Second Grade Standards

  • LA 0 Nebraska Language Arts Standards Grade 2
    1. Students will learn and apply reading skills and strategies to comprehend text.
      1. .1 Knowledge of Print: Concept mastered at a previous grade level
      2. .2 Phonological Awareness: Concept mastered at a previous grade level
      3. .3 Word Analysis: Students will use phonetic analysis to read, write, and spell grade level text.
      4. .4 Fluency: Students will develop accuracy, phrasing, and expression while reading grade level text.
      5. .5 Vocabulary: Students will build literary, general academic, and content specific grade level vocabulary.
      6. .6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.
      7. .2 Writing Genres: Students will write for a variety of purposes and audiences in multiple genres.
      8. .2 Listening Skills: Students will develop and demonstrate active listening skills across a variety of situations.
      9. .3 Reciprocal Communication: Students will develop reciprocal communication skills.
    2. Students will learn and apply writing skills and strategies to communicate.
      1. .1 Writing Process: Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.
    3. Students will learn and apply speaking and listening skills and strategies to communicate.
      1. .1 Speaking Skills: Students will develop and demonstrate speaking skills to communicate key ideas in a variety of situations.
    4. Students will identify, locate, and evaluate information.
      1. .1 Multiple Literacies: Students will research, summarize, and communicate information in a variety of media and formats (textual, visual, and digital).
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      3. .3
        1. .3.a Use knowledge of letter/sound correspondence and spelling patterns to read, write, and spell (e.g., consonant and vowel digraphs, diphthongs)
        2. .3.b Read, write, and spell sight words
        3. .3.c Blend sounds to form words
        4. .3.d Read words in connected text
        5. .3.e Use word structure to read text (e.g., onset and rime, prefixes/suffixes, compound words, contractions, syllabication, derivation)
        6. .3.f Monitor the accuracy of decoding
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      4. .4
        1. .4.a Read phrases, clauses, and sentences that sound like natural language to support comprehension
        2. .4.b Read high-frequency words and phrases accurately and automatically
        3. .4.c Vary voice intonation (e.g., volume, tone) to reflect meaning of text
        4. .4.d Use appropriate pace while reading to gain and enhance the meaning of text
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      5. .5
        1. .5.a Use word structure elements, known words, and word patterns to determine meaning (e.g., contractions, plurals, possessives, basic parts of speech, compounds, syllables)
        2. .5.b Relate new grade level vocabulary to prior knowledge and use in new situations
        3. .5.c Identify and use context clues (e.g., word and sentence clues, re-reading) and text features (e.g., illustrations, graphs, titles, bold print) to help infer meaning of unknown words
        4. .5.d Identify semantic relationships (e.g., patterns and categories, synonyms, antonyms, multiple meanings)
        5. .5.e Identify meaning using print and digital reference materials (e.g., dictionary, glossary)
        6. .5.f Locate words in reference materials (e.g., alphabetical order, guide words)
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      6. .6
        1. .6.a Identify author’s purpose(s) (e.g., explain, entertain, inform, persuade) to support text comprehension
        2. .6.b Identify elements of narrative text (e.g., characters, setting, plot)
        3. .6.c Retell information from narrative text including characters, setting, and plot
        4. .6.d Explain the ways authors use words (e.g., rhythm, repeating line, simile, alliteration, onomatopoeia)
        5. .6.e Retell and summarize the main idea from informational text
        6. .6.f Identify organizational patterns found in informational text (e.g., sequence, description, compare/contrast)
        7. .6.g Use text features to locate information and gain meaning from a text (e.g., table of contents, maps, charts, illustrations, titles, bold print, captions)
        8. .6.h Identify the basic characteristics of familiar narrative and informational text genres (e.g., fairy tales, nursery rhymes, picture books, how-to books)
        9. .6.i Compare and contrast connections between characters or events in narrative or informational text, to own life or other cultures
        10. .6.j Generate and/or answer literal, inferential, and critical questions, supporting answers using prior knowledge and literal and inferential information from the text
        11. .6.k Identify and explain purpose for reading (e.g., information, pleasure, understanding)
        12. .6.l Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during, and after reading
        13. .6.m Self-monitor comprehension by applying appropriate strategies to self-correct when errors detract from meaning
        14. .6.n Make and confirm/modify predictions before, during, and after reading(e.g., illustrations, personal experience, events, character traits)
        15. .6.o Respond to text verbally, in writing, or artistically
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      1. .1
        1. .1.a Use prewriting activities and inquiry tools to generate ideas (e.g., brainstorm, map, free write, graphic organizer)
        2. .1.b Generate a draft by:

