Second Grade
Team
2nd Grade Curriculum
Math
- Bridges Family Resources
- August/September
- October
- November/December
- December/January
- February/March
- March/April
- April/May
Bridges Family Resources
August/September
October
November/December
December/January
February/March
March/April
Unit 5: Place Value to One Thousand
Learning Targets
- Students understand place value and quantities of numbers to 1000
- Students solve story problems using pennies, nickels, dimes, and quarters
- Students mentally add and subtract multiples of 10, 100, and 1,000
Unit 6: Geometry
Learning Targets
- Students describe attributes of 2-dimensional (2D) shapes
- Students find the are of rectangles
- Students compose and decompose shapes
- Students work on symmetry and fractions of shapes
April/May
Unit 6: Geometry
Learning Targets
- Students describe attributes of 2-dimensional (2D) shapes
- Students find the are of rectangles
- Students compose and decompose shapes
- Students work on symmetry and fractions of shapes
Unit 7: Measurement, Fractions, Multi-Digit Computation with Hungry Ants
Learning Targets
- Students measure lengths in metric units
- Students use fractions as division
- Students add and subtract three-digit numbers
- Students write and solve story problems
Reading
Really Great Reading: Foundational Reading Skills-HD Word
Book 1
Learning Targets
- Oral Reading:
- I can read three one-minute passages accurately and fluently.
- I can read with at least 98% accuracy.
- I can improve the number of words I read correctly each minute.
- Phonemic Awareness: Short and Long Vowel Phonemes
- I can identify short and long vowel sounds in words.
- I can blend sounds together to make words.
- I can segment words into individual sounds.
- I can add sounds to make new words.
- I can subtract sounds from words to make new words.
- I can substitute sounds in words to create different words.
- Phonics:
- I can read and spell one-, two-, and three-syllable closed syllable words with digraphs and blends.
- I can read and spell words with trigraphs and three-sound blends.
- I can read and spell one-syllable words with open syllables.
- I can read and spell words with the chunk ing.
- I can identify and use open and closed syllable patterns in two-, three-, and four-syllable words.
- I can read and spell two-, three-, and four-syllable words with schwa sounds.
- I can read and spell two-, three-, and four-syllable words with vowel-consonant-e patterns.
- I can read and spell one- and two-syllable words with long e, a, i, and o vowel teams.
- I can recognize and use less common long e vowel team spellings.
- Student Practice:
- I can sort words by spelling patterns and sounds.
- I can use detective work strategies to solve unfamiliar words.
- I can read phrases smoothly and accurately.
- I can read sentences fluently and with understanding.
- I can complete extension activities to strengthen my learning.
- I can read heart words quickly and automatically.
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Book 2
Learning Targets
- Oral Reading:
- I can read three one-minute passages accurately and fluently.
- I can read with at least 98% accuracy.
- I can improve the number of words I read correctly each minute.
- Phonemic Awareness: R-Controlled and Diphthong Phonemes
- I can identify r-controlled and diphthong vowel sounds in words.
- I can blend sounds together to make words.
- I can segment words into individual sounds.
- I can add sounds to make new words.
- I can subtract sounds from words to make new words.
- I can substitute sounds in words to create different words.
- Phonics: Student Practice:
- I can read and spell one- to four-syllable words with r-controlled syllables.
- I can read and spell one- to four-syllable words with diphthong syllables.
- I can sort words by spelling patterns and sounds.
- I can use detective work strategies to solve unfamiliar words.
- I can read phrases smoothly and accurately.
- I can read sentences fluently and with understanding.
- I can complete extension activities to strengthen my learning.
- I can read heart words quickly and automatically.
Book 3
Learning Targets
- Oral Reading:
- I can read three one-minute passages accurately and fluently.
- I can read with at least 98% accuracy.
- I can improve the number of words I read correctly each minute.
- I can answer comprehension questions about what I read.
- Phonics:
- I can read and spell one- to four-syllable words with chunks.
- I can read and spell two- to four-syllable words with consonant-le syllables.
- I can read and spell words with the Latin chunks -tion, -sion, -ture, -cial, -tial, -cious, and -tious.
- I can identify and use the hard and soft sounds of c and g in words.
- I can read and spell two- to four-syllable words with consonant suffixes and vowel suffixes.
- I can apply the 1-1-1 Doubling Rule in two- to four-syllable words.
- I can identify and apply the three sounds of -ed in one- to four-syllable words.
- I can read and spell two- to four-syllable words with prefixes.
- I can read and spell two- to four-syllable words with prefixes and suffixes.
- I can read and spell one- to four-syllable words with closed syllable exceptions.
- Student Practice:
- I can sort words by spelling patterns and sounds.
