We are learning to find out purposes for reading selected texts.

We are learning to ask literal questions of text.

We are learning to watch and adjust comprehension (for example, using background knowledge,
creating sensory images, rereading a portion aloud, forming questions).
We are learning to make inferences about text using textual evidence to support understanding.
We are learning to retell important events in stories in logical order.
We are learning to make connections to our own experiences, to ideas in other texts, and to the
larger community and discuss textual evidence.
We are learning to distinguish features of a sentence (for example, capitalization of first word,
ending punctuation, commas, quotation marks).
We are learning to decode multisyllabic words by applying common letter-sound correspondences
including single letters (consonants and vowels).
We are learning to decode multisyllabic words by applying common letter-sound correspondences
including consonant blends (for example, thr, spl).
We are learning to decode multisyllabic words by applying common letter-sound correspondences
including consonant digraphs (for example, ng, ck, ph).
We are learning to decode multisyllabic words by applying common letter-sound correspondences
including vowel digraphs (for example, ie, ue, ew) and diphthongs (for example, oi, ou).
We are learning to use common syllabication patterns to decode words including closed syllable
(consonant-vowel-consonant) (for example, pic-nic, mon-ster).
We are learning to use common syllabication patterns to decode words including open syllable
(consonant-vowel) (for example, ti-ger).
We are learning to use common syllabication patterns to decode words including final stable syllable
(for example, sta-tion, tum-ble).
We are learning to use common syllabication patterns to decode words including
vowel-consonant-silent e words (VCe) (for example, in-vite, cape).
We are learning to use common syllabication patterns to decode words including r-controlled
vowels (for example, per-fect, cor-ner).
We are learning to use common syllabication patterns to decode words including vowel digraphs
and diphthongs (for example, boy-hood, oat-meal).
We are learning to decode words by applying knowledge of common spelling patterns (for example,
-ight, -ant).
We are learning to read words with common prefixes (for example, un-, dis-) and suffixes (for
example, -ly, -less, -ful).
We are learning to identify and read abbreviations (for example, Mr., Ave.).
We are learning to identify and read contractions (for example, havent, its).
We are learning to identify and read at least 300 high-frequency words
from a commonly used list.
We are learning to monitor accuracy of decoding.
Second Grade Reading
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We are learning to use ideas (for example, illustrations, titles, topic sentences, key words, and
foreshadowing) to make and confirm predictions.
We are learning to ask relevant questions, seek clarification, and find facts and details about
stories and other texts and support answers with evidence from text.
We are learning to monitor comprehension, making corrections and adjustments when that
understanding breaks down (e.g., identifying clues, using background knowledge, forming
questions, re-reading a portion aloud).
We are learning to establish a purpose for reading selected texts.
We are learning to read aloud grade-level appropriate text with fluency (rate, accuracy,
expression, suitable phrasing) and comprehension.
We are learning to use prefixes and suffixes to find out the meaning of words (for example,
allow/disallow).
We are learning to use context to find out the relevant meaning of unfamiliar words or
multiple-meaning words.
We are learning to identify and use common words that are opposite (antonyms) or similar
(synonyms) in meaning.
We are learning to alphabetize a series of words and use a dictionary or a glossary to find
words.
We are learning to identify moral lessons as themes in well-known fables, legends, myths, or
stories.
We are learning to compare different versions of the same story in traditional and
contemporary folktales with respect to their characters, settings, and plot.
We are learning to describe how rhyme, rhythm, and repetition interact to create images in
poetry.
We are learning to identify the elements of dialogue and use them in informal plays.
We are learning to describe similarities and differences in the plots and settings of several
works by the same author.
We are learning to describe main characters in works of fiction, including their traits,
motivations, and feelings.
We are learning to distinguish between fiction and nonfiction.
We are learning to recognize that some words and phrases have literal and non-literal
meanings (for example, take steps).
We are learning to read independently for a sustained period of time and paraphrase what the
reading was about, maintaining meaning.
We are learning to identify the topic and explain the authors purpose in writing the text.
We are learning to identify the main idea in a text and distinguish it from the topic.
