* All standards highlighted in yellow are discussed every day in second grade. Those not highlighted are taught throughout the year until mastery and reviewed periodically to encourage retention.

Reading - Second Grade
Content Standard 1.0
The student will develop the reading and listening skills necessary for word recognition,
comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint
text.
Learning Expectations:
1.01 Develop oral language.
1.02 Develop listening skills.
1.03 Demonstrate knowledge of concepts of print.
1.04 Develop and maintain phonemic awareness.
1.05 Develop and use decoding strategies to read unfamiliar words.
1.06 Read to develop fluency, expression, accuracy and confidence.
1.07 Develop and extend reading vocabulary.
1.08 Develop and use pre-reading strategies.
1.09 Use active comprehension strategies to derive meaning while reading and
check for understanding after reading.
1.10 Introduce informational skills to facilitate learning.
1.11 Develop skills to facilitate reading to learn in a variety of content areas.
1.12 Read independently for a variety of purposes.
1.13 Experience various literary genres.
1.14 Develop and maintain a motivation to read.
Accomplishments:
2.1.01 Develop oral language.
a. Show evidence of expanding oral language through vocabulary growth.
b. Continue to implement rules for conversation.
c. Understand, follow, and give oral directions.
d. Participate in group discussion.
e. Participate in creative responses to text (e.g., choral reading, discussion, and
dramatization).
f. Respond to questions from teachers and other group members.
g. Narrate a personal story.
h. Summarize lesson content.
2.1.02 Develop listening skills.
a. Listen attentively to speaker for specific information.
b. Use appropriate listening skills (e.g., does not interrupt, faces speaker, asks
questions).
c. Listens and responds to a variety of media (e.g., books, audio tapes, videos).
d. Recognize the difference between formal and informal languages.
e. Follow oral directions.
2.1.03 Demonstrate knowledge of concepts of print.
a. Read and explain own writings.
b. Recognize that groups of sentences make a paragraph and paragraphs make a
story.
c. Recognize and use parts of a book (e.g., title, author, illustrator, table of
contents and glossary).
d. Understand punctuation (e.g., period, question mark, exclamation mark).
2.1.04 Develop and maintain phonemic awareness.
a. 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).
b. Add, delete, and change targeted sounds to modify or change words.
c. Identify and produce rhyming words.
2.1.05 Develop and use decoding strategies.
a. Use knowledge of letter-sound correspondence and structural analysis to
decode words.
b. 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).
c. Use known words to decode unknown words.
d. Apply knowledge of basic syllabication rules.
2.1.06 Read to develop fluency, expression, accuracy and confidence.
a. Read orally to develop fluency, expression, accuracy, and confidence.
b. Reflect punctuation within written text while reading orally.
c. Participate in guided, oral readings.
d. Demonstrate the automatic recognition of high frequency words.
e. Read a variety of texts with fluency, expression, accuracy and confidence.
f. Read independently daily.
2.1.07 Develop and extend reading vocabulary.
a. Build vocabulary by listening to literature, participating in discussions, and
reading self-selected and assigned texts.
b. Recognize common abbreviations and contractions.
c. Participate in shared reading.
d. Manipulate word families, word wall and word sorts.
e. Match oral words to print words.
f. Determine the meaning of unfamiliar words (e.g., picture dictionary, picture
clues, context clues and structural analysis).
g. Add endings to base words to make new words (e.g., -ed, -ing, and -es).
h. Identify simple multiple-meaning words based on the appropriate meaning for
the context.
i. Build vocabulary through frequent read-alouds.
2.1.08 Develop and use pre-reading strategies.
a. Identify a purpose for reading.
b. Participate in activities to build background knowledge to make meaning from
text.
c. Make predictions about text.
d. Use illustrations to preview text.
e. Create graphic organizers (e.g., KWL, webs, lists, story maps, charts).
f. 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.
a. 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.
b. 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.
a. Recognize outside resources (e.g., family and community).
b. Recognize a variety of print sources (e.g., books, magazines, maps, charts, and
graphs).
c. Understand the purpose of various reference materials (e.g., dictionary,
encyclopedia).
d. Use graphic organizers to aid in understanding material from informational
texts.
e. Visit libraries and checks out appropriate materials.
2.1.11 Develop skills to facilitate reading to learn in a variety of content areas.
a. Develop content specific vocabulary.
b. Use text features to locate information (e.g., charts, maps and illustrations).
2.1.12 Read independently for a variety of purposes.
a. Read for literary experience.
b. Read to gain information.
c. Read to perform a task.
d. Read for enjoyment.
e. Read to expand vocabulary.
f. Read to build fluency.
2.1.13 Experience various literary and media genres.
a. 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.
b. Understand the main idea in a visual message (e.g., pictures, cartoons,
posters).
c. Explore folktales and fables.
d. Identify characters, plot, and setting in print and non-print text.
e. Recognize how the main character and other characters interact with each
other.
f. Identify types of stories (e.g., folktales, fables, fairy tales).
g. Determine whether the events in the reading selection are real or fantasy.
h. Compare and contrast different stories.
i. Determine the problem in a story and discover its solution.
2.1.14 Develop and maintain a motivation to read.
a. Visit libraries/media centers and regularly check out materials.
b. Share storybooks, poems, environmental print, and own writing.
c. Explore a wide variety of literature through read alouds, tapes, and
independent reading.
d. Identify favorite stories, informational text, authors and illustrators.
e. Engage in a variety of literacy activities voluntarily (e.g., self-select books and
stories).
f. Relate literary experiences to others (e.g., book reports, sharing favorite
stories).
g. Experience daily opportunities to read.
h. Choose to read as a leisure activity.

