THE NEW YORK STATE SECOND GRADE LEARNING STANDARDS
RESOURCE GUIDES FORSCHOOL SUCCESS:THE SECOND GRADE EARLY LEARNINGSTANDARDSN E W YO R K S TAT E E D U C AT I O N D E PA R T M E N T 2 0 1 9
SECOND GRADE LEARNING STANDARDSTable of ContentsTable of ContentsIntroduction . 3Purpose of this Document. 3Guiding Principles for the NYS2LS Resource . 4Students with Disabilities . 5Multilingual Learners . 5About Second Graders . 5Key Terms and Concepts. 6The New York State Second Grade Learning Standards. 7Organizational Structure . 7Domain 1: Approaches to Learning. 9Domain 2: Physical Development and Health . 11Domain 3: Social and Emotional Learning . 13Domain 4: English Language Arts and Literacy. 15Domain 5a: Cognition and Knowledge of the World: Mathematics . 20Domain 5b: Cognition and Knowledge of the World: Science. 23Domain 5c: Cognition and Knowledge of the World: Social Studies. 25Domain 5d: Cognition and Knowledge of the World: The Arts . 27Domain 5e: Cognition and Knowledge of the World: Technology,Computer Science, and Digital Literacy . 31Planning Curriculum and Instruction . 33References and Resources. 402
SECOND GRADE LEARNING STANDARDSIntroductionIntroductionThe New York State Resource Guides for School Success: The Second Grade Early Learning Standardsconsolidates all second grade learning standards into one document. This resource follows TheNew York State Resource Guides for School Success: The Prekindergarten Early Learning Standards ,The New York State Resource Guides for School Success: The Kindergarten Early Learning Standards ,and The New York State Resource Guides for School Success: The First Grade Early LearningStandards which were all published in 2019.Purpose of this DocumentThis resource was developed through a collaboration between the New York State Education Department’sOffices of Early Learning and Curriculum and Instruction. It is intended to be used as a reference tool by teachers,specialists, and administrators responsible for designing programs for second grade students. This resource alsoprovides a uniform format for learning standards in all content areas to make it easier for users to read andunderstand. However, users are encouraged to review the full articulations of the New York State LearningStandards where links are provided since they offer a higher level of detail, include additional introductorystatements (linked below), and illustrate learning progressions to upper grades.Introductory StatementsPhysical EducationSocial Emotional LearningEnglish/Language ArtsMathematicsScienceSocial StudiesArtsComputer Science & Digital FluencyFrom a planning perspective, this document highlights the importance of addressing elementary students’development and learning across all developmental domains. However, The New York State Second Grade LearningStandards (NYS2LS) Resource is not a curriculum, assessment, or set of teaching strategies.Rather than prescribe a lockstep progression of lessons or curricula for all children in all settings,the Standards serve to articulate the expectations of what children can learn and do as a resultof instruction that is not standardized, but personalized, diferentiated, adapted, culturally andlinguistically relevant, and context-based. While we may have the same learning objectives forall children, our means for meeting these objectives are highly responsive to the individual child.1It is with these end-of-year expectations that local programs and schools can design, deliver, modify,and adapt curricula and instruction that meets the needs of children based on where they aredevelopmentally, linguistically, culturally, and experientially. The NYS2LS Resource provides: a framework for all second grade children regardless of abilities, language, background, or diverseneeds; a resource for planning professional learning opportunities; and a tool for focusing discussions on early learning by educators, policy makers, families, and communitymembers.New York State Education Department. (2016). Introduction to the NYS Next Generation Early Learning Standards. By Zoila Morell inpartnership with the New York State Education Department. Albany, NY. n-to-thenys-early-learn-ing-standards.pdf13
SECOND GRADE LEARNING STANDARDSIntroductionGuiding Principles for the NYS2LS ResourceThe learning standards provided in this document serve as a resource for planning a curriculum built upon knowledgeand skills-building units of study and are guided by the following principles:1All children are capable of learning, achieving, and making developmental progress. Thesestandards are intended for all children regardless of economic, linguistic, and cultural diferences orphysical, learning, social-emotional, and communication abilities. Children develop at diferent ratesand each child is unique in their own development, growth, and acquisition of skills. Students shouldreceive appropriate accommodations to ensure their maximum participation; their diversity shouldbe treated as an asset to the learning environment.2Children are active learners. A primary approach to learning is through purposeful play. Intentionalplanning promotes rich learning experiences that encourage participation, involve multiple contexts,and engage the senses that help children explore their environment.3Early development and learning are multi-dimensional. Children’s learning is integrated and occurssimultaneously across all domains, which are interrelated and interactive with one another.4Children learn in the context of interactions and relationships with family members, caregivers,teachers, and other children in their immediate environment and in their community.5Family is a signifcant contributor to children’s lifelong development and learning. Actively engagingcaregivers in the early education of their children is essential to children’s success in the elementaryclassroom and later learning.6These learning standards may be used as tools to empower families, teachers, and caregivers tobetter support and enhance young children’s development and learning.7These learning standards acknowledge, respect, and embrace children’s diverse backgrounds, theirheritage, cultures, and linguistic experiences.8Students with Disabilities’ Individualized Education Plans (IEPs) are developed in consideration ofthese learning standards.9These learning standards are guided by research, stakeholder feedback, and efective practice tostrengthen instruction and educational experiences across all settings. They are systemically alignedwith all of the New York State PK-12 Learning Standards.The NYS2LS Resource is not: Intended to be used as a curriculum Intended to mandate specifc teaching practices or materials Meant to stife the creativity of children, educators or parents Intended to be used as a checklist, but can inform the development or selection of screening and progress monitoringtools Intended to be used as an assessment tool Meant to bar children from entry to third grade Meant to replace students with disabilities’ IEP goals4
