Second Grade Curriculum

Decoding Proficiency Scale:

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Priority Standards:

2.RF.3.A Distinguish long and short vowels when reading regularly spelled one-syllable words.

2.RF.3.B Know spelling-sound correspondences for additional common vowel teams.

2.RF.3.C Decode regularly spelled two-syllable words with long vowels.

2.RF.3.D Decode words with common prefixes and suffixes.

2.RF.3.E Identify words with inconsistent but common spelling-sound

2.RF.3.F Recognize and read grade-appropriate irregularly spelled words.

Analyzing Main Ideas Proficiency Scales:

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Prioritized Standards:

2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Analyzing Words Proficiency Scales:

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Prioritized Standards:

2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

2.RF.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

2.L.4.A Use sentence-level context as a clue to the meaning of a word or phrase

2.L.4.B Determine the meaning of a new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell)

2.L.4.C Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

2.L.4.D Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark)

2.L.4.E Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases

Analyzing Language Proficiency Scales:

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Prioritized Standards:

2.RL.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Sources and Research Proficiency Scales:

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Prioritized Standards:

2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2.W.8 Recall information from experiences or gather information from provided sources to answer a question

Generating Text Organization and Structure Proficiency Scales:

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2.W.2 Write multiple informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section

Generating Claims, Evidence, and Reasoning Proficiency Scales:

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Prioritized Standards:

2.W.1 Write multiple opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons, and provide a concluding statement or section

Generating Narratives Proficiency Scales:

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2.W.3 Write multiple narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts and feelings, use temporal words to signal event order, and provide a sense of closure

Revision Proficiency Scales:

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Prioritized Standards:

2.W.5 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers

Spelling Proficiency Scales:

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Prioritized Standards:

MSU.2.S.2 Spell frequently used irregular words (e.g., spelling words such as was, were, says, said, who, what and why

MSU.2.S.3 Spell words with the “ight” ending (e.g., spelling words such as sight, fright, and flight

MSU.2.S.4 Spell basic compound words (e.g., spelling words such as “sailboat” and “grandfather”)

2.L.2.D Generalize learned spelling patterns when writing words (e.g., cage→badge, boy→boil)

2.L.2.E Consult reference materials, including beginning dictionaries, as needed to check and correct spellings

Parts of Speech Proficiency Scales:

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Prioritized Standards:

2.L.1.A Use collective nouns (e.g., group)

2.L.1.B Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish)

2.L.1.C Use reflexive pronouns (e.g., myself, ourselves)

2.L.1.D Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told)

2.L.1.E Use adjectives and adverbs, and choose between them depending on what is to be modified

2.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjective and adverbs to describe (e.g., When other kids are happy that makes me happy)

Editing Proficiency Scales:

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Prioritized Standards:

MSU.2.LM.1 Correctly using commas in a series (e.g., correctly inserting commas in the following sentence: On my trip I’m going to bring a book, a camera, a cell phone, and my glasses.

MSU.2.LM.2 Correctly using capitalization in cases of proper nouns, months, days of the week, titles, and initials (e.g., capitalizing titles of organizations and their initials: General Motors Corporation - GMC, Major League Baseball - MLB)

MSU.2.LM.3 Correctly using common abbreviations (e.g., using CO as an abbreviation for Colorado)

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Prioritized Standards:

*2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.

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Prioritized Standards:

*2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. (PLUS the 2 sub-standards)

*2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

*2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

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2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

*2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

*2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

*2.NBT.B.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

*2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.

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Prioritized Standards:

2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

*2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

*2.NBT.B.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

*2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.

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Prioritized Standards:

*2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

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Prioritized Standards:

2.OA.B.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

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Prioritized Standards:

2.OA.B.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

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2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

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*2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

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2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

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2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

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*2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

*2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

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*2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

*2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

*2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.

*2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

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2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

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*2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

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*2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

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2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems using information presented in a bar graph.