EachChildOurFutureStandards by Grade LevelSecond Grade
Table of ContentsPurpose .2Guiding Principle .2Standards .2COMPUTER SCIENCE.2ENGLISH LANGUAGE ARTS .5FINANCIAL LITERACY .11FINE ARTS: DANCE .12FINE ARTS: DRAMA .13FINE ARTS: MUSIC .15FINE ARTS: VISUAL ART.16MATHEMATICS .18PHYSICAL EDUCATION .23SCIENCE .27SOCIAL STUDIES .28TECHNOLOGY .30WORLD LANGUAGES AND CULTURES .331
PurposeThe Standards by Grade Level for Second Grade is a compilation of all learning standards for second grade. This document does not take the placeof Ohio’s Learning Standards and Model Curricula. The Department of Education designed this tool to view the standards by grade level instead ofcontent area. Every student should receive instruction aligned to the learning standards.Guiding PrinciplePrioritizing student learningContinue to value and use Ohio’s Learning Standards as the basis for guiding instruction and student acquisition of knowledge and skills. Ensureopportunities for students to master core subject areas and pursue well-rounded learning (such as fine arts, technology, computer science andworld languages and cultures).StandardsCOMPUTER SCIENCEInstructional Supports:Ohio’s Learning Standards for Computer ScienceComputer Science Model CurriculumCodeStandardComputing SystemsTopic 1: DevicesCS.D.2.aSelect and operate commonly used devices to perform a variety of tasks.Topic 2: Hardware and softwareCS.HS.2.aSelect and use hardware and software necessary for accomplishing a task.Topic 3: TroubleshootingCS.T.2.aUse problem solving strategies to troubleshoot a problem.2
COMPUTER SCIENCENetworks and the InternetTopic 1: NetworkingNI.N.2.aDescribe how information can be communicated electronically to gain a deeper understanding of how information is transmitted(e.g., email, social media).NI.N.2.bUse computing devices that are connected to share and receive information from the global community.Topic 2: CybersecurityNI.C.2.aExplain and demonstrate secure practices (e.g., creating strong passwords) to protect private information.Data and AnalysisTopic 1: Data collection and storageDA.DCS.2.aCollect and organize data to store, retrieve and modify.DA.DCS.2.bManipulate data to perform various tasks.Topic 2: Visualization and communicationDA.VC.2.aOrganize, analyze and present data in various formats.Topic 3: Inference and modelingDA.IM.2.aInterpret and analyze data, graphs, models or charts.Algorithmic Thinking and ProgrammingTopic 1: AlgorithmsATP.A.2.aModel a real-world process by constructing and following step-by-step instructions (i.e., algorithms) to complete tasks.Topic 2: Variables and data representationATP.VDR.2.aConstruct a model that shows the way programs store and manipulate data by using numbers or other symbols to representinformation.3
COMPUTER SCIENCETopic 3: Control structuresATP.CS.2.aDevelop a program that uses sequencing and repetition (i.e., loops) to solve a problem or express ideas.Topic 4: ModularityATP.M.2.aBreak down (i.e., decompose) a series of steps and separate the necessary from the unnecessary steps to create a precisesequence of instructions to solve a problem or express an idea.Topic 5: Program developmentATP.PD.2.bIdentify and fix (i.e., debug) a multi-step process that includes sequencing.Impacts of ComputingTopic 1: CultureIC.Cu.2.aCompare and contrast how the use of technology has changed to understand its impact on everyday life.IC.Cu.2.bDescribe the ways people use technologies in their daily work and personal lives to understand technology's impact on one'scommunity.Topic 2: Social interactionsIC.SI.2.aCompare and contrast safe and responsible behaviors to those that are not when using information and technology.Topic 3: Safety, law and ethicsIC.SLE.2.aDiscuss appropriate and ethical uses of technology to guide informed decision.4
ENGLISH LANGUAGE ARTSInstructional Supports:Ohio’s Learning Standards for English Language ArtsEnglish Language Arts Model Curriculum with Instructional SupportsCodeStandardReading Standards for LiteratureKey Ideas and detailsRL.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.2Analyze literary text development.a. Determine the lesson or moral.b. Retell stories, including fables and folktales from diverse cultures.RL.2.3Describe how characters in a story respond to major events and challenges.Craft and structureRL.2.4Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story,poem, or song.RL.2.5Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes theaction.RL.2.6Distinguish between points of view when referring to narrators and characters, recognizing when the narrator is a character in thestory.Integration of knowledge and ideasRL.2.7Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters,setting, or plot.RL.2.8(Not applicable to literature.)RL.2.9Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.5