SECOND GRADE LEARNING STANDARDSIntroductionStudents with DisabilitiesIt is essential that we have high expectations for what all students can learn. Second grade students with disabilitiesmust have opportunities to beneft from high quality instruction and to reach the second grade learning standards.Each student with a disability must have an IEP that is developed in consideration of State learning standards andincludes annual goals aligned with and chosen to facilitate the student’s attainment of the standards. Studentswith disabilities must also be provided appropriate special education and related services and supports (includingaccommodations, modifcations, and scaffolding). The intensity of services and supports must be based on theindividual strengths and needs of the students so that they can gain knowledge and skills as well as demonstrate whatthey have learned. In addition to supports and services, special education must include specially designed instruction,which means adapting, as appropriate, the content, methodology, or delivery of instruction to address the uniqueneeds that result from the students’ disability. For more information about special education programs and services forstudents with disabilities, visit NYSED’s Office of Special Education webpage at http:/www.p12.nysed.gov/specialed/.Additional information can also be found in NYSED’s Resource to Special Education Support Services ltilingual LearnersA command of the English language is not a precondition to meeting every standard. As children progress in the gradesand language acquisition, they can demonstrate mastery of many of the skills outlined in the standards in English,bilingually, or using their home language(s). Children can, for example, demonstrate understanding of wordrelationships and word meanings (2.ELAL.28.) in their home language. Rather than hinder progress towards thestandards, thehome language is an invaluable resource to advance learning. Intentional, strategic use of children’s home languagesin the second grade classroom can, for example, enhance student engagement, scaffold comprehension, supportauthentic assessment, and promote parental involvement2. “Research highlights many lifelong advantages associatedwith bilingualism. The ultimate purpose of the learning standards would be to develop children’s potential, so theygarner and sustain every possible advantage into adulthood. Promoting bilingualism and multilingualism as childrendevelop profciency in the English language is in keeping with that purpose.”3 For more information, see NYSED’s EnglishLanguage Learner/Multilingual Learner Educator Tools and Best Practices est-practices).About Second GradersSecond graders like order, sticking with the facts, and precision. Unlike many frst graders who enjoy the process part oflearning, second graders are hyper-focused on the end-product. They may have trouble taking risks or tryingsomething new in favor of “getting it right” and need help seeing how mistakes and risk-taking can help the learningprocess. They thrive in secure and structured settings with plenty of opportunities for reassurance and check-ins withteachers since they can be quick to get their feelings hurt or to feel unsure. Second graders may need more time towork on things and more time to work independently or in pairs, rather than in large groups. Listening skills, interest inlearning and using new vocabulary in both conversation and writing bloom in second grade. Second graders relishfocusing on the details.Second grade is often considered a transition year since it serves as a bridge to the frst “tested” grade in New YorkState. While formative assessment is critical at all early elementary grade levels, second grade is an opportunity tounderstand each individual student’s strengths and challenges across all domains of learning, so teachers are clearwhere they need the most support before they transition into third grade. It is critically important that school leaderspave the way for second grade teachers to create a caring community of learners and ensure a sense of belonging, touse teaching approaches that support children’s development and learning, to plan meaningful and integratedlearning experiences within the curriculum, to use authentic formative assessment across domains to inform instruction,to value the students’ cultures and languages, and to develop relationships with families (adapted fromwww.naeyc.org). As a reminder, this resource, which is not a full articulation of the New York State Learning Standards, provides aKeyuniformTermsandforConceptsformatlearning standards in all content areas to make it easier for users to read and understand. However,users are encouraged to review the full articulations of the NYS Learning Standards where links are providedsince they provide a higher level of detail, additional introductory statements and illustrate learning progressions toupper grades. Please refer to introductory documents for each subject as applicable as well as the complete standardsdocuments, located on the Office of Curriculum and Instruction's website.2 Adapted from the New York State Education Department’s New York State Next Generation Standards Early Learning Introduction.5 literacy and the U.S. labor market. London: Multilingual Matters3 Callahan, R.M., Gandara, P. (2014). The bilingual advantage: Language,