Language
Standard 1 - Language
Grade Level Expectations
GLE 0201.1.1 Demonstrate control of basic English usage, mechanics, spelling, and sentence
structure.
GLE 0201.1.2 Employ a variety of strategies to decode words and expand vocabulary.
GLE 0201.1.3 Develop and maintain phonological awareness.
GLE 0201.1.4 Understand and apply the alphabetic principle.

Checks for Understanding (Formative/Summative Assessment)
0201.1.1 Identify and correctly use adjectives (i.e., descriptive, comparative,
superlative), nouns (i.e., common and proper, singular and plural, possessive), pronouns (i.e.,
substitution for nouns), and verbs (i.e., past and present tense, action and linking, regular and
irregular, subject-verb agreement).
0201.1.2 Use capitals letters correctly (i.e., first and last names, pronoun I, proper nouns,
first word of a sentence).
0201.1.3 Identify and use correct punctuation at the end of declarative, exclamatory, and
interrogative sentences.
0201.1.4 Form contractions correctly.
0201.1.5 Understand that a sentence is a group of words that has a subject and a verb and
expresses a complete thought.
0201.1.6 Identify and correctly write complete sentences.
0201.1.7 Use commas correctly in a series.
0201.1.8 Spell simple words using developing phonetic knowledge, sounds of the
alphabet, and simple consonant/vowel patterns.
• Spell high frequency words correctly (e.g., Dolch list, Fry list).
• Continue to spell words using basic CVC, CVCE, and CVVC patterns.
• Alphabetize words to the second letter.
• Use primary dictionaries to spell words correctly and verify spelling.
• Spell regular and irregular plurals correctly (e.g., boy/boys, child/children).
• Spell digraphs (e.g., ch, ea, ir), trigraphs (e.g., -igh, -tch), and blends (e.g., bl, br, str).
• Understand and spell basic words that sound the same but are spelled differently and
have different meanings (homophones, e.g., hair, hare; to, too, two).
0201.1.9 Show evidence of expanding language through vocabulary growth.
• Recognize common abbreviations.
• Build vocabulary by reading, listening to, and discussing a variety of literature.
• Add prefixes (e.g., re-, dis-), suffixes (e.g., -ly, -y), and endings (e.g., -ed, -ing, -es) to
base words to make new words.
• Use word families and a variety of active word walls.
• Recognize and identify compound words, synonyms, and antonyms.
• Identify positional words.
• Identify simple multi-meaning words in context (e.g., fly, pop, bat).