                            -Selecting and organizing ideas relevant to topic, purpose, and genre

                            -Composing complete sentences of varying length, and complexity, and type (e.g.,                                   dictation, labeling, simple sentences declarative, interrogative, exclamatory)

          Text Box: Grade 2 Writing                  -Developing a coherent beginning and end

        3. .1.c Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice)
        4. .1.d Provide oral feedback to other writers; utilize others’ feedback to improve own writing
        5. .1.e Edit writing for format and conventions (e.g., spelling, capitalization, grammar, basic punctuation)
        6. .1.f Publish a legible document (e.g., handwritten or electronic)
        7. .1.g Print legibly (e.g., letter formation, letter size, spacing, alignment)
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      2. .2
        1. .2.a Write for a specific purpose (e.g., story with pictures, factual book, alphabet book, poem, letter)
        2. .2.b Write to known audience or specific reader (e.g. letter to familiar person)
        3. .2.c Write considering typical characteristics of a selected genre (e.g., variety of poems, friendly letter, how-to books)
        4. .2.d Use an organizational structure that includes a central idea or focus
        5. .2.e Compare models and examples (own and others) of various genres to create a similar piece
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      1. .1
        1. .1.a Communicate ideas orally in a manner appropriate for the purpose and setting (e.g., language, word choice, sequence, relevance)
        2. .1.b Demonstrate speaking techniques for a variety of purposes and situations
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        1. .2.a Demonstrate listening skills needed for multiple situations and modalities (e.g., electronic, one-to-one, small/large group, teacher presentation)
        2. .2.b Use information in order to complete a task (e.g., follow multi-step directions, responding to questions)
        3. .2.c Listen and retell specific details of information heard
        4. .2.d Listen to and ask questions about thoughts, ideas, and information being communicated
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      3. .3

         

        1. .3.a Demonstrate awareness of and sensitivity to the use of words (e.g., helpful and hurtful words, stereotypes, multiple meanings of words)
        2. .3.b Apply conversation strategies (e.g., face the speaker, listen while others are talking, take turns talking, eye contact, stay on topic, non-verbal cues)
        3. .3.c Participate actively with others in learning situations by contributing questions, information, opinions, and ideas (e.g., book share, literature circle, field trip share, cooperative problem solving)
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      1. .1
        1. .1.a Use resources to answer guiding questions (e.g., print, electronic)
        2. .1.b Discuss ethical and legal use of information
        3. .1.c Practice safe behaviors when communicating and interacting with others (e.g., safe information to share online)
        4. .1.d Engage in activities with learners from a variety of cultures through electronic means (e.g., podcasts, video chats, distance learning, e-pals)
        5. .1.e Gather and share information and opinions as a result of communication with others (e.g., video/audio chat, interview, podcast, multi-media presentations)
        6. .1.f Use social networks and information tools to gather and share information (e.g., social bookmarking, online collaborative tools)
    1. Nebraska Mathematics Standards

      Grade 2

      MA 2.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

       

      MA 2.1.1 Number System: Students will demonstrate, represent, and show relationships among whole numbers within the base-ten number system.

       

      MA 2.1.1.a Read and write numbers 0 – 1,000 (e.g., count numbers from 400 – 500; write numbers from

      400 – 500)

       

      MA 2.1.1.b Count by multiples of 2 up to 100

       

      MA 2.1.1.c Count backwards from 20 – 0

       

      MA 2.1.1.d Connect number words to the quantities they represent 0 – 100

       

      MA 2.1.1.e Demonstrate multiple equivalent representations for numbers 1 – 1,000 (e.g., 423 is 4 hundreds, 2 tens and 3 ones; 423 is 3 hundreds 12 tens and 3 ones)

       

      MA 2.1.1.f Compare and order whole numbers 0 – 1,000

       

      MA 2.1.1.g Demonstrate relative position of whole numbers 0 – 1,000 (e.g., 624 is between 600 and 700; 593 is greater than 539)

       

      MA 2.1.1.h Use visual models to represent fractions of one-half as a part of a whole

       

      MA 2.1.2 Operations: Students will demonstrate the meaning of addition and subtraction with whole numbers.

