Grade 2
CURRICULUM
I. ENGLISH
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and know
how to translate them into spoken language by using phonics, syllabication, and word
parts. They apply this knowledge to achieve fluent oral and silent reading.
Decoding and Word Recognition
1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel
spellings) when reading.
1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel
= su/per; vowel-consonant/consonant-vowel = sup/per).
1.3 Decode two-syllable nonsense words and regular multisyllable words.
1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.).
1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/
flies, wife/wives).
1.6 Read aloud fluently and accurately and with appropriate intonation and expression.
Vocabulary and Concept Development
1.7 Understand and explain common antonyms and synonyms.
1.8 Use knowledge of individual words in unknown compound words to predict their
meaning.
1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, - ing, -ly).
1.10 Identify simple multiple-meaning words.
2.0 Reading Comprehension
Students read and understand grade-level-appropriate material. They draw upon a
variety of comprehension strategies as needed (e.g., generating and responding to
essential questions, making predictions, comparing information from several sources).
The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the
quality and complexity of the materials to be read by students. In addition to their
regular school reading, by grade four, students read one-half million words annually,
including a good representation of grade-level-appropriate narrative and expository text
(e.g., classic and contemporary literature, magazines, newspapers, online information).
In grade two, students continue to make progress toward this goal.
Structural Features of Informational Materials
2.1 Use titles, tables of contents, and chapter headings to locate information in expository
text.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 State the purpose in reading (i.e., tell what information is sought).
2.3 Use knowledge of the author’s purpose(s) to comprehend informational text.
2.4 Ask clarifying questions about essential textual elements of exposition (e.g., why, what if,
how).
2.5 Restate facts and details in the text to clarify and organize ideas.
2.6 Recognize cause-and-effect relationships in a text.
2.7 Interpret information from diagrams, charts, and graphs.
2.8 Follow two-step written instructions.
3.0. Literary Response and Analysis
Students read and respond to a wide variety of significant works of children’s literature.
They distinguish between the structural features of the text and the literary terms or
elements (e.g., theme, plot, setting, characters). The selections in Recommended Literature,
Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials
to be read by students.
Narrative Analysis of Grade-Level-Appropriate Text
3.1 Compare and contrast plots, settings, and characters presented by different authors.
3.2 Generate alternative endings to plots and identify the reason or reasons for, and the
impact of, the alternatives.
3.3 Compare and contrast different versions of the same stories that reflect different cultures.
3.4 Identify the use of rhythm, rhyme, and alliteration in poetry.
Written and oral English Language conventions
The standards for written and oral English language conventions have been placed
between those for writing and for listening and speaking because these conventions are
essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate
to this grade level.
Sentence Structure
1.1 Distinguish between complete and incomplete sentences.
1.2 Recognize and use the correct word order in written sentences.
Grammar
1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing
and speaking.
Punctuation
1.4 Use commas in the greeting and closure of a letter and with dates and items in a series.
1.5 Use quotation marks correctly.
Capitalization
1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months
and days of the week, and titles and initials of people.
Spelling
1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why).
1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.
II. MATH
By the end of grade two, students understand place value and number relation
ships in addition and subtraction, and they use simple concepts of multiplication.
They measure quantities with appropriate units. They classify shapes and see
relationships among them by paying attention to their geometric attributes. They
collect and analyze data and verify the answers.
Number Sense
1.0 Students understand the relationship between numbers, quantities, and place
value in whole numbers up to 1,000:
1.1 Count, read, and write whole numbers to 1,000 and identify the place value for
each digit.
1.2 Use words, models, and expanded forms (e.g., 45 = 4 tens + 5) to represent numbers
(to 1,000).
1.3 Order and compare whole numbers to 1,000 by using the symbols <, =, >.
2.0 Students estimate, calculate, and solve problems involving addition and
subtraction of two- and three-digit numbers:
2.1 Understand and use the inverse relationship between addition and subtraction
(e.g., an opposite number sentence for 8 + 6 = 14 is 14 − 6 = 8) to solve problems
and check solutions.