Phonemic Awareness
0201.1.10 Maintain phonemic awareness by adhering to the following:
• Rearrange the letter sounds of a given word to create new words (e.g., top to pot; sub
to bus).
• Use sound stretching of one-syllable words to identify each phoneme.
• Use sound blending of each separately spoken phoneme to make meaningful words.
• Segment one-syllable words into individual sounds and blend the sounds into whole
words.
• Identify and produce rhyming words.
• Recognize words that have the same beginning, middle, or ending sounds.
• Understand words are made up of one or more syllables.
• Add, delete, and change targeted sounds to change words.
Phonics
0201.1.11 Apply phonics generalizations in order to decode words in the following
ways:
• Read words containing r-controlled vowels (er, or, ar, ir, ur).
• Apply knowledge of basic syllabication rules.
• Use letter-sound matches and structural analysis to decode grade level words.
• Use parts of words (e.g., root/base words, compound words, contractions, prefixes,
and suffixes) to decode grade level words.
• Apply long and short vowel rules when decoding text.
• Use sounding out words; chunking words into smaller parts; and looking for blends,
digraphs, diphthongs, word families, etc. as a means of decoding unfamiliar words.
• Continue to decode unknown words that are grade-level appropriate.

Standard 2 - Communication
Grade Level Expectations
GLE 0201.2.1 Develop critical listening skills essential for comprehension, problem solving,
and task completion.
GLE 0201.2.2 Develop critical speaking skills essential for effective communication.

Checks for Understanding (Formative/Summative Assessment)
Listening
0201.2.1 Use appropriate listening skills (e.g., do not interrupt, face speaker, ask
questions).
0201.2.2 Listen attentively to speaker for specific information.
0201.2.3 Understand and follow multi-step oral directions.
0201.2.4 Summarize what has been heard using the logical sequence of events.
Speaking
0201.2.5 Use rules for conversation (e.g., take turns and focus attention on speaker).
0201.2.6 Speak clearly, properly, and politely; recognize the difference between formal
and informal language.
0201.2.7 Provide multi-step oral directions.
0201.2.8 Participate in group discussion.
• Work productively in group discussion for a particular purpose (e.g., respond to
literature, solve a problem, and plan a project).
• Ask and respond to questions from teacher and other group members.
0201.2.9 Retell a story, describing the plot, characters, and setting.
0201.2.10 Recite poems, stories, and songs.

Standard 3 - Writing
Grade Level Expectations
GLE 0201.3.1 Write in a variety of modes for different audiences and purposes.
GLE 0201.3.2 Employ various prewriting strategies.
GLE 0201.3.3 Organize ideas into a topic paragraph with complete coherent sentences.
GLE 0201.3.4 Revise first drafts for clearer meaning, correct capitalization, and punctuation.
GLE 0201.3.5 Evaluate own and other people’s written work.
GLE 0201.3.6 Determine how, when, and whether to incorporate graphics into written work.

Checks for Understanding (Formative/Summative Assessment)
0201.3.1 Write to describe, entertain, and inform.
0201.3.2 Write in response to literature (e.g., create a new ending to a story, create class
books, summarize a story), compose a variety of written works (e.g., friendly letters, journal
entries, reports, experience stories) and begin to compose narratives (with a beginning,
middle, and end).
0201.3.3 Brainstorm ideas with teachers and peers, use graphic organizers (e.g., webs,
charts, Venn diagrams) independently and/or in group, and use a variety of resources to
gather information.
0201.3.4 Use classroom resources to support the writing process.
0201.3.5 Compose first drafts using the appropriate parts of the writing process with an
emphasis on planning, organizing, and self correcting.
0201.3.6 Use temporary/creative spelling to spell independently while transitioning to
standard spelling in first drafts.
0201.3.7 Arrange events in a logical and sequential order when writing.
0201.3.8 Continue to add descriptive words and details to writing.
0201.3.9 Create legible documents for reading by forming legible letters and utilizing
correct spacing.
0201.3.10 Evaluate own and other people’s written work through small group discussion
and shared work.
0201.3.11 Incorporate suggestions from teachers and peers.
0201.3.12 Use a simple rubric to evaluate writing.
0201.3.13 Incorporate photographs or illustrations in written work.

