Second Grade Learning Targets

Bellingham Public Schools

Curriculum Department

June 2004

Second Grade Learning Targets

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LEARNING TARGETS

What are "learning targets?"

The State of Washington has established standards that identify a basic level of proficiency in skills, knowledge and understandings essential to student success and well-being. These standards are called the State of Washington Essential Academic Learning Requirements. The EALRs identify learning targets in reading, writing, math, social studies, science, health and fitness, communication, and the arts for all students in the State of Washington. The Bellingham School District is in the process of aligning their curriculum content areas with the EALRs and supports all children in their continuous progress toward these standards of achievement.

Student-Centered Learning

All students do not learn at the same rate because they develop at different rates. Children have their own developmental timelines for learning to walk or talk. They also have their own developmental timeline for learning. The goal of the Bellingham School District is to support students through continuous levels of learning that match their individual learning needs.

Curriculum

Bellingham School District's curriculum frameworks identify and organize concepts, essential understandings, processes, skills and critical content that students need to know and be able to do at each grade level. Critical content is outlined in the state's curriculum frameworks as well as in the Bellingham School District's curriculum guides. These guides outline grade level expectations in each academic content area. Students are taught basic skills and processes in reading, writing, math, social studies and science and are encouraged by their teachers toward a greater depth in thinking and learning. Many of the content areas organize learning around essential questions or "big ideas" that encourage investigation and exploration of topics and ideas.

LEARNING TARGETS FOR READING

The following information identifies the learning targets in reading for students who are in second grade in the Bellingham School District.

By the end of Second Grade . . .

Second Grade Reading Expectations

Uses Skills and Strategies

uses increasing knowledge of letter clusters, syllabification, affixes, roots, and compound words for identifying and/or confirming words
integrates strategies of meaning, structure, and letter-sound relationships, almost automatically, focusing on text detail when meaning is lost
copes with more specialized vocabulary and figurative language
distinguishes between the features of fiction and nonfiction material
uses dictionaries and glossaries to check meaning and spelling
uses table of contents and index to locate information
uses computer menus, searches and icons

Understands What is Read

shows awareness of multiple meanings of words
makes inferences from illustrative and textual details
copes with a number of characters, incidents, and scene changes within a text
understands the importance of the sequence of events or information
recalls specific events, ideas, or information to explain meaning or reaction to text
considers text more critically
responds to text in more varied ways
summarizes text or content of illustrative material for a specific purpose
locates information in a range of texts and illustrations to answer problems or pursue a topic
describes reactions to books and considers ideas of others
compares forms of writing and illustrative styles
reads orally with expression, reflecting personal interpretation of text

Reads Fluently

shows awareness of characterization in oral reading and responses

Shows Effort to Become a Life-Long Reader

meets new challenges with confidence, usually using a variety of strategies
makes time to read for pleasure
initiates own reading for information as well as pleasure and often returns to continue reading or to locate specific section
independently selects and reads a range of text from the school library for enjoyment

LEARNING TARGETS FOR WRITING

The following information identifies the learning targets in writing for students who are in second grade in the Bellingham School District.

By the end of Second Grade . . .

Second Grade Writing Expectations

Content/Ideas

maintains focus on topic
maintains consistent "person"
includes details in retelling and personal narratives
includes supporting information through adjectives or explanatory sentences
responds to literature in some detail

Organization

attends to sequence, often using indicators such as "next," "first," "after"
groups ideas sometimes in paragraphs

Style (Voice, Word Choice, Fluency)

uses "formal" or "book" language within some writing
varies sentence beginnings often including prepositional phrases
chooses appropriate title for work
shows awareness of audience in letters and procedural forms by using second person
uses more visual forms e.g. diagrams, especially in nonfiction writing
produces a variety of written forms, including stories, reports, letters, journal entries
explains why one form is more appropriate than another
uses templates in computer publishing programs for published work