- I can use detective work strategies to solve unfamiliar words.
- I can read phrases smoothly and accurately.
- I can read sentences fluently and with understanding.
- I can complete extension activities to strengthen my learning.
- I can read heart words quickly and automatically.
Arts & Letters: Knowledge Building Topics
1st Quarter
A Season of Change
How does seasonal change affect nature and people?
- Knowledge Threads
- Changes in weather and light cause seasonal changes in nature.
- Each season has different characteristics.
- Navigating change can feel scary, but the process can feel less scary when people do it
together. - People and animals respond to seasonal changes.
- Learning Targets
- I can build knowledge about seasonal change by reading literary and informational texts.
- I can recount stories about seasonal change by describing story elements and explaining how characters respond to challenges.
- I can identify the main topics of informational texts and explain connections between different steps of seasonal change.
- I can describe how illustrations and images about seasonal change help me better understand a text.
- I can write stories about the effects of seasonal change using sensory details and time-order words.
- I can participate in class discussions about seasonal change by speaking clearly, sharing details about a topic or experience, and using complete sentences.
2nd Quarter
The American West
How has life in the American West changed over time?
- Knowledge Threads
- Before settlers arrived in the American West, Native American tribes who lived there
depended on the land and animals to survive. - Many Native American communities continue traditions to preserve their culture.
- Settlers moved west to make a new life.
- Preservation efforts have partially restored the grasslands and buffalo of the Great
Plains.
- Before settlers arrived in the American West, Native American tribes who lived there
- Learning Targets
- I can build knowledge about the American West by reading literary and informational texts.
- I can use a variety of vocabulary strategies to determine the meanings and impact of words and phrases about the American West.
- I can use text features to identify important information and explain how those features help readers learn about the American West.
- I can write informative paragraphs about the American West using evidence from informational texts.
- I can edit my writing for correct use of nouns and verbs.
- I can participate in discussions about how the American West has changed over time by listening carefully and taking turns when speaking.
3rd Quarter
Civil Rights Advocates
How did civil rights advocates respond to injustice?
- Knowledge Threads
- People responded to injustice with words.
- People responded to injustice with actions.
- People responded to injustice by challenging or proposing laws.
- Learning Targets
- I can build knowledge about civil rights advocates and their responses to injustice by reading literary and informational texts.
- I can use a variety of vocabulary strategies to determine the meanings of words and phrases about civil rights advocates.
- I can analyze point of view by examining dialogue in literary texts.
- I can examine multiple sources about civil rights to identify important information and explain connections across texts.
- I can conduct research and write informative paragraphs about civil rights advocates and how they responded to injustice.
- I can create and present a digital display about how civil rights advocates responded to injustice.
- I can participate in class discussions about civil rights advocates by supporting my ideas with strong evidence from texts and building on the ideas of others.
4th Quarter
Good Eating
How does food nourish us?
- Knowledge Threads
- Food can nourish people physically and emotionally.
- Preparing and eating food can be a way to learn about the history and culture of a
community. - Sharing food can connect people and build community.
- Different body parts work together to digest food and convert its energy into a form the
body can use.
- Learning Targets
- I can build knowledge about how food nourishes us by reading literary and informational texts.
- I can use a variety of vocabulary strategies to determine the meanings of words and phrases about food and the digestive system.
- I can describe the overall structure of a story and explain how the rhythm of words and phrases adds meaning to the story.
- I can explain how an author supports points with reasons in an informational text.
- I can compare two texts that tell similar stories or share the same topic.
- I can write opinion paragraphs about how food nourishes us using reasons and supporting evidence from texts.
- I can create an audio recording that shares my opinion about which organ in the digestive system does the most important job.
- I can create and present a visual display about two healthy snack choices.
- I can participate in class discussions about how food nourishes us by asking questions, understanding others’ ideas, and respectfully agreeing or disagreeing.