Standard 4 - Research
Course Level Expectations
GLE 0201.4.1 Define and narrow a question for research appropriate to grade level and
ability.
GLE 0201.4.2 Gather relevant information to answer a research question.
GLE 0201.4.3 Write a simple research report.
Checks for Understanding (Formative/Summative Assessment)
0201.4.1 Narrow a research question so that the research process is manageable.
0201.4.2 Select three sources to answer a research question.
0201.4.3 Utilize the family and community as sources of information.
0201.4.4 Visit the library/media center as a source of information for research.
0201.4.5 Recognize and identify a variety of print and electronic resources available for
information.
0201.4.6 Understand the purpose of reference materials.
0201.4.7 Write a simple research report that demonstrates a gathering of information.

Standard 5 - Logic
Grade Level Expectations
GLE 0201.5.1 Continue to develop the ability to think logically.
GLE 0201.5.2 Apply logic in a variety of ways.
GLE 0201.5.3 Make inferences and draw appropriate conclusions.

Checks for Understanding (Formative/Summative Assessment)
0201.5.1 Distinguish between fact and opinion.
0201.5.2 Given a sequence of events, choose an appropriate conclusion from a list of
possibilities.
0201.5.3 Identify cause/effect relationships.
0201.5.4 Compare and contrast information and ideas.
0201.5.5 Apply sequential reasoning to a variety of written and oral contexts.

Standard 6 - Informational Text
Grade Level Expectations
GLE 0201.6.1 Follow simple multi-step directions in a short informational text.
GLE 0201.6.2 Comprehend the main ideas and supporting details of informational texts.
GLE 0201.6.3 Interpret the graphics that support informational texts.

Checks for Understanding (Formative/Summative Assessment)
0201.6.1 Follow simple multi-step directions in informational texts to complete a
specific task.
0201.6.2 Identify and state the main ideas and supporting details of informational texts.
0201.6.3 Explore various forms of informational texts (e.g., newspapers, pamphlets,
manuals, magazines).
0201.6.4 Recognize and use text features to comprehend informational texts (e.g., time
lines, graphs, charts, maps and legends, illustrations).

Standard 7 - Media
Grade Level Expectations
GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain.
GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium.
Checks for Understanding (Formative/Summative Assessment)
0201.7.1 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters).
0201.7.2 Experience and respond to a variety of media (e.g., books, audio, video, ipods,
computers, illustrations).
0201.7.3 Visit libraries/media centers and regularly check out materials.
0201.7.4 Begin to utilize technology to create publications and presentations.

Standard 8 - Literature
Grade Level Expectations
GLE 0201.8.1 Explore and experience various literary genres.
GLE 0201.8.2 Employ a variety of basic reading comprehension strategies.
GLE 0201.8.3 Develop reading fluency and accuracy.
GLE 0201.8.4 Identify basic literary elements.