Conventions

uses quotation marks for dialogue
maintains consistent tense, especially past
uses a dictionary and spelling lists to check accuracy and meaning
attends to spelling, punctuation and tense in final edit
uses spell-check to identify spelling errors when using computer publishing programs

Understands and Uses Writing Process

uses a simple checklist for revising and editing
plans more deliberately and in more detail, often using a word web or story frame
uses plan to draft text, but willing to amend where necessary

Spelling

uses more correctly spelled words than those approximated
uses graphs, blends, and endings
uses content vocabulary list to spell correctly
shows awareness of silent letters

Effort

takes note of suggestions and assistance to clarify and refine writing
maintains interest from one time to another on same piece

LEARNING TARGETS FOR MATH

The following information identifies the learning targets in both content and process strands in math for students who are in second grade in the Bellingham School District.

By the end of Second Grade .

Second Grade Math Expectations

Content Strands:

Number Sense - Explore and use numbers (especially 0-100) through varied and multiple experiences, including:

number and numeration

use physical models to demonstrate the relationship between ones, tens and 100s, and identify them appropriately as place values
count forward and backward by tens and hundreds to 1000
read and write numerals to 1000
use models to represent halves, thirds, and fourths of objects and sets of objects
compare amounts using the vocabulary "greater than," "less than" and "equal to"
recognize and identify the relationships between parts and a whole (e.g., fourths means 4 equal parts)
use physical models and equations to demonstrate addition and subtraction

computation

compute using addition and subtraction facts for numbers 0-10 and explore facts 0-20
create and use strategies to solve basic addition and subtraction facts (doubles, doubles plus one, doubles plus two, and their reverses)
describe and compare strategies to solve addition and subtraction computation problems
add and subtract two-digit numbers
use physical models, diagrams, and/or acts out problems involving real life multiplication and division situations
use mental math strategies to compose and decompose numbers through 1000

estimation

describe and justify reasonableness of an estimate to an addition or subtraction problem
use comparative language to determine the reasonableness of an answer

Measurement

attributes and dimensions

identify and use appropriate measurement tools
estimate and measure length, weight, capacity, time, and temperature using non-standard and standard units
measure to the nearest whole unit
make change from one dollar
explore area and perimeter of regular 2-D figures
recognize penny, nickel, dime, quarter and dollar and express value using cent notation

systems and tools

select appropriate unit of measure for given objects or situations
use cents and dollar notation when relating values of coins, up to one dollar

Geometric Sense

properties and relationships

explore 2-D and 3-D shapes/objects (e.g. rectangles, prisms, spheres, cylinders, and pyramids), investigate results of combining and breaking down shapes
sorts, classifies, and uses 2-D and 3-D geometric figures
recognize geometric shapes in the surrounding environment

locations and transformations

use manipulatives and drawings to describe geometric transformations (translations, reflections, and rotations)
identify and graph ordered pairs of whole numbers on a coordinate plane
recognize symmetrical and congruent figures and identify a line of symmetry
describe the location of letters or numbers on a coordinate grid in terms of horizontal and vertical positions

Probability and Statistics

probability

develop vocabulary using words like "most often," "least often"
describe possible outcomes in a simple experiment where outcomes are not equally likely
recognize when data is being used to support a point of view

statistics

formulate questions for the purpose of gathering data
collect, organize, and interpret data using tables, bar graphs and pictographs
describe data using words like "most often" and "least often"

prediction and inference

perform and predict outcomes of simple experiments involving chance, record and discuss results
predict the likelihood of an event and perform simple experiments to record and discuss results
predict which event is more likely or less likely to occur in a real world context

Algebraic Sense

patterns

recognize repetitive and growth patterns
explore number patterns
represent patterns symbolically
use symbols to describe equality

representations

given pairs of numbers, orally describe the functional relationship
use pictures, symbols, etc. to represent simple expressions

operations

complete number sentences using +, -, =
use manipulatives to solve equations involving multiplication and division

Process Strands:

Problem Solving

investigate situations

use a variety of strategies and approaches, such as physical models, diagrams, act it out, to solve problems

formulate questions and define the problem

define problems in familiar situations, for example, how much time do we have before PE?

