Second Grade
Integrated Arts
August
- I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 2nd grade.
- I can identify and use various materials and techniques using a sequential process.
- I can combine the use of elements of art and principles of design to communicate ideas.
- I can share personal experiences and preferences in response to works of art.
- I can use a developmentally appropriate singing voice and physically show melodic contour.
- I can describe the music performed and presented in my grade level by moving, drawing, or through other appropriate responses.
September
- I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 2nd grade.
- I can identify and use various materials and techniques using a sequential process.
- I can combine the use of elements of art and principles of design to communicate ideas.
- I can share personal experiences and preferences in response to works of art.
- I can use a developmentally appropriate singing voice and physically show melodic contour.
- I can describe the music performed and presented in my grade level by moving, drawing, or through other appropriate responses.
October
- I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 2nd grade.
- I can identify and use various materials and techniques using a sequential process.
- I can combine the use of elements of art and principles of design to communicate ideas.
- I can share personal experiences and preferences in response to works of art.
- I can use a developmentally appropriate singing voice and physically show melodic contour.
- I can describe the music performed and presented in my grade level by moving, drawing, or through other appropriate responses.
November
- I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 2nd grade.
- I can identify and use various materials and techniques using a sequential process.
- I can combine the use of elements of art and principles of design to communicate ideas.
- I can share personal experiences and preferences in response to works of art.
- I can use a developmentally appropriate singing voice and physically show melodic contour.
- I can describe the music performed and presented in my grade level by moving, drawing, or through other appropriate responses.
December
- I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 2nd grade.
- I can identify and use various materials and techniques using a sequential process.
- I can combine the use of elements of art and principles of design to communicate ideas.
- I can share personal experiences and preferences in response to works of art.
- I can use a developmentally appropriate singing voice and physically show melodic contour.
- I can describe the music performed and presented in my grade level by moving, drawing, or through other appropriate responses.
January
- I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 2nd grade.
- I can identify and use various materials and techniques using a sequential process.
- I can combine the use of elements of art and principles of design to communicate ideas.
- I can share personal experiences and preferences in response to works of art.
- I can use a developmentally appropriate singing voice and physically show melodic contour.
- I can describe the music performed and presented in my grade level by moving, drawing, or through other appropriate responses.
February
- I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 2nd grade.
- I can identify and use various materials and techniques using a sequential process.
- I can combine the use of elements of art and principles of design to communicate ideas.
- I can share personal experiences and preferences in response to works of art.
- I can use a developmentally appropriate singing voice and physically show melodic contour.
- I can describe the music performed and presented in my grade level by moving, drawing, or through other appropriate responses.
March
- I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 2nd grade.
- I can identify and use various materials and techniques using a sequential process.
- I can combine the use of elements of art and principles of design to communicate ideas.
- I can share personal experiences and preferences in response to works of art.
- I can use a developmentally appropriate singing voice and physically show melodic contour.
- I can describe the music performed and presented in my grade level by moving, drawing, or through other appropriate responses.
April
- I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 2nd grade.
- I can identify and use various materials and techniques using a sequential process.
- I can combine the use of elements of art and principles of design to communicate ideas.
- I can share personal experiences and preferences in response to works of art.
- I can use a developmentally appropriate singing voice and physically show melodic contour.
- I can describe the music performed and presented in my grade level by moving, drawing, or through other appropriate responses.
May
- I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 2nd grade.
- I can identify and use various materials and techniques using a sequential process.
- I can combine the use of elements of art and principles of design to communicate ideas.
- I can share personal experiences and preferences in response to works of art.
- I can use a developmentally appropriate singing voice and physically show melodic contour.
- I can describe the music performed and presented in my grade level by moving, drawing, or through other appropriate responses.
June
- I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 2nd grade.
- I can identify and use various materials and techniques using a sequential process.
- I can combine the use of elements of art and principles of design to communicate ideas.
- I can share personal experiences and preferences in response to works of art.
- I can use a developmentally appropriate singing voice and physically show melodic contour.
- I can describe the music performed and presented in my grade level by moving, drawing, or through other appropriate responses.