Checks for Understanding (Formative/Summative Assessment)
0201.8.1 Read fables, folk tales, fairy tales, poetry, nonfiction, short stories, and chapter
books.
0201.8.2 Identify parts of a book (e.g., table of contents, index, glossary, title page).
0101.8.3 Distinguish between fiction/nonfiction and fantasy/reality.
0201.8.4 Preview words necessary for understanding a reading selection.
0201.8.5 Begin to create and utilize graphic organizers.
0201.8.6 Derive meaning while reading by employing the following strategies:
• Asking questions to clarify meaning.
• Participating in discussions.
• Predicting what will happen next.
• Creating mental images.
• Using illustrations to gain meaning.
• Answering the five W + H questions (i.e., Who, What, When, Where, How, Why).
• Relating knowledge from personal experience, other texts, and world events to make
meaning from text.
0201.8.7 Participate in shared reading and small group guided reading.
0201.8.8 Read text containing familiar letter-sound correspondence and high frequency
words.
0201.8.9 Read orally with fluency and accuracy, using appropriate pacing and
expression.
0201.8.10 Identify the characters, plot, and setting of a story.

Math Standards
* Note- Highlighted standards are reviewed on a weekly basis. Math begins with a 30 minute math review of the following standards. These topics will also be the main focus of math units throughout the year as well. 

Standard 1 – Mathematical Processes
Grade Level Expectations:
GLE 0206.1.1 Use mathematical language, symbols, and definitions while developing mathematical
reasoning.
GLE 0206.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including
estimation, and reasonableness of the solution.
GLE 0206.1.3 Develop independent reasoning to communicate mathematical ideas and derive
algorithms and/or formulas.
GLE 0206.1.4 Move flexibly between concrete and abstract representations of mathematical ideas in
order to solve problems, model mathematical ideas, and communicate solution strategies.
GLE 0206.1.5 Use mathematical ideas and processes in different settings to formulate patterns, analyze
graphs, set up and solve problems and interpret solutions.
GLE 0206.1.6 Read and interpret the language of mathematics and use written/oral communication to express mathematical ideas precisely.
GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.
GLE 0206.1.8 Use technologies/manipulatives appropriately to develop understanding of mathematical algorithms, to facilitate problem solving, and to create accurate and reliable models of mathematical concepts.

Checks for Understanding (Formative/Summative Assessment):
0206.1.1 Read and write time up to five-minute intervals.
0206.1.2 Relate days, dates, weeks, months, and years to a calendar.
0206.1.3 Use strategies to make estimates of time.
0206.1.4 Solve problems involving elapsed time in hour and half-hour intervals.
0206.1.5 Count the value of a set of coins up to one dollar and use the transitive property of
equality to recognize equivalent forms of values up to $1.00.
0206.1.6 Read thermometers with Fahrenheit and Celsius scales.
0206.1.7 Measure weight to the nearest pound or kilogram.
0206.1.8 Use concrete models or pictures to show whether a fraction is less than a half, more than a half, or equal to a half.
0206.1.9 Match the spoken, written, concrete, and pictorial representations of halves, thirds, and
fourths.
0206.1.10 Develop a story problem that illustrates a given addition or subtraction number sentence.
0206.1.11 Use manipulatives to demonstrate addition and subtraction sentences written
symbolically.
0206.1.12 Write numbers and translate word clues to number sentences and vice versa.
0206.1.13 Use manipulatives such as pattern blocks, tangrams, etc. to explore geometric concepts of symmetry and transformations.
0206.1.14 Create and observe numerical patterns on a calculator by repeatedly adding or subtracting the same number from some starting number.
0206.1.15 Use age-appropriate books, stories, and videos to convey ideas of mathematics.
28

Standard 2 – Number and Operations
Grade Level Expectations:
GLE 0206.2.1 Understand and use place value concepts to 1000.
GLE 0206.2.2 Understand and use the base-ten numeration system.
GLE 0206.2.3 Use efficient and accurate strategies to develop fluency with multi-digit addition and subtraction.
GLE 0206.2.4 Develop an initial understanding of multiplication.