       

      MA 2.1.2.a Use objects, drawings, words, and symbols to explain the relationship between addition and subtraction (e.g., if 2 + 3 = 5 then 5 – 3 = 2)

       

      MA 2.1.2.b Use objects, drawings, words, and symbols to explain the use of subtraction to find a missing addend (e.g., if 3 + __ = 7, then 7- 3 = __.)

       

      MA 2.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools.

       

      MA 2.1.3.a Fluently add whole number facts with sums to 20

       

      MA 2.1.3.b Fluently subtract whole number facts with differences from 20

       

      MA 2.1.3.c Add and subtract three-digit whole numbers with regrouping

       

      MA 2.1.3.d Use a variety of methods and tools to compute sums and differences (e.g., models, mental computation, paper–pencil)

       

      MA 2.1.4 Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools.

       

      MA 2.1.4.a Estimate the results of two-digit whole number sums and differences and check the reasonableness of such results

       

      MA 2.1.4 b Estimate the number of objects in a group


       

      MA 2.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

       

      MA 2.2.1 Characteristics: Students will describe characteristics of two-dimensional shapes and identify three-dimensional objects.

       

      MA 2.2.1.a Describe attributes of two-dimensional shapes (e.g., trapezoid, parallelogram)

       

      MA 2.2.1.b Determine if two shapes are congruent

       

      MA 2.2.1.c Compare two-dimensional shapes (e.g., trapezoid, parallelogram)

       

      MA 2.2.1.d Identify solid shapes (e.g., triangular prism, rectangular prisms, cones, cylinders, pyramids, spheres)

       

      MA 2.2.2 Coordinate Geometry: Students will describe direction on a positive number line.

       

      MA 2.2.2.a Identify numbers using location on a vertical number line

       

      MA 2.2.2.b Compare whole numbers using location on a horizontal number line 

       

      MA 2.2.2.c Identify the direction moved for adding and subtracting using a horizontal number line

       

      MA 2.2.3 Transformations: Students will identify lines of symmetry.

       

      MA 2.2.3.a Identify lines of symmetry in two-dimensional shapes

       

      MA 2.2.3.b Draw a line of symmetry in two-dimensional shapes

       

      MA 2.2.4 Spatial Modeling: Students will create two-dimensional shapes.

       

      MA 2.2.4.a Sketch two-dimensional shapes (e.g., trapezoid, parallelogram)

       

      MA 2.2.5 Measurement: Students will measure using standard units, time and money.

       

      MA 2.2.5.a Count mixed coins to $1.00

       

      MA 2.2.5.b Identify time to 5 minute intervals

       

      MA 2.2.5.c Identify and use appropriate tools for the attribute being measured (e.g., clock, calendar, thermometer, scale, ruler)

       

      MA 2.2.5.d Measure length using feet and yards

       

      MA 2.2.5.e Compare and order objects using inches, feet and yards

      MA 2.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

       

      MA 2.3.1 Relationships: Students will identify, describe, and extend relationships.

       

      MA 2.3.1.a Create and describe patterns using concrete and pictorial representations

       

       

       

       

      MA 2.3.2 Modeling in Context: Students will use objects, pictures, and symbols as models to represent mathematical situations.

       

      MA 2.3.2.a Model situations that involve the addition and subtraction of whole numbers 0 – 100, using objects and number lines

       

      MA 2.3.2.b Describe and model quantitative change involving addition (e.g., a student grew 2 inches)

       

      MA 2.3.3 Procedures: Students will use concrete, verbal, visual, and symbolic representations to solve number sentences.

       

      MA 2.3.3.a Use symbolic representations of the commutative property of addition (e.g., 2 + 3 = D + 2)

       

      MA 2.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

       

      MA 2.4.1 Display and Analysis: Students will organize, display, compare, and interpret data.

       

      MA 2.4.1.a Represent data using pictographs

       

      MA 2.4.1.b Interpret data using pictographs (e.g., 7 more; 2 less; 12 all together)

       

      MA 2.4.2 Predictions and Inferences: Mastery not expected at this level.

       

      MA 2.4.3 Probability: Mastery not expected at this level.

 


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