2nd Grade

2.R.RF.03c/2.WF.03b1b2 (combined reading/writing standard): The Highly Proficient student can identify and decode words using the six syllable types in multi-syllable words. 

2.R.RI.06/08: The Highly Proficient student can compare and contrast at least two pieces of informational text to distinguish the main purpose for writing, utilizing specific points an author makes in a text. 

2.R.RL.01: The Highly Proficient student can create and answer their own clarifying questions, highlight where in the story they located the answers, and write the summary of the story in their own words using a given literary text. 

2.R.RL.06: The Highly Proficient student can acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

2.R.RL.07: The Highly Proficient student can write a summary of a story using the literary elements (characters, setting, and plot). The summary will be published digitally and illustrated.

2.R.RI.01: The Highly Proficient student can create a question(s) about a topic and answer the questions using key details from an informational text. 

2.R.RI.04: The Highly Proficient student can determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

2.R.RF.03ef: The Highly Proficient student can read all of the second and third grade Dolch Words. The Highly Proficient student can segment decodable words into isolated phonemes and can use letter sounds and patterns to make a word.

2.R.RI.05/07: The Highly Proficient student can create a book that uses the organizational features of: title, table of contents, headings, captions, glossary, subheading, electronic menus, images, bold print, and icons to help him/her clarify a text. 

2.R.RL.04:  The Highly Proficient student can create his/her own poem and describes the rhythm and meaning within the writing. 

2.R.RF.03abd: The Highly Proficient student can distinguish whether the vowel sounds are long or short in multi-syllable words. The Highly Proficient student can identify and use common vowel teams correctly. The Highly Proficient student can identify and define words with prefixes and suffixes in a given paragraph.

2.R.RL.02: The Highly Proficient student can retell stories from diverse cultures, determine their central message and write a fable that includes a cultural concept with a lesson or moral. 

2.R.RL.09: The Highly Proficient student can compare and contrast two or more versions of the same story by different authors or from different cultures. The Highly Proficient student can create their own version of the story that includes a well-developed setting, characters, and events. 

2.R.RF.04: he Highly Proficient student can read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

2.R.RI.02: The Highly Proficient student can identify and summarize the main idea and supporting details of each paragraph within a multi-paragraph text.

2.R.RI.03: With prompting and support, the Highly Proficient student can describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

2.R.RI.09: The Highly Proficient student can compare and contrast the same topic using several different texts and summarize their findings in their own words using evidence from their sources.

2.R.RL.03: The Highly Proficient student can use a Venn Diagram to compare and contrast the response to major events or challenges of one character to the response of another character. 

2.R.RL.05:  The Highly Proficient student can create their own literary tale using the basic structure of a story. 

2.R.RL.10: By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade two. 

2.R.RI.10: By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade two.

G2.2S.C2.PO3: I can identify parts of a system too small to be seen (e.g., plant and animal cells). 

G2.4S.C1.PO1: I can tell what specific animal structures do.

G2.4S.C2.PO1: I can describe the life cycles of various insects. 

G2.4S.C2.PO2: I can describe the life cycles of various mammals. 

G2.4S.C2.PO3: I can compare the life cycles of various organisms. 

G2.5S.C1.PO2: I can classify materials as solids, liquids, or gases. 

G2.1S.C2.PO3: I can use simple tools to collect data.

G2.3S.C2.PO3: I can solve a problem using the right tool.

G2.5S.C1.PO1: I can use measurement words and tools to describe objects.

G2.5S.C1.PO3: I can demonstrate that water can exist as a: gas - vapor, liquid - water, solid - ice. 

G2.5S.C1.PO4: I can demonstrate that solids have a definite shape and that liquids and gases take the shape of their containers.

G2.6S.C3.PO1: I can measure weather conditions (e.g., temperature, precipitation). 

G2.6S.C3.PO2: I can record weather conditions (e.g., temperature, precipitation). 

G2.6S.C3.PO3: I can identify the following types of clouds: cumulus, stratus, cirrus. 

G2.6S.C3.PO4: I can analyze the relationship between clouds, temperature, and weather patterns. 

G2.2S.C2.PO1: I can identify components of familiar systems (e.g., organs of the digestive system, bicycle). 