construct solutions

organize relevant information to solve a problem, for example, make a Venn diagram to determine which of three recipes each classmate likes; identify missing information
select appropriate tools to measure length, mass, and capacity

Reasoning

analyze information

sort and classify objects and events according to one or more attributes
interpret and compare information in familiar situations, for example, determine which day of the week was the hottest
validate own thinking using models and patterns, for example, use square tiles to illustrate the area of a rectangle; recognize relatedness of similar problems

predict results

make and test conjectures based on collected data, for example, given a bag containing 4 cubes in 2 different colors, guess how many of each color there are after picking a cube 10 times with replacement
adjust conjectures using supporting or contradictory results

draw conclusions and verify results

check for reasonableness of answers, for example, after computing the sum of two numbers, use estimation to see if the answer makes sense

Communication

gather information

extract mathematical information from pictures, diagrams, and physical models, for example, explore area and perimeter of a variety of rectangles made with square tiles

organize and interpret information

organize and clarify mathematical information orally and in writing, for example, describe a strategy for solving a subtraction problem in a math journal

represent and share information

express ideas using models and/or graphs, for example, use collections of objects to demonstrate how to determine if a number is even or odd

Connections

within mathematics

make connections between different mathematical content areas, for example, use physical models to explore the relationship between multiplication and division situations

to other disciplines

recognize mathematical patterns and ideas in familiar situations in other disciplines, for example, compare average monthly temperatures

to real-life situations

give examples of how mathematics is used in everyday life

Teaching resources for math include:

"Investigations in Number, Data, and Space," Dale Seymour Publications. This program was developed at TERC (Technical Education Research Center) and is an innovative approach to teaching mathematics based on engaging activities and group learning experiences. The curriculum at each grade level is organized into units that offer from three to eight weeks of mathematical work in number, data analysis, and geometry. The units link together to form a complete K-5 curriculum that teachers can adjust to fit their classroom needs.

LEARNING TARGETS FOR SOCIAL STUDIES

The following information identifies the learning targets in social studies for students who are in second grade in the Bellingham School District.

The second grade social studies program focuses on the theme of "The World Beyond Myself." Students will investigate diversity within local communities and the relationship to diverse communities and cultures throughout the world. The guiding questions for social studies in second grade are:

Geography

How does my environment determine how I think and what I do?

Civics

What is my responsibility to myself and to others?
What kind of contributions do I make and how do they make a difference?

History

What is my personal history and how does it influence who I am today?
How does my culture and history, and that of others, affect what I think and do?

Economics

What is my responsibility for preserving shared/limited resources?
How does my family/community help to provide for my needs?

Second grade teaching resources for social studies include:

Our Wide World Box D, Rand McNally
People, Spaces & Places, Rand McNally
Junior Classroom Atlas Program, Rand McNally
World/U.S. Wall Map and Globe

LEARNING TARGETS FOR SCIENCE

The following information identifies the learning targets in science for students who are in second grade in the Bellingham School District.

Second Grade Expectations in Science

Properties

each element has a unique set of properties, although elements may be grouped because they possess similar properties and may behave in similar ways

System and Structure

weather is a system with cycles of activity
systems change over time
animals are part of larger ecosystems
animals have cycles of activity

Change and Interaction

some animals completely change their form as they grow older
weather influences what organisms do

Second grade teaching resources for science include the following kits:

