2nd Grade

• Quarter 1 - Numbers Within 20 (Addition, Subtraction, Data)Math Unit 1
• Quarter 2 - Numbers Within 1,000 (Time, Money, Place Value, Addition, Subtraction)Math Unit 2Math Unit 2
• Quarter 3 - Length (Measurement, Addition, Subtraction, Line Plots)Math Unit 4
• Quarter 4 - Shapes and Arrays (Partitioning and Tiling Shapes, Arrays, Evens/Odds)

Student Expectations

• 2.OA.1 - I can solve addition and subtraction story problems within 100!
• 2.OA.2 - I can mentally add and subtract within 20!
• 2.OA.3 - I can identify odd and even numbers up to 20!
• 2.OA.4 - I can write an equation to match an array.
• 2.NBT.1 - I can understand that digits in a 3-digit number show 100's, 10's and 1's!
• 2.NBT.2 - I can count within 1000 by 5s, 10s and 100s!
• 2.NBT.3 - I can read and write numbers to 1000 using numbers, number names and expanded form!
• 2.NBT.4 - I can compare three digit numbers!
• 2.NBT.5 - I can fluently add and subtract within 100 using multiple strategies!
• 2.NBT.6 - I can add up to 4 two-digit numbers based on place value!
• 2.NBT.7 - I can add and subtract within 1000 using models, drowings or addition and subtraction strategies!
• 2.NBT.8 - I can mentally add and subtract 10 or 100 to a number!
• 2.NBT.9 - I can explain addition and subtraction strategies using place value and properties of operation!
• 2.MB.1 - I can measure length by selecting and using appropriate tools!
• 2.MD.2 - I can measure the length of an object twice, using length units of different length and describe the two measurements!
• 2.MD.3 - I can estimate lengths using units of inches, feet, centimeters and meters!
• 2.MD.4 - I can measure to determine how much longer one object is than another!
• 2.MD.5 - I can use addition and subtraction within 100 to solve word problems involving length!
• 2.MD.6 - I can represent whole numbers on a number line and sums and differences within 100 on a number line!
• 2.MD.7 - I can tell time to the nearest five minutes!
• 2.MD.8 - I can solve money word problems using dollars, quarters, dimes, nickels and pennies!
• 2.MD.9 - I can generate measurement data by measuring lengths of several objects and show the data on a plot line!
• 2.MD.10 - I can draw a picture graph and bar graph to represent data and read, interpret and compare the data!
• 2.G.1 - I can recognize and drow shapes with specific attributes. I can recognize triangles, quadrilaterals, pentagons, hexagons and cubes!
• 2.G.2 - I can partition rectangles into rows and columns of the same sized squares and count to find the total number of them!
• 2.G.3 - I can partition circles and rectangles into equal shares and can identify ½, ⅓ and ¼ of the shapes!

Magnetic Readers

For reading practice, click on the Magnetic Reader of the week.

• Lesson 1 - Helpful Pals
• Lesson 2 - On the Playground
• Lesson 3 - The Rock with Dots
• Lesson 4 - King of the Frogs
• Lesson 5 - Thank You!
• Lesson 6 - This Is Land Art
• Lesson 7 - The Art Contest
• Lesson 8 - Fit for a King
• Lesson 9 - Art Inside and Out
• Lesson 10 - The Art Team
• Lesson 11 - In the Woodland
• Lesson 12 - Life in the Sea
• Lesson 13 - A Desert Day
• Lesson 14 - Safe in Town
• Lesson 15 - In the Rainforest
• Lesson 16 - The Big Trip
• Lesson 17 - Let's Explore Regions
• Lesson 18 - Lots to See!
• Lesson 19 - Little Bird, Big Trip
• Lesson 20 - Interesting Islands
• Lesson 21 - Joining the Club
• Lesson 22 - What Really Happened?
• Lesson 23 - A Trip Like No Other
• Lesson 24 - When It's Dark
• Lesson 25 - The Story in a Quilt
• Lesson 26 - Landforms
• Lesson 27 - Water Wonders
• Lesson 28 - Volcanoes Change Land
• Lesson 29 - A Mountain Hike
• Lesson 30 - Joans Rocks