Checks for Understanding (Formative/Summative Assessment):
0206.2.1 Starting at any number, count by ones, twos, fives, tens, and hundreds up to 1000.
0206.2.2 Read and write numbers up to 1000 using numerals and up to 100 using words.
0206.2.3 Locate and interpret numbers on a number line.
0206.2.4 Recognize that place-value notation represents the sums of multiples of powers of ten
(e.g., 853 as 8 hundreds + 5 tens + 3 ones).
0206.2.5 Compare and order multi-digit numbers up to 1000.
0206.2.6 Use various models such as number lines, pictures, and base-ten blocks to illustrate
addition and subtraction.
0206.2.7 Develop fluency at recalling basic addition facts and related subtraction facts.
0206.2.8 Use efficient procedures, and understand why they work, to solve problems involving the addition and subtraction of two- and three-digit whole numbers (including those that
require regrouping).
0206.2.9 Apply appropriate methods to estimate and mentally calculate sums or differences with
ones, tens, and hundreds.
0206.2.10 Add three two-digit numbers.
0206.2.11 Solve addition and subtraction problems in context using various representations.
0206.2.12 Demonstrate skip counting on the number line and relate to repeated addition and
multiplication.
0206.2.13 Relate patterns in skip counting to multiplication.

Standard 3 – Algebra
Grade Level Expectations:
GLE 0206.3.1 Develop pattern recognition.
GLE 0206.3.2 Extend knowledge of the properties of numbers and operations to multiplication.
GLE 0206.3.3 Solve simple arithmetic problems using various methods.
GLE 0206.3.4 Describe quantitative change.

Checks for Understanding (Formative/Summative Assessment):
0206.3.1 Given rules, complete tables to reveal both arithmetic and geometric patterns. 0206.3.2 Given a description, extend or find a missing term in a pattern or sequence.
0206.3.3 Record and study patterns in lists of numbers created by repeated addition or subtraction.
0206.3.4 Generalize the patterns resulting from the addition, subtraction and multiplication of
combinations of odd and even numbers.
0206.3.5 Understand and use the commutative and associative properties of addition and
multiplication.
0206.3.6 Relate repeated addition to multiplication.
0206.3.7 Find unknowns in number sentences and problems involving addition, subtraction and
multiplication.
0206.3.8 Describe change in measures according to quantitative criteria such as growing 2 inches in one year.

Standard 4 – Geometry and Measurement
Grade Level Expectations:
GLE 0206.4.1 Recognize, classify, and transform 2- and 3-dimensional geometric figures.
GLE 0206.4.2 Understand the meaning and process of linear measurement.
GLE 0206.4.3 Add, subtract, compare, compute and estimate linear measurements.
GLE 0206.4.4 Compose and decompose polygons to make other polygons.
Checks for Understanding (Formative/Summative Assessment):
0206.4.1 Describe common geometric attributes of familiar plane and solid objects.
0206.4.2 Reflect, rotate, and translate shapes to explore the effects of transformations.
0206.4.3 Understand the property of transitivity as it relates to linear measurement (for example: If
A is longer than B, and B is longer then C, then A is longer than C).
0206.4.4 Estimate, measure, and calculate length to the nearest unit: meter, centimeter, yard, foot,
and inch.
0206.4.5 Use rulers to measure the lengths of sides and diagonals of common 2-dimensional
figures and polygons.
0206.4.6 Understand the inverse relationship between the size of a unit and the number of units
used in a particular measurement (the smaller the unit, the more iterations needed to
cover the length).
0206.4.7 Investigate and describe composition, decomposition, and transformations of polygons.
0206.4.8 Combine polygons to form other polygons and subdivide a polygon into other polygons.
0206.4.9 Recognize the composition and decomposition of polygons.
Standard 5 – Data, Probability and Statistics
Grade Level Expectations:
GLE 0206.5.1 Use and understand various representations to depict and analyze data measurements.
GLE 0206.5.2 Determine whether an event is likely or unlikely.
Checks for Understanding (Formative/Summative Assessment):
0206.5.1 Read, interpret, and analyze data shown in tables, bar graphs and picture graphs.
0206.5.2 Read, interpret, and create tables using tally marks.
0206.5.3 Explain whether a real world event is likely or unlikely.
0206.5.4 Predict outcomes of events based on data gathered and displayed