G2.2S.C2.PO2: I can identify the many parts that work together to make a system. 

G2.3S.C2.PO1: I can describe how technology changes our lives. (continues into Quarter 4)

G2.4S.C1.PO2: I can identify the following major parts of: digestive system - mouth, esophagus, stomach, small and large intestines, respiratory system - nose, trachea, lungs, diaphragm, circulatory system - heart, arteries, veins, blood.

G2.2S.C1.PO1: I can identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Daniel Hale Williams [physician], Charles Drew [physician], Elizabeth Blackwell [physician].

G2.2S.C1.PO2: I can identify science-related career opportunities. 

G2.3S.C2.PO2: I can describe important technological contributions made by people, past and present: automobile - Henry Ford, airplane - Wilbur and Orville Wright, telephone - Alexander G. Bell. 

G2.1S.C1.PO1: I can formulate relevant questions about the properties of objects, organisms, and events in the environment. 

G2.1S.C1.PO2: I can predict the results of a science investigation.

G2.1S.C2.PO1: I can follow safety rules and procedures in science.

G2.1S.C2.PO2: I can participate in guided investigations in life, physical, and earth and space sciences. 

G2.1S.C2.PO4: I can record data from guided investigations in an organized and appropriate format (e.g., lab book, log, notebook, chart paper). 

G2.1S.C3.PO1: I can organize data using graphs, tables, and journals.

G2.1S.C3.PO2: I can construct reasonable explanations of observations on the basis of data obtained (e.g., Based on the data, does this make sense? Could this really happen?).

G2.1S.C3.PO3: I can compare the results of the investigation to predictions made prior to the investigation. 

G2.1S.C3.PO4: I can generate questions for possible future investigations based on the conclusions of the investigation.

G2.1S.C4.PO1: I can tell, draw, or write the results of science investigation.

G2.1S.C4.PO2: I can tell, draw, or write the results of a science investigation to others.

G2.1SS.C1.PO3: I can recognize how archeological research adds to our understanding of the past.

G2.1SS.C2.PO1: I can recognize that prehistoric Native American mound-building cultures lived in Central and Eastern North America.

G2.1SS.C4.PO1: I can describe how American colonists and Native Americans lived in the area of the Thirteen Colonies which was ruled by England. 

G2.1SS.C4.PO6: I can discuss how the need for a strong central government led to the writing of the Constitution and Bill of Rights.

G2.3SS.C1.PO1: I can explain the history and meaning of the Capitol and Liberty Bell. 

G2.3SS.C1.PO2: I can explain the different ways the U.S. Constitution gives Americans common laws and protects their rights.

G2.3SS.C2.PO1: I can identify the three branches of national government as represented by the President, Congress, and the Supreme Court.

G2.3SS.C2.PO3: I can recognize how Arizona and the other states combine to make a nation. 

G2.3SS.C4.PO1: I can discuss examples of responsible citizenship in the school setting and in stories about the past and the present. 

G2.3SS.C4.PO2: I can describe the rights and responsibilities of citizenship: a) elements of fair play, good sportsmanship, and the idea of treating others the way you want to be treated b) importance of participation and cooperation in a classroom and community c) why we have rules and the consequences for violating them d) responsibility of voting. 

G2.3SS.C4.PO3: I can describe the importance of students contributing to a community (e.g. , helping others, working together and service projects). 

G2.3SS.C4.PO4: I can identify traits of character (e.g., honesty , courage, cooperation and patriotism) that are important to the preservation and improvement of democracy. 

G2.4SS.C1.PO1: I can recognize different types of maps (e.g., political, physical, thematic) serve various purpose. 

G2.4SS.C1.PO2: I can identify the parts of a map. 

G2.4SS.C1.PO3: I can construct a map of a place I know, including a title and a compass rose. 

G2.4SS.C1.PO4: I can construct tally charts and pictographs to display geographic information (e.g., birthplace- city or state). 

G2.4SS.C1.PO5: I can recognize characteristics of human and physical features: a) physical ( i.e., ocean, continent , river, lake, mountain range, coast, sea, desert) b) human (i.e., equator, Northern and Southern Hemispheres, North and South Poles, city, state, county). 