Other Reading Resources

Comprehension Skills & Strategies

• Ask & Answer Questions
• Author's Purpose
• Cause & Effect
• Characters, Setting, Events
• Compare & Contrast
• Context Clues
• Main Idea & Details
• Making Connections
• Making Inferences
• Point of View
• Predicting
• Problem & Solution
• Re-Reading
• Retelling Key Details
• Sequencing
• Text & Graphic Features
• Theme
• Visualizing

Foundational Skills

• Sight Words

Language

• Grammer
• Vocabulary Strategies

Student Expectations

• RL.2.1 / RI.2.1 - I can ask and answer questions about a fiction and nonfiction text!
• RL.2.2 - I can recount stories, including fables and folktales and determine their central message, lesson, or moral!
• RL.2.3 - I can describe how characters in a story respond to major events and challenges!
• RL.2.4 - I can describe how words and phrases (rhyme, alliteration, regular beats, repeated lines) supply rhythm and meaning in a story, poem, or song!
• RL.2.5 - I can describe the structure of a story, including describing how the beginning introduces the story and how the ending concludes it!
• RL.2.6 - I can acknowledge the different points of view of the characters!
• RL.2.7 - I can understand the characters, setting and plot in a story!
• RL.2.9 - I can compare and contrast different versions of the same story from different authors or different cultures!
• RI.2.2 - I can identify the main topic of a multi paragraph text as well as the focus of specific paragraphs within the text!
• RI.2.3 - I can describe the connection between a series of historical events, scientific ideas or concepts or steps in a technical procedure in a text!
• RI.2.4 - I can determine the meaning of words or phrases in a 2nd grade text!
• RI.2.5 - I know or can use text features to locate key facts or information in a text efficiently!
• RI.2.6 - I can identify the main purpose of a text, including what the author wants to answer, explain or describe!
• RI.2.7 - I can explain how specific images contribute to and clarity a text!
• RI.2.8 - I can describe how reasons support specific points the author makes in a text!
• RI.2.9 - I can compare and contrast the most important points presented by two texts on the same topic!
• RL.2.10 / RI.2.10 - I can read and comprehend 2nd grade literature and informational text!
• RF.2.3 - I can know and apply grade level phonics and word analysis skills in decoding!
• RF.2.4 - I can read with sufficient accuracy and fluency to support comprehension!
• W.2.1 - I can write an opinion piece about a topic or book with my opinion and reasons supporting using linking words and a conclusion!
• W.2.2 - I can write an information/ explanatory text with a topic, facts and definitions and a conclusion!
• W.2.3 - I can write a narrative and include details to describe actions, thoughts feelings, event orders and a closure!
• W.2.5 - I can focus on a topic and strengthen it by revising and editing!
• W.2.6 - I can use a variety of digital tools to produce and publish writing, including collaboration with peers!
• W.2.7 - I can participate in shared writing and research projects!
• W.2.8 - I can recall information from experiences or gather information from provided sources to answer a question!
• SL.2.1 - I can participate incollaborative conversations with partners about diverse topics!
• SL.2.2 - I can recount or describe key ideas or details from a text read aloud or information presented orally or through media!
• SL.2.3 - I can ask and answer questions about what a speaker says to clarify comprehension, gather information or deepen understanding of a topic!
• SL.2.4 - I can tell a story with appropriate facts and details, speaking audibly!
• SL.2.5 - I can create an audio recording of stories or poems and add drawings to stories to clarify ideas, thoughts or feelings!
• SL.2.6 - I can talk in complete sentences when appropriate to the task and situation to provide detail or clarification!
• L.2.1 - I can demonstrate command of the conventions of English grammar and usage when writing or speaking
• L.2.2 - I can demonstrate command of standard English capitalization, punctuation and spelling when writing!
• L.2.3 - I have knowledge of language and its conventions when writing, speaking, reading or listening!
• L.2.4 - I can determine or clarify the meaning of unknown and multiple meaning words and phrases based on 2nd grade reading, using an array of strategies!
• L.2.5 - I can identify the meaning of closely related verbs and adjectives!
• L.2.6 - I can use new vocabulary acquired through conversation and text including adjectives and adverbs!