We are learning to find the facts that are clearly stated in a text.
We are learning to describe the order of events or ideas in a text.
We are learning to use text features (for example, table of contents, index,
headings) to locate specific information in text.
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Second Grade Reading page 2
We are learning to follow written multi-step directions.
We are learning to use common graphic features to help in the interpretation of text (for
example, captions, illustrations).
We are learning to recognize different purposes of media (for example, informational,
entertainment).
We are learning to describe techniques used to create media messages (for example, sound,
graphics).
We are learning to identify various written conventions for using digital media (for example,
e-mail, website, video game).
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Second Grade Reading page 3
We are learning to plan a first draft by forming ideas for writing (for example, drawing, sharing
ideas, listing key ideas).
We are learning to develop drafts by sequencing ideas through writing sentences.
We are learning to revise drafts by adding or deleting words, phrases, or sentences.
We are learning to edit drafts for grammar, punctuation, and spelling using teacher-developed rules.
We are learning to publish and share writing with others.
We are learning to write brief stories that include a beginning, middle, and end.
We are learning to write short poems that convey sensory details.
We are learning to write brief compositions about topics of interest to us.
We are learning to write brief comments on literary or informational texts.
We are learning to write persuasive statements about issues that are important to us. We are
learning to write for a specific audience in the school, home, or local community.
We are learning to understand and use verbs (past, present, and future) for reading, writing, and
speaking.
We are learning to understand and use nouns (singular/plural, common/proper) for reading, writing,
and speaking.
We are learning to understand and use adjectives for reading, writing, and speaking (for example,
descriptive: old, wonderful; articles: a, an, the) .
We are learning to understand and use adverbs for reading, writing, and speaking(for example,
time: before, next; manner: carefully, beautifully).
We are learning to understand and use prepositions and prepositional phrases for reading, writing,
and speaking.
We are learning to understand and use pronouns (for example, he, him) for reading, writing, and
speaking.
We are learning to understand and use time-order transition words for reading, writing, and
speaking.
We are learning to use complete sentences with correct subject-verb agreement.
We are learning to write legibly leaving suitable margins for readability.
We are learning to use capitalization for proper nouns.
We are learning to use capitalization for months and days of the week.
We are learning to use capitalization for the salutation and closing of a letter.
We are learning to recognize and use punctuation marks, including ending punctuation in sentences.
We are learning to recognize and use punctuation marks, including
apostrophes and contractions.
We are learning to recognize and use punctuation marks, including
apostrophes and possessives.
Second Grade Writing
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We are learning to use phonological knowledge to match sounds to letters to construct
unknown words.
We are learning to spell words with common orthographic patterns and rules including
complex consonants (for example, hard and soft c and g, ck).
We are learning to spell words with common orthographic patterns and rules including
r-controlled vowels.
We are learning to spell words with common orthographic patterns and rules including long
vowels (for example, VCe-hope).
We are learning to spell words with common orthographic patterns and rules including vowel
digraphs (for example, oo-book, fool, ee-feet), and diphthongs (for example, ou-out, ow-cow,
oi-coil, oy-toy).
We are learning to spell high-frequency words from a commonly used list.
We are learning to spell base words with inflectional endings (for example, -ing and -ed).
We are learning to spell simple contractions (for example, isnt, arent, cant).
We are learning to use resources to find correct spellings.
We are learning to make a list of topics of class-wide interest and draft open-ended questions
about one or two of the topics.
We are learning to decide what sources of information might be relevant to answer research
questions.
We are learning to gather evidence from available sources (natural and personal) as well as
from interviews with local experts.
We are learning to use text features (for example, table of contents, alphabetized index,
headings) in age-appropriate reference works (for example, picture dictionaries) to locate
information.
We are learning to record basic information in simple visual formats (for example, notes,
charts, picture graphs, diagrams).
We are learning to revise the topic because of answers to initial research questions.
We are learning to create a visual display or dramatization to convey the results of the
research.
We are learning to listen attentively to speakers and ask relevant questions to clarify
information.
We are learning to follow, restate, and give oral instructions that involve a short related
sequence of actions.