SECOND GRADE LEARNING STANDARDSIntroductionBelow is a list of key terms and concepts with defnitions. These terms and general concepts are emphasized to ensure acommon understanding among readers of the Resource.Communicate,Communication,and LanguageThroughout the standards and indicator statements, the terms communicate,communication, and language mean that children can use any languageor means of expression, including home language(s), combination of homelanguage(s) and English, sign language, or use of alternative methods.Continuum andprogressionThe NYS2LS Resource should be understood as a set of learning progressions.The second grade learning standards described in this document representreasonable expectations for the end of a full year of quality instruction. Allchildren learn at diferent rates; therefore, children’s learning is not uniform.Teachers might need to look at related standards below or above the secondgrade level to guide instructional approaches.Early ReaderAn early reader has moved beyond the emergent reader stage and is able toapply some reading strategies to interact with texts. An early reader begins tomonitor their own reading and self-correct.DomainDomain refers to specifc aspects of growth and change. When looking at childdevelopment, several domains or developmental areas are considered. Theseinclude approaches to learning; physical development and health; social andemotional learning; English language arts and literacy; and cognition andknowledge of the world.Learning StandardsLearning standards are goals for New York State students. Learning standardsshould be considered the destination; learning ideally intended to beaccomplished by the end of an instructional year.IndicatorsIndicators are observable and demonstrative and can be accomplished throughplay and active engagement. They are examples of how students mightdemonstrate they are moving towards or achieving the respective standard. Thelists of indicators are not exhaustive; they are samples of observable behaviorschildren may exhibit. Some standards do not provide indicators while other haveseveral. The indicators are not in a specifc order, nor should they be used as acheck-of list. Not all children will demonstrate how they are moving toward thestandard the same way.CurriculumCurriculum is the content, concepts, and skills students will learn. Curriculumaddresses all domains of learning and all types of learners.InstructionInstruction includes the ways (approaches, strategies, environments, materials,interactions, scafolds) educators choose to teach the curriculum, based on theneeds of their students.AssessmentAssessment includes the processes used to learn more about student learningand progress. Assessment guides and informs teaching and allows students torefect about their own learning.TextThe word “text” encompasses far more than printed material. Text may also referto speech, graphics, visual art, digital representations, video, and other visual andaudio depictions of ideas, concepts, and experiences.6
SECOND GRADE LEARNING STANDARDSOrganizational StructureOrganizational StructureDOMAIN 1: Approaches to Learning (AL)How children become involved in learning and acquiring knowledge.DOMAIN 2: Physical Development and Health (PDH)Children’s physical health and ability to engage in daily activities, both outdoors and inside.DOMAIN 3: Social and Emotional Learning (SEL)The emotional competence and ability to form positive relationships that give meaning tochildren’s experiences in the home, school, and larger community.DOMAIN 4: English Language Arts and Literacy (ELAL)How children understand, create, and communicate meaning.DOMAIN 5: Cognition and Knowledge of the World (Mathematics (MATH),Science (SCI), Social Studies (SOC), the Arts (ARTS), Technology, ComputerScience, and Digital Literacy (TECH))What children need to know and understand about their world and how they apply what theyknow.In this document, each of the above key domains of learning is introduced with a brief context statement or set ofconsiderations to help with planning curriculum, instruction, and assessment. Following the brief context, links andnotes to original standards documents are provided. These domains are further categorized into topics. Followingeach topic are learning standards, and in some cases, a set of indicators for the standard. Each second grade learningstandard in this document uses a numbering system that includes 2 (for second grade), an abbreviation of the secondgrade learning domain and an assigned number. For example, 2.ELAL.1. In some cases, an additional reference code isprovided in brackets. The reference code in brackets is the number code used in the full articulation of the standards.For example, 2.ELAL.1 [2RF1]. This allows users to quickly refer to fully articulated standards documents and see how theyexist within a continuum across age-ranges and grades. Figure 1 illustrates this structure.7
SECOND GRADE LEARNING STANDARDSOrganizational StructureFigure 1: Explanation of the Structure of the Standards ResourceDOMAIN: COMMUNICATION, LANGUAGE, AND LITERACYPART B: ENGLISH LANGUAGE ARTS AND LITERACY (ELAL)Second graders are at varying stages of development as readers,text comprehenders, and writers. Reading stages vary at this levelfrom early readers to grade level and above. Second graders shouldexperience a balance of literature and informational texts in thecontext of instruction designed to create opportunities to engagewith a variety of topics, texts, discussions, and writing that supportauthentic opportunities to engage with texts to bolster languagedevelopment, word reading skills, and knowledge building. Secondgraders should be exposed to and prompted to produce writing for arange of purposes (to entertain, to explain, to persuade). Creating thislearning enviro
tor-tools-and-best-practices). About Second Graders . Second graders like order, sticking with the facts, and precision. Unlike many frst graders who enjoy the process part of learning, second graders are hyper-focused on the
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