Science 'I Can' Statements

Earth's Systems: Processes that Shape the Earth

Students who demonstrate understanding can:

• 2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly. [Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.] 
• 2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.]
• 2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area. 
• 2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Student Practice: Surface FeaturesStudent Practice: Earth Changes

Structure and Properties of Matter

Students who demonstrate understanding can:

• 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]
• 2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* [Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.]
• 2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. [Examples of pieces could include blocks, building bricks, or other assorted small objects.]
• 2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. [Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.]

Student Practice: Matter

Interdependent Relationships in Ecosystems

Students who demonstrate understanding can:

• 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.
• 2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*
• 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. [Emphasis is on the diversity of living things in each of a variety of different habitats.]

Student Practice: Ecosystems

Social Studies 'I Can' Statements

Quarter 1 - Community

Unit 1: What is a Community? In this unit, students explore characteristics of communities, the reasons people live in communities, and different kinds of communities. Students investigate common characteristics of a community including location, physical characteristics, history, government, people, and businesses. Students explore two reasons people live in a community and are introduced to the concept of government. Using a variety of resources, including photographs and illustrations from picture books, students examine different kinds of communities and explore how communities differ in size and geography. Last, students begin to create a profile of their local community by gathering information from family members and friends about what makes their community special. 

Essential Questions:

1. What is a community?
2. Why do families live in communities?
3. How are communities alike and different?

Unit 1 Virtual ClassroomUnit 1 Word CardsUnit 1 Study GuideUnit 1 Teacher Resources

Quarter 2 - Geography & Maps

Unit 2: Where is My Community and What is it Like There? In this unit, students use the context of their local community to explore the five major themes of geography: location, place, human/environment interaction, movement, and region. Students explore a map of the community and identify and important physical features in the community. Integrating the second grade science content expectations, students learn about major landforms and bodies of water found on the Earth. Returning to the map of the community, students identify major roads and discuss how roads help to connect places and move goods and people. Synthesizing what they have learned, students construct a simple map of their local community. Finally, the geographic theme of region is expanded as students learn their community is part of several larger regions including county, state, country, continent, and planet. 

Essential Questions:

1. Where is our community located?
2. What are the some physical and human characteristics of our community?
3. How do people change the environment in the local community?

Unit 2 Virtual ClassroomUnit 2 Word CardsUnit 2 Study GuideUnit 2 Teacher Resources

Quarter 2 - Government

Unit 3: How Do Citizens Live Together in a Community? In this unit, students explore many important civics concepts using the context of local government. Student explore diversity in communities and review why people live in communities. Students explore the reasons people form governments including the need for laws, safety, and order. In a lesson on core democratic values and how they create a foundation for government students are introduced to the values of the common good, individual rights, and patriotism. Students explore the meaning and importance of the Pledge of Allegiance. Using the example of school rules as a springboard, students next examine the reasons communities need laws. Then, they learn how local governments make, enforce, and interpret laws. Student learn about the roles and responsibilities of citizens in local government.

Essential Questions:

1. What is the purpose of government?
2. What does our local government do?
3. What are important roles and responsibilities of citizens in a community?

Unit 3 Virtual ClassroomUnit 3 Word CardsUnit 3 Study GuideUnit 3 Teacher Resources

Quarter 3 - Economics

Unit 4: How Do People Work Together in a Community? In this unit, students explore several economic concepts using the context of their local community. Through simulation and literature such as Sam and the Lucky Money or a similar book, students are introduced to the concept of opportunity cost. Using the book, The Goat in the Rug, or a similar book, students explore how natural, human, and capital resources are combined to produce goods. Students examine how businesses in a community help people meet their economic wants. Students identify businesses in their local community and connect the businesses with wants and needs they help to meet. Using The Ox Cart Man or a similar book, all economic concepts addressed in the unit are reviewed and assessed.