G2.4SS.C1.PO6: I can locate physical and human features using maps, illustrations, images or globes: a) physical ( i.e., ocean, continent, river, lake, mountain range, coast, sea, desert) b) human (i.e., equator, Northern and Southern Hemispheres, North and South Poles, city, state, county). 

G2.4SS.C2.PO3: I can discuss physical features (e.g., mountains, rivers, deserts) in the world.

G2.1SS.C1.PO1: I can place important life events in chronological order on a timeline. 

G2.1SS.C1.PO2: I can sequence American historical events on a timeline. 

G2.1SS.C1.PO4: I can use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past.

G2.1SS.C1.PO5: I can retell stories to describe past events, people and places. 

G2.1SS.C4.PO2: I can recognize dissatisfaction with England’s rules as a key issue that led to the Revolutionary War.

G2.1SS.C4.PO3: I can explain how the colonists showed that they were angry with British Rule. 

G2.1SS.C4.PO5: I can tell how the United States became a country because of the Revolutionary War. 

G2.1SS.C5.PO1: I can identify the reasons people have for coming to the United States. 

G2.1SS.C5.PO2: I can explain why people moved west. 

G2.1SS.C5.PO3: I can discuss the experiences (e.g., leaving homeland, facing unknown challenges) of the pioneers as they journeyed west to settle new lands. 

G2.1SS.C5.PO4: I can explain how transportation helped people move west. 

G2.1SS.C5.PO5: I can discuss the effects of Westward Expansion on Native Americans (e.g., loss of land, depletion of the buffalo, establishment of reservations, government boarding schools). 

G2.1SS.C10.PO3: I can recognize current Native American tribes in the United States (e.g., Navajo, Cherokee, Lakota, Iroquois, Nez Perce).

G2.4SS.C4.PO6: I can explain the difference between city, state, country, and continent. 

G2.5SS.C1.PO4: I can explain how people trade goods and services. 

G2.2SS.C1.PO1: I can place important life events in chronological order on a timeline. 

G2.2SS.C1.PO2: I can sequence World historical events on a timeline. 

G2.2SS.C1.PO3: I can recognize how archeological research adds to our understanding of the past.

G2.2SS.C1.PO4: I can use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past. 

G2.2SS.C1.PO5: I can retell stories to describe past events, people and places.

G2.2SS.C2.PO1: I can explain how civilizations developed in China, India and Japan. 

G2.2SS.C2.PO2: I can tell how art, architecture and inventions contributed to the development of Asia. 

G2.4SS.C2.PO1: I can identify through images of content studied (e.g., Japan, China, The United States) how places have distinct characteristics. 

G2.4SS.C2.PO2: I can discuss human features (e.g., cities, parks, railroad tracks, hospitals, shops, schools) in the world. 

G2.4SS.C2.PO4: I can discuss the ways places change over time. 

G2.4SS.C4.PO5: I can tell about how Asian civilizations have changed over time. 

G2.1SS.C10.PO1: I can use information from written documents, oral presentations, and the media to describe current events.

G2.1SS.C10.PO2: I can compare and contrast current events with historical events. 

G2.2SS.C5.PO1: I can describe how expanding trade (e.g., Marco Polo’s travels to Asia) led to the exchange of new goods (i.e. spices, silk) and ideas. 

G2.2SS.C9.PO1: I can use information from written documents, oral presentations, and the media to describe current events.

G2.3SS.C1.PO1: I can explain the history and meaning of national symbols, documents, songs, and monuments. 

G2.3SS.C1.PO3: I can summarize the importance of national holidays. 

G2.4SS.C4.PO1: I can discuss housing and land use in urban and rural communities.

G2.4SS.C4.PO2: I can describe the reasons (e.g., jobs, climate, family) for human settlement patterns. 

G2.4SS.C4.PO4: I can discuss elements of culture (e.g., food, clothing, housing, sports, customs, beliefs) in a community of areas studied. 

G2.4SS.C5.PO1: I can identify the ways humans depend on, adapt to and impact the earth. 

G2.4SS.C6.PO1: I can discuss geographic concepts related to current events. 

