b. Understand and use the inverse relation between addition and subtraction
to solve problems and check solutions.
c. Use mental math strategies such as benchmark numbers to solve problems.
d. Use basic properties of addition (commutative, associative, and identity)
to simplify problems (e.g. 98 + 17 by taking two from 17 and adding it to the
98 to make 100 and replacing the original problem by the sum 100 + 15).
e. Estimate to determine if solutions are reasonable for addition and
subtraction.
M2N3. Students will understand multiplication, multiply numbers, and verify
results.
a. Understand multiplication as repeated addition.
b. Use repeated addition, arrays, and counting by multiples (skip counting)
to correctly multiply 1-digit numbers and construct the multiplication table.
c. Use the multiplication table (grid) to determine a product of two numbers.
d. Use repeated subtraction, equal sharing, and forming equal groups to
divide large collections of objects and determine factors for multiplication.
M2N4. Students will understand and compare fractions.
a. Model, identify, label, and compare fractions (thirds, sixths, eighths,
tenths) as a representation of equal parts of a whole or of a set.
b. Know that when all fractional parts are included, such as three thirds,
the result is equal to the whole.
M2N5. Students will represent and interpret quantities and relationships
using mathematical expressions including equality and inequality signs (=,
>, , ≠).
a. Include the use of boxes or ___ to represent a missing value.
b. Represent problem solving situations where addition, subtraction or
multiplication may be applied using mathematical expressions.
MEASUREMENT
Students will understand length, time, and temperature and choose an
appropriate tool to measure them.
M2M1. Students will know the standard units of inch, foot, yard, and metric
units of centimeter and meter and measure length to the nearest inch or
centimeter.
a. Compare the relationship of one unit to another by measuring objects twice
using different units each time.
b. Estimate lengths, and then measure to determine if estimations were
reasonable.
c. Determine an appropriate tool and unit for measuring.
M2M2. Students will tell time to the nearest five minutes and know
relationships of time such as the number of seconds in a minute, minutes in
an hour and hours in a day.
M2M3. Students will explore temperature.
a. Determine a reasonable temperature for a given situation.
b. Read a thermometer.
GEOMETRY
Students will understand basic and compound geometric shapes together with
the elements from which they are composed.
M2G1. Students will describe and classify plane figures (triangles, square,
rectangle, trapezoid, quadrilateral, pentagon, hexagon, and irregular
polygonal shapes) according to the number of sides and vertices and the sizes
of angles (right angle, obtuse, acute).
M2G2. Students will describe and classify solid geometric figures (prisms,
pyramids, cylinders, cones, and spheres) according to such things as the
number of edges and vertices and the number and shape of faces and angles.
a. Recognize the (plane) shapes of the faces of a geometric solid and count
the number of faces of each type.
b. Recognize the shape of an angle as a right angle, an obtuse, or acute
angle.
M2G3. Students will describe the change in attributes as two and three-
dimensional shapes are cut and rearranged.
DATA ANALYSIS AND PROBABILITY
Students will pose questions, collect, organize, and interpret data about
themselves and their surroundings.
M2D1. Students will create simple tables and graphs and interpret their
meaning.
a. Create, organize and display data using pictographs, Venn diagrams, bar
graphs, picture graphs, simple charts, and tables to record results with
scales of 1, 2 and 5.
b. Know how to interpret picture graphs, Venn diagrams, and bar graphs.
Process Standards Each topic studied in this course should be developed with
careful thought toward helping every student achieves the following process
standards.
M2P1. Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
M2P2. Students will reason and evaluate mathematical arguments.
a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
M2P3. Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through
communication.
b. Communicate their mathematical thinking coherently and clearly to peers,
teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
M2P4. Students will make connections among mathematical ideas and to other
disciplines.
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to
produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.
M2P5. Students will represent mathematics in multiple ways.
a. Create and use representations to organize, record, and communicate
mathematical ideas.
b. Select, apply, and translate among mathematical representations to solve
problems.
c. Use representations to model and interpret physical, social, and
mathematical phenomena.