We are learning to share information and ideas that focus on the topic under discussion,
speaking clearly at a suitable pace, using the conventions of language.
We are learning to follow agreed-upon rules for discussion, including listening to others,
speaking when recognized, and making appropriate contributions.
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Second Grade Writing page 2
We are learning to use concrete models of hundreds, tens, and ones to represent a given whole
number (up to 999) in various ways.
We are learning to use place value to read, write, and describe the value of whole numbers to 999.
We are learning to use place value to compare and order whole numbers to 999 and record the
comparisons using numbers and symbols (<, =, >).
We are learning to use concrete models to represent and name fractional parts of a whole object
(with denominators of 12 or less).
We are learning to use concrete models to represent and name fractional parts of a set of objects
(with denominators of 12 or less).
We are learning to use concrete models to determine if a fractional part of a whole is closer to 0, ,
or 1.
We are learning to recall and apply basic addition and subtraction facts ( to 18).
We are learning to model addition and subtraction of two-digit numbers with objects, pictures,
words, and numbers.
We are learning to select addition or subtraction to solve problems using two-digit numbers, whether
or not regrouping is necessary.
We are learning to find out the value of a collection of coins up to one dollar.
We are learning to describe how the cent symbol, dollar symbol, and the decimal point are used to
name the value of a collection of coins.
We are learning to model, create, and describe multiplication situations in which equivalent sets of
concrete objects are joined.
We are learning to model, create, and describe division situations in which a set of concrete objects
is separated into equivalent sets.
We are learning to find patterns in numbers such as in a 100s chart.
We are learning to use patterns in place value to compare and order whole numbers through 999.
We are learning to use patterns and relationships to develop methods to remember basic addition
and subtraction facts.
We are learning to find patterns in related addition and subtraction number sentences (including fact
families) such as 8 + 9 = 17, 9 + 8 = 17, 17 8 = 9, and 17 9 = 8.
We are learning to make a list of paired numbers based on a real-life situation such as number of
tricycles related to number of wheels.
We are learning to identify patterns in a list of related number pairs based on a real-life situation and
extend the list.
We are learning to identify, describe, and extend repeating and additive patterns to make predictions
and solve problems.
We are learning to describe attributes (the number of vertices, faces, edges, sides) of two- and
three-dimensional geometric figures such as circles, polygons, spheres,
cones, cylinders, prisms, and pyramids, etc.
We are learning to use attributes to describe how 2 two-dimensional
figures or 2 three-dimensional geometric figures are alike or different.
Second Grade Mathematics
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We are learning to cut two-dimensional geometric figures apart and identify the new
geometric figures formed.
We are learning to use whole numbers to locate and name points on a number line.
We are learning to identify concrete models that approximate standard units of length and use
them to measure length.
We are learning to select a non-standard unit of measure such as square tiles to find out the
area of a two-dimensional surface.
We are learning to select a non-standard unit of measure such as a bathroom cup or a jar to
determine the capacity of a given container.
We are learning to select a non-standard unit of measure such as beans or marbles to find out
the weight/mass of a given object.
We are learning to read a thermometer to gather data.
We are learning to read and write times shown on analog and digital clocks using five-minute
increments.
We are learning to describe activities that take approximately one second, one minute, and one
hour.
We are learning to make picture graphs and bar-type graphs.
We are learning to draw conclusions and answer questions based on picture graphs and
bar-type graphs.
We are learning to use data to describe events as more likely or less likely such as drawing a
certain color crayon from a bag of seven red crayons and three green crayons.
We are learning to identify the mathematics in everyday situations.
We are learning to solve problems with guidance that incorporates the processes of
understanding the problem, making a plan, carrying out the plan, and evaluating the solution
for reasonableness.
We are learning to select or develop a suitable problem-solving plan or strategy including
drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out to
solve a problem.
We are learning to use tools such as real objects, manipulatives, and technology to solve
problems.
We are learning to explain and record observations using objects, words, pictures, numbers,
and technology.
We are learning to relate informal language to mathematical language and symbols.
We are learning to justify our thinking using objects, words, pictures, numbers, and
technology.
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Second Grade Mathematics page 2