Grade 2

Grade 2 Reading

Welcome to the year of who, what, why, when and how. This year, your students will begin to show evidence as they evaluate characters, setting, and plot.
Your student will:

  • learn to retell stories accurately;
  • determine the central message;
  • discuss characters and their reaction to events in a story;
  • evaluate settings and plot;
  • compare and contrast different authors’ versions of the same subject;
  • use phonics to decode words
  • practice reading – a lot;
  • begin to compose clear and coherent reports and stories;
  • begin to use the computer for research and compositions;
  • learn to plan and manage a writing project;
  • use their experiences to inform opinions and answer questions about a story;
  • learn to discuss and collaborate with peers; and
  • create visual ways to communicate and summarize information.

QUESTIONS TO ASK:

  • Who are the characters in the story?
  • What are the most important events that happened in the story?
  • What in the story makes you think that?
  • What lesson is this story teaching?
  • How did the characters solve the problem?
  • What do the illustrations tell you about the setting?
  • Can you show me an illustration that tells you how a character is feeling?
  • What is the same about the characters? What is different?
  • What happened to the characters that is the same? What happened that is different?
  • Look at these stories. How did the authors solve the same problem in different ways?

QUESTIONS TO HELP WITH READING

  • Does that sound right?
  • Does that look right?
  • Does that make sense?

COMMENTS TO HELP WITH SOUNDING OUT WORDS

  • Break the word apart. Look for any letter combinations you know within the word and say them.
  • Look at the beginning of the word and try it again.
  • Look at the end of the word and try it again.

COMMON CORE EXPECTATIONS
Your child should be able to:

  • ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text;
  • recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral;
  • describe how characters respond to events;
  • describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song;
  • describe the structure, including how the beginning introduces the story and the ending concludes the action.
  • acknowledge differences in the points of view of characters, including by speaking in a different voice when reading aloud.
  • use information gained from illustrations and words to demonstrate understanding of characters, setting, or plot;
  • compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures;
  • comprehend grade-level literature, including stories and poetry;
  • identify the main topic of a multi-paragraph text;
  • describe the connection between a series of historical events, scientific concepts, or steps in technical procedures;
  • determine the meaning of words and phrases;
  • know and use captions, bold print, subheadings, glossaries, indexes, electronic menus, and icons to locate key facts or information efficiently;
  • identify the main purpose of a text, including what the author wants to answer, explain, or describe;
  • explain how specific images contribute to and clarify a text;
  • compare and contrast the most important points presented by two texts on the same topic;
  • know and apply grade-level phonics and word analysis skills in decoding words;
  • distinguish long and short vowels in one-syllable words;
  • know vowel combinations;
  • decode regularly spelled two-syllable words with long vowel sounds;
  • decode words with common prefixes and suffixes;
  • recognize and read grade-appropriate irregularly spelled words;
  • read with sufficient accuracy and fluency to support comprehension;
  • use context to confirm or self-correct word recognition;
  • write coherent opinion pieces;
  • write informative/explanatory texts – introduce a topic, use facts and definitions to develop points, and provide a conclusion;
  • write narratives that recount a an event or short sequence of events, include details to describe actions, thoughts, and feelings, use words to signal the order of events or actions, and provide a sense of closure;
  • with support, develop a topic and strengthen writing by revising and editing;
  • with support, use online tools to produce and publish writing, including in collaboration with peers;
  • use experiences and gather information from provided sources to answer a question;
  • participate in group conversations;
  • follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion);
  • add to conversations by linking their comments to the remarks of others;
  • ask for clarification and further explanation as needed about the topics;
  • create recordings of stories or poems; add drawings or other visual displays to stories and experiences to clarify ideas, thoughts, and feelings;
  • produce complete sentences;
  • demonstrate a command of basic grammar and punctuation;
  • use collective nouns (e.g., group);
  • understand common irregular plural nouns (e.g., feet, children, teeth, mice, fish);
  • use reflexive pronouns (e.g., myself, ourselves);
  • form and use the past tense of irregular verbs (e.g., sat, hid, told);
  • use adjectives and adverbs;
  • use complete simple and compound sentences;
  • capitalize holidays, product names, and geographic names;
  • use commas in greetings and closings of letters;
  • use an apostrophe to form contractions;
  • recognize formal and informal uses of English;
  • use sentence-level context, known short words, prefixes, and root words as clues to the meaning of a word or phrase;
  • use glossaries and beginning dictionaries;
  • use real-life experiences to describe words (e.g., describe foods that are spicy or juicy); and
  • distinguish meaning among related verbs (e.g., toss, hurl) and adjectives (e.g., thin, slender).

Grade 2 Math

In Grade 2, your student will focus on base ten, practicing addition and subtraction, practicing with standard units of measure, and describing shapes.
Your student will:

  • use addition and subtraction (0-100) to solve one- and two-step word problems;
  • learn sums of two one-digit numbers;
  • learn the difference between odd and even numbers;
  • use addition to find the total number of objects arranged in
  • rectangular arrays with up to 5 rows and up to 5 columns;
  • learn that three digits of a three-digit number represent amounts of hundreds, tens, and ones;
  • count to 1000; skip-count by 5s, 10s, and 100s;
  • add up to four two-digit numbers;
  • mentally add 10 or 100;
  • start adding and subtracting 100-1,000;
  • measure and estimate lengths in today’s standard units (including metrics);
  • work with time and money;
  • begin to use data to explain topics; and
  • deepen the understanding of shapes (e.g., partition a rectangle into rows and columns of the same-size and introduce thirds).

QUESTIONS TO ASK:

  • How much money will we need to buy both of these items?
  • How long do you think this is? How does that compare?
  • If you mentally added 100 to that number, what would you have?
  • Is that more or less than this one? If money were the only thing we want to evaluate, which one should we buy?

COMMON CORE EXPECTATIONS
Your child should be able to:

  • use addition and subtraction (0-100) to solve one- and two-step word problems;
  • fluently add and subtract 0-20;
  • know sums of two one-digit numbers;
  • determine whether a group of objects (up to 20) has an odd or even number of units;
  • use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns;
  • understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones;
  • count to 1,000; skip-count by 5s, 10s, and 100s;
  • read and write to 1,000;
  • compare two three-digit numbers;
  • add up to four two-digit numbers;
  • mentally add and subtract 10 or 100 to a given number from 100-900;
  • measure the length of an object with rulers, yardsticks, meter sticks, and measuring tapes;
  • show a measurement by using a line plot, where the horizontal scale is marked off in whole-number units;
  • estimate using inches, feet, centimeters, and meters;
  • represent whole numbers as lengths from 0 on a number line diagram;
  • understand time using analog and digital clocks to the nearest five minutes;
  • use a.m. and p.m.;
  • solve word problems involving dollar bills, quarters, dimes, nickels, and pennies;
  • solve simple put together, take-apart, and compare problems using information presented in a bar graph;
  • identify triangles, quadrilaterals, pentagons, hexagons, and cubes;
  • partition a rectangle into rows and columns of same-size squares;
  • partition circles and rectangles into two, three, or four equal shares;
  • describe a whole as two halves, three thirds, or four fourths; and
  • recognize that equal shares of identical wholes need not have the same shape.