G2.4SS.C6.PO2: I can use geography concepts and skills (e.g., patterns, mapping, graphing) to find solutions for problems (e.g., trash, leaky faucets, bike paths, traffic patterns) in the environment.

G2.5SS.C1.PO3: I can identify differences among natural resources (e.g., water, soil, and wood), human resources (e.g., people at work), and capital resources (e.g., machines, tools, and buildings). 

G2.5SS.C1.PO6: I can recognize that some goods are made in the local community and some are made in other parts of the world. 

G2.5SS.C1.PO7: I can discuss how people can be both producers and consumers of goods and services.

G2.5SS.C5.PO1: I can discuss costs and benefits of personal savings.

2.L.01a-f: The Highly Proficient student can use parts of speech correctly in simple and more complex sentences including; collective nouns, irregular plural nouns, reflexive pronouns, irregular verbs, adjectives and adverbs.

2.L.01g: The Highly Proficient student can produce, expand, and rearrange complete simple and compound sentences with the use of transition words in a verbal discussion or a piece of writing. 

2.L.02a: The Highly Proficient student can use capital letters for pronouns, proper nouns, and the beginning of a sentence and justify their reasoning.

2.L.04d: The Highly Proficient student can determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. d. Use sentence-level context as a clue to the meaning of a word or phrase. 

2.R.RF.03c/2.WF.03b1b2: The Highly Proficient student can identify and decode words using the six syllable types in multi-syllable words.

2.W.03: The Highly Proficient student can write a well-organized narrative that includes a strong sense of main ideas, characters, details, sequence of events, and a sense of closure. 

2.L.02c: The Highly Proficient student can create a piece of writing that consistently uses apostrophes to correctly punctuate contractions and possessive words.  

2.L.04c: The Highly Proficient student can use the meaning of individual words to predict the meaning of compound words.  

2.L.04e: The Highly Proficient student can use a glossary, dictionary, or internet to determine the meaning of a word or phrase and applies this to the writing. 

2.W.02: The Highly Proficient student can write a variety of informative texts that introduce a topic using facts and definitions effectively to explain points with a strong topic and concluding section.

2.WF.03c: The Highly Proficient student can identify words with suffixes in a given paragraph.  They can define them and divide them into root word-suffix. 

2.L.02d: The Highly Proficient student can edit and revise common mistakes in spelling patterns and consistently use spelling patterns correctly in their own writing. 

2.L.04ab: The Highly Proficient student can use root words, prefixes, and suffixes to understand the meaning of an unknown word and justify the meaning.

2.L.06: The Highly Proficient student can create a well-organized and detailed response to a story using adjectives and adverbs.

2.W.01: The Highly Proficient student can write a well-organized, detailed opinion on a topic or book using linking words that clearly support their reasoning. 

2.R.WF.02: The Highly Proficient student can demonstrate and apply sound-letter concepts. a. Write the most common graphemes (letters or letter groups) for each phoneme. For example: 1. Consonants: /s/= s, ss, ce, ci, cy, /f/= f, ff, ph, /k/= c, k, ck 2. Vowels: /o/= o, o_e, oa, ow (long o), /a/= a, a_e, ai, ay, eigh (long a)

2.W.05: The Highly Proficient student can review a draft for errors in conventions independently that strengthens their writing.

2.W.06: The Highly Proficient student can use both digital and non-digital tools to create, rewrite, and illustrate a piece of writing to share with an audience.

2.W.07: The Highly Proficient student can use multiple informational sources to create a well-organized research report that includes a title, main idea, and supporting details.

2.L.01h: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. h. Identify and use declarative, interrogative, imperative, and exclamatory sentences.

2.L.01i: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. i. With assistance, link sentences into a simple, cohesive paragraph that contains: a main idea, supporting details, and a conclusion.

2.L.03: Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Compare formal and informal uses of English.

2.L.05: Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Identify synonyms and antonyms to distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

2.W.04: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards W.01–03). 

2.W.08: Recall information from experiences or gather information from provided sources to answer a question. 

2.WF.01: Demonstrate and apply handwriting skills. a. Write legibly in manuscript using correct letter formation. b. Transcribe ideas in manuscript with automaticity and proper spacing.