STC Weather and Me - Introduces students to the concept of weather and how it affects their lives. Using a variety of tools, students observe, discuss, measure, and record data on cloud cover, precipitation, wind, and temperature. They learn how to read a thermometer and construct a rain gauge to measure precipitation. They also study cloud formations and use a wind scale to estimate the speed of wind. To apply their new skills and knowledge, students compare their own weather predictions with an actual weather forecast and use the weather data they have collected to form generalizations about the weather in their own locale.
STC Life Cycle of Butterflies - Introduces students to the concept of life cycles by inviting them to investigate one organism - the painted lady butterfly ( Vanessa cardui ). During an eight-week period, students observe, record and describe the metamorphosis from caterpillar to chrysalis and from chrysalis to adult butterfly. In many cases, they watch the butterfly lay eggs. The butterfly ultimately dies a natural death, thereby completing students' observations of the life cycle. The children compare the life cycle of the butterfly with that of other organisms, an experience that deepens their understanding of the diversity of life and the patterns that characterize animal life cycles.
GEMS Buzzing A Hive - Students learn about the complex social behavior, communication, and hive environment of the honeybee through activities that mix art, literature, role-play, and drama. They learn about bee body structure and metamorphosis. They role-play bees in a beehive drama, perform bee dances, and learn how bees communicate directions. Students also learn about bee predators and honey robbers, hear a "Bee Enemies" story, and make a paper skunk. They role-play guard bees and learn how bees work together to protect the hive.

GEMS = Great Explorations in Math and Science, Lawrence Hall of Science, University of California, Berkeley

STC = Science and Technology for Children, National Science Resources Center, Smithsonian Institute

LEARNING TARGETS FOR HEALTH & FITNESS/PHYSICAL EDUCATION

The following information identifies the learning targets in health and fitness for students who are in second grade in the Bellingham School District.

By the end of Second Grade .

Health Expectations

The Great Body Shop required unit for second grade is "Drugs Are Dangerous." Students will:

identify various types of drugs including nicotine, alcohol, and street drugs
identify what is and is not a medicine
explain why drugs do not solve problems when taken for any reason other than medical with the permission of a doctor and parent
describe what constitutes a drug free and safe community

By the end of Second Grade .

Fitness/Physical Education Expectations

Students will:

refine/improve movement skills in individual and group activities
demonstrate safe movement, follow directions, and demonstrate sportsmanship
increase vocabulary related to physical fitness and exercise
participate in rhythmic group activities

Second grade teaching resources for health and fitness include:

The Great Body Shop by The Children's Health Market, Inc.
Second Step, A Violence Prevention Curriculum from Committee for Children

SECOND GRADE ASSESSMENTS

The Bellingham School District requires teachers to assess students using a variety of tools to inform instruction and evaluate programs. These tools provide the teacher with specific information about student skills and progress toward standards.

Running Records - An oral reading assessment tool used to analyze responses, use of strategies, and behaviors a student is using to construct meaning from a text. Administered every three weeks unless student is exceeding grade level standards with appropriate rate, phrasing, and comprehension.

Retelling - An assessment tool where students repeat everything they can remember after reading a text. This may be completed orally or in writing.

Monitoring Notes - Monitoring notes are a systematic, written observation of individual reading and writing performance used on a regular basis to assess and evaluate student reading and writing.

Writing Samples/Draft Books - Writing samples are collected in draft books or portfolios in order to give feedback to the student, identify writing behaviors and provide focus for teaching.

Analytical Scoring - Analytical scoring of writing samples from a rubric using the six traits: ideas, word choice, organization, fluency, voice and conventions.

Second Grade State Reading Test - The Second Grade State Reading Test measures accuracy, rate and phrasing. Testing is done in the fall and spring.

Developmental Reading Assessment (DRA)

The DRA measures skills and strategies, rate, phrasing, comprehension and reading preferences. Testing is done three times per year.

Typically, grades K-2 will use the DRA and 3-5 will use the DRP, unless the student scores at or below Level 24 on the DRA. The expected levels of performance for each grade are shown below.

Kdg.

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

DRA

DRP

Fall

3-6

18-20

34-38

43-47

51-55

Winter DRA

10-12

20-24

Spring

14-16

24-28

40-44

48-51

53-57

STUDENT SUCCESS IS OUR GOAL

As parents and guardians, we encourage you to be actively involved in your child's learning. The staff at your child's school can answer questions concerning their progress and give you suggestions about how you can support their education at home. The school district and parents need to work as partners to ensure that every child finds success.

PERMISSION