SCIENCE
Habits of Mind
S2CS1. Students will be aware of the importance of curiosity, honesty,
openness, and skepticism in science and will exhibit these traits in their
own efforts to understand how the world works.
a. Raise questions about the world around them and be willing to seek answers
to some of the questions by making careful observations and measurements and
trying to figure things out.
S2CS2. Students will have the computation and estimation skills necessary for
analyzing data and following scientific explanations.
a. Use whole numbers in ordering, counting, identifying, measuring, and
describing things and experiences.
b. Readily give the sums and differences of single-digit numbers in ordinary,
practical contexts and judge the reasonableness of the answer.
c. Give rough estimates of numerical answers to problems before doing them
formally.
d. Make quantitative estimates of familiar lengths, weights, and time
intervals, and check them by measuring.
S2CS3. Students will use tools and instruments for observing, measuring, and
manipulating objects in scientific activities.
a. Use ordinary hand tools and instruments to construct, measure, and look at
objects.
b. Assemble, describe, take apart, and reassemble constructions using
interlocking blocks, erector sets and other things.
c. Make something that can actually be used to perform a task, using paper,
cardboard, wood, plastic, metal, or existing objects.
S2CS4. Students will use the ideas of system, model, change, and scale in
exploring scientific and technological matters.
a. Identify the parts of things, such as toys or tools, and identify what
things can do when put together that they could not do otherwise.
b. Use a model—such as a toy or a picture—to describe a feature of the
primary thing.
c. Describe changes in the size, weight, color, or movement of things, and
note which of their other qualities remain the same during a specific change.
d. Compare very different sizes, weights, ages (baby/adult), and speeds
(fast/slow) of both human made and natural things.
S2CS5. Students will communicate scientific ideas and activities clearly.
a. Describe and compare things in terms of number, shape, texture, size,
weight, color, and motion.
b. Draw pictures (grade level appropriate) that correctly portray features of
the thing being described.
c. Use simple pictographs and bar graphs to communicate data.
The Nature of Science
S2CS6. Students will be familiar with the character of scientific knowledge
and how it is achieved. Students will recognize that:
a. When a science investigation is done the way it was done before, we expect
to get a similar result.
b. Science involves collecting data and testing hypotheses.
c. Scientists often repeat experiments multiple times and subject their ideas
to criticism by other scientists who may disagree with them and do further
tests.
d. All different kinds of people can be and are scientists.
S2CS7. Students will understand important features of the process of
scientific inquiry. Students will apply the following to inquiry learning
practices:
a. Scientists use a common language with precise definitions of terms to make
it easier to communicate their observations to each other.
b. In doing science, it is often helpful to work as a team. All team members
should reach their own individual conclusions and share their understandings
with other members of the team in order to develop a consensus.
c. Tools such as thermometers, rulers and balances often give more
information about things than can be obtained by just observing things
without help.
d. Much can be learned about plants and animals by observing them closely,
but care must be taken to know the needs of living things and how to provide
for them. Advantage can be taken of classroom pets.
Earth Science
S2E1. Students will understand that stars have different sizes, brightness,
and patterns.
a. Describe the physical attributes of stars—size, brightness, and patterns.
S2E2. Students will investigate the position of sun and moon to show patterns
throughout the year.
a. Investigate the position of the sun in relation to a fixed object on earth
at various times of the day.
b. Determine how the shadows change through the day by making a shadow stick
or using a sundial.
c. Relate the length of the day and night to the change in seasons (for
example: Days are longer than the night in the summer.).
d. Use observations and charts to record the shape of the moon for a period
of time.
S2E3. Students will observe and record changes in their surroundings and
infer the causes of the changes.
a. Recognize effects that occur in a specific area caused by weather, plants,
animals, and/or people.