ENGLISH LANGUAGE ARTSRange of reading and level of text complexityRL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity bandproficiently, with scaffolding as needed at the high end of the range. Activate prior knowledge and draw on previous experiences inorder to make text-to-self or text-to-text connections and comparisons.Reading Standards for Information TextKey ideas and detailsRI.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RI.2.2Analyze informational text development.a. Identify the main topic of a multi-paragraph text.b. Identify the focus of specific paragraphs within the text.RI.2.3Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.Craft and structureRI.2.4Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.RI.2.5Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locatekey facts or information in a text efficiently.RI.2.6Identify the main purpose of a text, including what the author wants to answer, explain, or describe.Integration of knowledge and ideasRI.2.7Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.RI.2.8Identify the main points an author uses in a text and, with support, explain how reasons connect to the main points.RI.2.9Compare and contrast the most important points presented by two texts on the same topic.Range of reading and level of text complexityRI.2.10By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in thegrades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.6
ENGLISH LANGUAGE ARTSReading Standards for Foundational SkillsPrint conceptsRF.2.1Not applicablePhonological awarenessRF.2.2Not applicablePhonics and word recognitionRF.2.3Know and apply grade-level phonics and word analysis skills in decoding words.a. Distinguish long and short vowels when reading regularly spelled one-syllable words.b. Know spelling-sound correspondences for additional common vowel teams.c. Decode regularly spelled two-syllable words with long vowels.d. Decode words with common prefixes and suffixes.e. Identify words with inconsistent but common spelling-sound correspondences.f. Recognize and read grade-appropriate irregularly spelled words.FluencyRF.2.4Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose and understanding.b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.Writing StandardsText types and purposesW.2.1Write opinion pieces that introduce the topic or book being written about, express 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.W.2.2Write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concludingstatement or section.W.2.3Write narratives to recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, andfeelings, use temporal words to signal event order, and provide a sense of closure.7
ENGLISH LANGUAGE ARTSProduction and distribution of writingW.2.4(Begins in grade 3)W.2.5With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration withpeers.Research to build and present knowledgeW.2.7Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record scienceobservations).W.2.8Recall information from experiences or gather information from provided sources to answer a question.W.2.9(Begins in grade 4)Range of writingW.2.10(Begins in grade 3)Speaking and Listening StandardsComprehension and collaborationSL.2.1Participate in collaborative conversations about grade 2 topics and texts with diverse partners in small and larger groups.a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one ata time about the topics and texts under discussion).b. Build on others’ talk in conversations by linking their comments to the remarks of others.c. Ask for clarification and further explanation as needed about the topics and texts under discussion.SL.2.2Retell or describe key ideas or details from a text read aloud or information presented in various media and other formats (e.g.,orally).SL.2.3Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepenunderstanding of a topic or issue.SL.2.3Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepenunderstanding of a topic or issue.8
ENGLISH LANGUAGE ARTSPresentation of knowledge and ideasSL.2.4Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.SL.2.5Create audio recordings of stories or poems; add drawings or other visual
English Language Arts Model Curriculum with Instructional Supports . Code . Standard . Reading Standards for Literature Key Ideas and details . RL.2.1 . Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2 : Analyze literary text development. a. Determine the lesson or moral. b. Retell stories, including fables and .
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Grade C Grade A Level C1 Cambridge English Scale *IELTS is mapped to, but will not be reported on the Cambridge English Scale C2 C1 B1 A2 A1 Below A1 Independent user Pr oﬁcient user Basic user Grade A Grade B Grade C Level B2 Grade B Grade C Grade A Grade B Grade C Grade A Level B1 Level A2 B1 Preliminary B2 First C1 Advanced Grade A Grade B .
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
4 Table of Contents Page Number(s) Preface 6 Introduction 7-8 How to Read the Standards 9 South Dakota Science Standards Kindergarten Science Standards 10-11 First Grade Science Standards 12 Second Grade Science Standards 13-14 Third Grade Science Standards 15-16 Fourth Grade Science Standards 17-18 Fifth Grade Science Standards 19
skip grade 4 math and take grade 5 math while still in grade 4 Student A, now in grade 4, qualifies for SSA and enrolls in the accelerated course, which is grade 5 math Student A, after completing grade 5 math while in grade 4, takes the grade 4 End‐of‐Grade test Grade‐Level Grade 3 Grade 4 Grade 4
Four kids are each in a different grade. Figure out which grade they are in. The Clues 1. Joseph is not in sixth grade and is also not in fourth grade. 2. Megan is not in fourth grade and is also not in second grade. 3. Taylor is not in second grade and is also not in fifth grade. 4. William is not in second grade and is also not in sixth grade. 5.
7 Grade 1 13 Grade 2 18 Grade 3 23 Grade 4 28 Grade 5 33 Grade 6 38 Elementary Spanish. 29 Secondary. 39 Grade 7 43 Grade 8 46 Grade 9 49 Grade 10 53 Grade 11 57 Grade 12 62 Electives. Contents. Textbook used with Online Textbook used with DVD. Teacher Edition & Student Books. Color Key