Science
August/September
Life Science: Animal Biodiversity Unit (Animal Adventures)
Learning Targets
- Students observe the traits of different animals and use that information to organize them into groups based on their characteristics
- Students observe animals, plants, and the physical characteristics of two different habitats. They collect and analyze data to compare the biodiversity between the two habitats
- Students identify frogs based on their unique calls and use that information to determine the level of frog species diversity within multiple habitats
- Students investigate which kinds of birds are likely to visit a bird feeder based on what they eat and design and build a prototype bird feeder that attracts a specific type of bird
October/November
Life Science: Animal Biodiversity Unit (Animal Adventures)
Learning Targets
- Students observe the traits of different animals and use that information to organize them into groups based on their characteristics
- Students observe animals, plants, and the physical characteristics of two different habitats. They collect and analyze data to compare the biodiversity between the two habitats
- Students identify frogs based on their unique calls and use that information to determine the level of frog species diversity within multiple habitats
- Students investigate which kinds of birds are likely to visit a bird feeder based on what they eat and design and build a prototype bird feeder that attracts a specific type of bird
Life Science: Plant Adaptations Unit (Plant Adventures)
Learning Targets
- Students develop physical models of seed structures. They observe how structure affects the seed’s function in dispersing away from the tree
- Students develop a model of a furry animal and then use it to test how far seed models with different structures can travel
- Students conduct an investigation to determine that plants need water and light to grow
- Students plan and conduct a series of virtual experiments in order to determine how much water and sunlight a set of mystery plants need in order to stay healthy and survive
December - February
Earth & Space Science: Erosion & Earth's Surface Unit (Work of Water)
Learning Targets
- Students develop a model of the Earth’s surface and use it to discover an important principle about how rivers work: rivers flow downhill, from high places to low places
- Students investigate the effects of rocks tumbling in a river. Based on their observations, they construct an explanation for why rocks on the top of mountains are much bigger than the sand at the beach
- Students use a model (i.e. a map) to examine the different factors, including the shapes and kinds of land, that contribute to flash floods. They use this to predict where flash floods are most likely to happen
- Students create a model landform and investigate how some Earth events can occur quickly, while others occur slowly
- Students compare multiple solutions for preventing erosion
March - May
Physical Science: Material Properties Unit (Material Magic)
Learning Targets
- Students investigate different material properties, such as flexibility and absorbency, and use those properties to design and build a hat that protects them from the sun
- Students conduct an investigation of conductors and insulators in order to determine which are best suited for allowing people to handle hot items
- Student conduct an investigation of different materials in order to determine which are most and least easily melted
- Students design a new invention that takes advantage of the unique properties of a futuristic material
- Students construct an evidence- based account of how a structure built of paper can be disassembled and rebuilt in new ways
- Students conduct an investigation where they examine three different soil models. They use this information to determine which type of soil has the properties that will result in the best mud that can be used to build a house
Social Studies
Writing
1st Quarter
A Season of Change
Narrative Writing
Learning Targets:
Knowledge
- I can explain how seasonal changes affect nature.
- I can explain how seasonal changes affect people.
Writing
- I can create a character for my story.
- I can describe a setting using details from the season.
- I can include a problem in my story.
- I can include a solution to the problem in my story.
- I can use sensory details to describe experiences and events.
- I can use time-order words such as first, then, and finally to show the sequence of events.
- I can write an ending that gives my story closure.
Language Goals
- I can write complete sentences with a subject and predicate.
- I can use learned spelling patterns when writing unfamiliar words.
2nd Quarter
The American West
Informative Writing (Research)
Learning Targets:
Knowledge
- I can explain why buffalo were important to the Lakota people.
Writing
- I can write an introduction sentence related to my topic.
- I can write a clear focus sentence that introduces the main idea of my paragraph.
- I can use evidence from a text to support my writing.
- I can explain how evidence supports the focus of my paragraph.
- I can write a clear conclusion sentence that restates the main idea.
Language Goals
- I can use nouns correctly in my sentences.
- I can use past tense verbs correctly.
- I can capitalize geographic names correctly.
3rd Quarter
Civil Rights Advocates
Informative Writing (Research)
Learning Targets:
Knowledge
- I can explain how people responded to injustice through their words and actions.
Writing
- I can write an introduction sentence related to my topic for each paragraph.
- I can write a clear focus sentence that introduces the main idea of each paragraph.
- I can use evidence from module texts to support my writing.
- I can explain how evidence supports the focus sentence of each paragraph.
- I can write a clear conclusion sentence that restates the main idea of each paragraph.
Language Goals
- I can use learned spelling patterns when writing unfamiliar words.
- I can use appropriate pronouns to replace nouns correctly.
- I can use adjectives to add detail to my writing.
4th Quarter
Good Eating
Opinion Writing
Learning Targets:
Knowledge
- I can explain the nutrients found in different foods.
- I can explain how nutrients help the body stay healthy.
Presentation
- I can use details in a visual display to show healthy food choices.
- I can create a title for my visual display.
- I can label foods in my visual display.
- I can label the nutrients found in foods.
- I can clearly state my opinion about healthy snack choices during a presentation.
- I can explain how my visual display supports my opinion about healthy foods.
- I can support my opinion with strong evidence from module texts.
- I can use formal English during my presentation.
Language Goals
- I can use learned spelling patterns when writing titles and labels.
Curriculum Resources
MathBridges Math; ZEARN (Supplemental Resource)
Reading/English/Social Studies Science English Language Development