Parent Guide to Second Grade Report of Learning

Transcription

1 Dear Families, We value your commitment to our TEAM! Below you will find the standards that will be assessed in second grade. We have provided clarification to help you better understand the complexities of each standard. All of the below standards will be taught but only the underlined standards will be recorded on The Report of Learning that you will receive every 9 weeks. You will receive a progress report every 4 ½ weeks. We look forward to working with you to make your child s year in second grade a success. 2 nd Grade Teachers Madison City Schools Parent Guide to Second Grade Report of Learning English Language Arts: I can read and write grade appropriate words. o I can read and write words with long and short vowel sounds in one and two syllable words. o I can read and write words with common vowel sounds. o I can read and write words with suffixes and prefixes. o I can identify, recognize and read grade-appropriate irregularly spelled words. I can read accurately and fluently to understand grade appropriate text. o I can read on-level text orally with accuracy, appropriate rate, and expression on successive readings. o I can use context to confirm or self-correct word recognition and understanding. I can read and understand fiction text. o I can ask and answer questions to show understanding. o I can infer the main idea and supporting details in text. o I can identify theme in fables and folktales. o I can compare and contrast two or more versions of the same story. o I can describe how words and phrases supply rhythm and meaning in a story, poem or song. (regular beats, alliteration, rhymes, repeated lines)

2 I can describe and understand character, setting and plot in fiction text. o I can describe how characters in a story respond to major events and challenges. o I can acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. o I can use information gained from illustrations and words to demonstrate understanding of characters, setting and plot. o I can describe the overall structure of a story. I can read and understand non-fiction text. o I can ask and answer questions to show understanding. o I can compare and contrast different texts on the same topic. o I can describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. o I can determine the meaning of words and phrases in a text. I can use text features to locate information in non-fiction text. o I can explain how specific images contribute to and clarify text. I can identify the main topic of a multi-paragraph non-fiction text. o I can identify the main topic of a text as well as the main topic of specific paragraphs. I can identify the author s purpose in a non-fiction text. o I can describe how reasons support specific points the author makes in a text. I can organize my writing to express ideas. o I can write an opinion piece. o I can write an informative or explanatory piece. o I can write a narrative piece. o I can write free verse poetry. I can use correct grammar when writing or speaking. o I can use collective and irregular plural nouns. o I can use reflexive pronouns. o I can use past-tense irregular verbs. o I can use adjectives and adverbs. o I can produce, expand and rearrange simple and compound sentences.

3 I can use correct capitalization and punctuation when writing. o I can capitalize holidays, product names and geographical names. o I can use commas in greetings and closings of a letter. o I can use an apostrophe in contractions and possessives. I can follow spelling patterns when writing. o I can use reference materials to check spelling. I can determine the meaning of unknown words and multiple meaning words and phrases. o I can use context clues as a clue to the meaning of a word or phrase. o I can determine the meaning of a new word formed when a known prefix is added to a known word. o I can use a known root word as a clue to the meaning of an unknown word with the same root. o I can use knowledge of the meaning of individual words to predict the meaning of compound words. o I can use reference materials to determine or clarify the meaning of words. o I can use synonyms, adjectives and adverbs to determine the meaning of an unknown word. I can ask and answer questions about my learning. o I can have collaborative conversations with diverse partners. (listen respectfully, wait my turn and keep to the subject) o I can ask questions to clarify or gain information. (ask questions relevant to the subject)

4 Math: I can represent and solve one and two step word problems with missing addends or sums within 100. I can represent and solve one and two step word problems using minuends and differences within 100. I can fluently add within 20. I can fluently subtract within 20. I can use equal groups to gain a foundation of multiplication. o I can identify odd and even numbers. o I can use repeated addition. I can understand place value o I can determine the value of a digit in a three-digit number. o I can compare two, 3 digit numbers. I can read and write numbers to 1000 in multiple ways. o I can write numbers in standard form, expanded form and word form. I can skip count within 1000 by 5s, 10s and 100s from any given number. I can use place value and properties of operations to add within 100. o I can fluently add within 100 using multiple strategies. o I can add 4, two digit numbers. o I can explain how addition strategies work. I can use place value and properties of operations to subtract within 100. o I can fluently subtract within 100 using multiple strategies. o I can explain how subtraction strategies work. I can use place value and properties of operations to add within o I can add within o I can explain how addition strategies work. o I can mentally add 10 or 100 to a given number within 1000.

5 I can use place value and properties of operations to subtract within o I can subtract within o I can explain how subtraction strategies work. o I can mentally subtract 10 or 100 to a given number within I can measure and estimate lengths. o I can choose appropriate tools to measure. o I can measure the length of an object twice, using different length units. o I can estimate length, using units of inches, feet, centimeters and meters. o I can measure to determine how much longer one object is than another. I can add and subtract involving lengths. o I can add and subtract word problems involving measurement. o I can represent and plot whole numbers as lengths on a number line. I can tell and write time. o I can tell time to the nearest 5 minutes, using AM and PM on digital and analog clocks. I can solve word problems involving money. o I can solve word problems involving dollar bills, quarters, dimes, nickels and pennies using $ and symbols appropriately. I can represent and interpret data. o I can make a line plot. o I can make a picture graph and a bar graph. I can reason with shapes and their attributes. o I can recognize and draw shapes based on the number of angles or faces. o I can partition a rectangle into rows and columns and count to find the total number. o I can partition circles and rectangles into 2, 3, and 4 equal shares using the words halves, thirds, fourths, half of, a third of and a fourth of.

6 Behaviors that Support Learning: o I can strive for quality work. o I can follow directions and procedures without reminders. o I can work independently at appropriate times. o I can complete work in a timely manner. o I can stay on task. o I can organize workspace and take care of materials. o I can listen attentively without interrupting. o I can respect adults, peers and school property. o I can demonstrate self-control. o I can accept responsibility for choices. o I can follow school and classroom rules. o I can work cooperatively with others. o I can write neatly and legibly.