Physical Science
S2P1. Students will investigate the properties of matter and changes that
occur in objects.
a. Identify the three common states of matter as solid, liquid, or gas.
b. Investigate changes in objects by tearing, dissolving, melting, squeezing,
etc.
S2P2. Students will identify sources of energy and how the energy is used.
a. Identify sources of light energy, heat energy, and energy of motion.
b. Describe how light, heat, and motion energy are used.
S2P3. Students will demonstrate changes in speed and direction using pushes
and pulls.
a. Demonstrate how pushing and pulling an object affects the motion of the
object.
b. Demonstrate the effects of changes of speed on an object.
Life Science
Teacher note: Instruct students not to touch wild plants and animals when
they observe them. Always wash hands after handling any plants or animals.
Caution students not to eat wild plants they find.
S2L1. Students will investigate the life cycles of different living
organisms.
a. Determine the sequence of the life cycle of common animals in your area: a
mammal such as a cat or dog or classroom pet, a bird such as a chicken, an
amphibian such as a frog, and an insect such as a butterfly.
b. Relate seasonal changes to observations of how a tree changes throughout a
school year.
c. Investigate the life cycle of a plant by growing a plant from a seed and
by recording changes over a period of time.
d. Identify fungi (mushroom) as living organisms.
SOCIAL STUDIES
Historical Understandings
SS2H1 The student will read about and describe the lives of historical
figures in Georgia history.
a. Identify the contributions made by these historic figures: James
Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah
(development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther
King, Jr. (civil rights); Jimmy Carter (leadership and human rights).
b. Describe how everyday life of these historical figures is similar to and
different from everyday life in the present (food, clothing, homes,
transportation, communication, recreation, rights, and freedoms).
SS2H2 The student will describe the Georgia Creek and Cherokee cultures of
the past in terms of tools, clothing, homes, ways of making a living, and
accomplishments.
a. Describe the regions in Georgia where the Creeks and Cherokees lived and
how the people used their local resources. b. Compare and contrast the
Georgia Creek and Cherokee cultures of the past to Georgians today.
Geographic Understandings
SS2G1 The student will locate major topographical features of Georgia and
will describe how these features define Georgia’s surface.
a. Locate all the geographic regions of Georgia: Blue Ridge Mountains,
Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau.
b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Mary’s,
Chattahoochee, and Flint.
SS2G2 The student will describe the cultural and geographic systems
associated with the historical figures in
SS2H1 and Georgia’s Creeks and Cherokees.
a. Identify specific locations significant to the life and times of each
historic figure on a political map.
b. Describe how place (physical and human characteristics) had an impact on
the lives of each historic figure.
c. Describe how each historic figure adapted to and was influenced by his/her
environment.
d. Trace examples of travel and movement of these historic figures and their
ideas across time.
e. Describe how the region in which these historic figures lived affected
their lives and compare these regions to the region in which the students
live.
Government/Civic Understandings
SS2CG1 The student will define the concept of government and the need for
rules and laws.
SS2CG2 The student will identify the roles of the following elected
officials:
a. President (leader of our nation)
b. Governor (leader of our state)
c. Mayor (leader of a city)
SS2CG3 The student will give examples of how the historical figures under
study demonstrate the positive citizenship traits of honesty, dependability,
liberty, trustworthiness, honor, civility, good sportsmanship, patience, and
compassion.
SS2CG4 The student will demonstrate knowledge of the state and national
capitol buildings by identifying them from pictures and capitals of the
United States of America (Washington, D.C.) and the state of Georgia
(Atlanta) by locating them on appropriate maps.
Economic Understandings
SS2E1 The student will explain that because of scarcity, people must make
choices and incur opportunity costs.
SS2E2 The student will identify ways in which goods and services are
allocated (by price; majority rule; contests; force; sharing; lottery;
command; first-come, first-served; personal characteristics; and others).
SS2E3 The student will explain that people usually use money to obtain the
goods and services they want and explain how money makes trade easier than
barter.
SS2E4 The student will describe the costs and benefits of personal spending
and saving choices.
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