2.2 Find the sum or difference of two whole numbers up to three digits long.
2.3 Use mental arithmetic to find the sum or difference of two two-digit numbers.
3.0 Students model and solve simple problems involving multiplication and
division:
3.1 Use repeated addition, arrays, and counting by multiples to do multiplication.
3.2 Use repeated subtraction, equal sharing, and forming equal groups with remainders to do division.
3.3 Know the multiplication tables of 2s, 5s, and 10s (to “times 10”) and commit them
to memory.
4.0 Students understand that fractions and decimals may refer to parts of a set and
parts of a whole:
4.1 Recognize, name, and compare unit fractions from 1⁄12 to 1⁄2.
4.2 Recognize fractions of a whole and parts of a group (e.g., one-fourth of a pie, two-
thirds of 15 balls).
4.3 Know that when all fractional parts are included, such as four-fourths, the result is
equal to the whole and to one.
5.0 Students model and solve problems by representing, adding, and subtracting
amounts of money:
5.1 Solve problems using combinations of coins and bills.
5.2 Know and use the decimal notation and the dollar and cent symbols for money.
6.0 Students use estimation strategies in computation and problem solving that
involve numbers that use the ones, tens, hundreds, and thousands places:
6.1 Recognize when an estimate is reasonable in measurements (e.g., closest inch).
Algebra and Functions
1.0 Students model, represent, and interpret number relationships to create and
solve problems involving addition and subtraction:
1.1 Use the commutative and associative rules to simplify mental calculations and to
check results.
1.2 Relate problem situations to number sentences involving addition and subtraction.
1.3 Solve addition and subtraction problems by using data from simple charts, picture
graphs, and number sentences.
Measurement and Geometry
1.0 Students understand that measurement is accomplished by identifying a unit
of measure, iterating (repeating) that unit, and comparing it to the item to be
measured:
1.1 Measure the length of objects by iterating (repeating) a nonstandard or standard
unit.
1.2 Use different units to measure the same object and predict whether the measure
will be greater or smaller when a different unit is used.
1.3 Measure the length of an object to the nearest inch and/or centimeter.
1.4 Tell time to the nearest quarter hour and know relationships of time (e.g., minutes
in an hour, days in a month, weeks in a year).
1.5 Determine the duration of intervals of time in hours (e.g., 11:00 a.m. to 4:00 p.m.).
2.0 Students identify and describe the attributes of common figures in the plane
and of common objects in space:
2.1 Describe and classify plane and solid geometric shapes (e.g., circle, triangle, square,
rectangle, sphere, pyramid, cube, rectangular prism) according to the number and
shape of faces, edges, and vertices.
2.2 Put shapes together and take them apart to form other shapes (e.g., two congruent
right triangles can be arranged to form a rectangle).
Statistics, Data Analysis, and Probability
1.0 Students collect numerical data and record, organize, display, and interpret the
data on bar graphs and other representations:
1.1 Record numerical data in systematic ways, keeping track of what has been counted.
1.2 Represent the same data set in more than one way (e.g., bar graphs and charts with
tallies).
1.3 Identify features of data sets (range and mode).
1.4 Ask and answer simple questions related to data representations.
2.0 Students demonstrate an understanding of patterns and how patterns grow
and describe them in general ways:
2.1 Recognize, describe, and extend patterns and determine a next term in linear
patterns (e.g., 4, 8, 12 . . . ; the number of ears on one horse, two horses, three
horses, four horses).
2.2 Solve problems involving simple number patterns.
Mathematical Reasoning
1.0 Students make decisions about how to set up a problem:
1.1 Determine the approach, materials, and strategies to be used.
1.2 Use tools, such as manipulatives or sketches, to model problems.
2.0 Students solve problems and justify their reasoning:
2.1 Defend the reasoning used and justify the procedures selected.
2.2 Make precise calculations and check the validity of the results in the context of the
problem.
3.0 Students note connections between one problem and another.