Essential Questions:

1. How do scarcity, choice, and opportunity cost impact economic decision making?
2. How do people and businesses interact to meet economic wants?

Unit 4 Virtual ClassroomUnit 4 Word CardsUnit 4 Study GuideUnit 4 Teacher Resources

Quarter 4 - History

Unit 5: How Do Communities Change? In this unit, students use historical thinking to explore their local community’s past and how communities change over time. Using the book, The Oxcart Man, or a similar literature choice from the economics unit, students identify evidence the story took place in the past. Using a graphic organizer, students compare life in the past with life today. Acting as historians, students investigate various ways we learn about history and begin to gather information about the history of their local community. Using The House on Maple Street and A River Ran Wild or similar books, students investigate and compare change over time in a fictional and a non-fictional community. Students investigate change in their own local community. Students identify historical figures in the local community and explain their contributions and significance in local history.

Essential Questions:

1. How do historian study the past? 
2. How can an individual impact history?
3. How do communities change over time?

Unit 5 Virtual ClassroomUnit 5 Word CardsUnit 5 Study GuideUnit 5 Teacher Resources

Informative / Explanatory

To aid young students in successfully writing informational text, they need to learn how to navigate through various steps of the process: generate ideas, plan, draft, revise, edit and publish. Teachers assist students in discovering what the different types of informational text look like and the structures and features proficient writers utilize when writing for various purposes. 

Essential Questions:

1. How can writers use mentor text to study the characteristics of informational writing and generate ideas?
2. How can writers choose topics by considering areas of expertise, audience, and focus?
3. How can writers plan and draft their information in organized ways?
4. How can writers re-read and revise using a toolbox of elaboration strategies to increase the amount of information they give?
5. How can writers re-read and revise using a toolbox of elaboration strategies to add a variety of information?
6. How can writers prepare to publish by revising and editing?

Narrative

The overall goal of this unit is for these students to lift the level of their personal narratives to more fully engage and inform an audience. They’ll learn to incorporate a repertoire of strategies to write more focused and compelling pieces. Lessons are designed to teach writers how to navigate through the process: generating story ideas, rehearsing for writing, drafting, rereading, revising and then starting on another piece.  

Essential Questions:

1. How do writers apply the writing process to construct personal narratives?
2. How do writers use a repertoire of strategies to generate more focused, informative and engaging pieces?
3. How do writers revise and edit their best piece/s to share with an audience?
4. How do writers self-reflect on their experiences and growth in writing and as writers?
5. How do writers work with partners to learn to work independently?
6. How do writers celebrate their learning by sharing with others?

Opinion

Students develop and strengthen their writing by cycling through the process of planning, revising, editing, and publicly sharing their opinions with a real audience. 

Essential Questions:

1. How do writers use mentor text to understand how to express opinions on a variety of topics?
2. How do writers develop opinions on topics of personal interest?
3. How do writers plan, research, and rehearse their opinions for a particular kind of review?
4. How do writers write in compelling ways to convince an audience?
5. How do writers revise and edit to make a piece more effective?
6. How do writers go public to make an impact on their peers?

Research

Students will have opportunities across the year to study and write informative/explanatory texts and participate in shared research and writing projects. 

Essential Questions:

1. How do writers learn from mentor text the qualities of effective informational text?
2. How do writers access and confirm prior knowledge of a topic?
3. How do writers research to gather and record information?
4. How do writers plan and draft information in an organized way?
5. How do writers reread and revise using strategies to increase the amount and quality of information given?
6. How do writers prepare for publication by checking spelling and punctuation before sharing their work with others?
7. How do writers share their work with others?