Reading
August
Skills 1
Unit Summary
This unit focuses on reviewing various spellings, with an emphasis on consonant sounds, high-frequency Tricky Words (words with spellings that do not play by the code rules), and one- and two-syllable words. A Student Performance Assessment is provided to determine students’ readiness for Grade 2 foundational skills instruction. Overall Learning Outcomes: Review letter-sound correspondences
● I can read and write words with short vowel sounds.
● I can read and spell Tricky Words from the CKLA Grade 1 curriculum.
● I can read and write one- and two-syllable words.
● I can read and spell words with suffixes ‒ing and ‒ed.
● I can read, write, and pronounce words with the past tense suffix ‒ed (pronounced three different ways-/t/, /ed/, /d/).
● I can spell grade-level words correctly.
● I can write sentences with correct capitalization and punctuation.
Knowledge Domain 1Fortunes and Feats: Fairy Tales and Tall Tales Unit Summary In this domain, students are introduced to four diverse fairy tales: “The Fisherman and His Wife,” “The Emperor’s New Clothes,” “Beauty and the Beast,” and “The Magic Pitcher.” While reading these stories, students consider characteristic elements of fairy tales and the problems characters face, as well as the lessons each story conveys. Students then turn to the American frontier and delve into tall tales about Paul Bunyan, Pecos Bill, John Henry, and Casey Jones. In doing so, they learn about the characteristics of tall tales, such as the use of exaggeration and larger-than-life characters.
Overall Learning Outcomes
● I can demonstrate understanding of the fairy tale and tall tale genres, including the concept of exaggeration.
● I can identify a purpose for listening.
● I can identify regular and irregular plural nouns.
● I can compare and contrast two tall tales using a Venn diagram.
● I can compare and contrast two characters using a Venn diagram.
September
Skills 1 continued (see August)
Knowledge Domain 1 continued (see August)
Knowledge Domain 2
The Birthplace of Democracy: Ancient Greece Unit Summary
Students explore the civilization of ancient Greece and see the ways in which parts of that world are present in our world—in language, government, art, architecture, the Olympics, and more. Students learn about the city-states of Sparta and Athens, the emergence of democracy, gods and goddesses of ancient Greece. and the philosophers Socrates, Plato, and Aristotle. Students continue to develop their writing skills as they create compound sentences using conjunctions.
Overall Learning Outcomes
● I can demonstrate understanding of key vocabulary.
● I can make predictions about what will happen in a text.
● I can compare and contrast the way of life in two Greek city-states.
● I can determine the importance of various leaders and events in ancient Greece.
October
Skills 2
This unit focuses on learning various spellings, with an emphasis on vowel sounds. Students read one- and two-syllable words, as well as contractions. They practice reading and spelling a number of high-frequency Tricky Words. Students also learn about the use of quotation marks, and they begin to receive instruction in the writing process as they craft narrative and opinion pieces. Overall Learning Outcomes
● I can review letter-sound correspondences
● I can read one- and two-syllable words with short and long vowels, including vowels with spelling alternatives
● I can read contractions and identify their non-contracted equivalents
● I can read and spell high-frequency Tricky Words
● I can spell grade-level words correctly
Knowledge domain 2 continued (see September)
Knowledge domain 3 Legends and Heroes: Greek Myths
Unit Summary: Building on the Birthplace of Democracy: Ancient Greece domain, students explore several well-known Greek myths and mythical characters. Characters include Prometheus, Pandora, Demeter and Persephone, Arachne the Weaver, Oedipus and the Sphinx, Theseus and the Minotaur, and others. Students examine story elements in myths and learn about common characteristics in these compelling stories. They also practice sequencing story events and use information from the text to make predictions about the events in a Greek myth.
Overall Learning Outcomes
● I can identify Greek myths as a type of fiction.
● I can identify common characteristics of Greek myths.
● I can demonstrate understanding of key vocabulary.
● I can sequence story events and make predictions.
● I can plan, draft, revise, edit, publish, and present a fictional narrative.
● I can collect and synthesize information using graphic organizers.
November
Skills 3
Unit Summary: This unit introduces students to spelling alternatives for vowel sounds and Tricky Spellings (spellings that can represent more than one sound). Students also practice writing a personal narrative. Grammar instruction focuses on capitalization, quotation marks, ending punctuation, and common and proper nouns. In addition, students are introduced to antonyms and synonyms. A Student Performance Assessment is provided to determine students’ progress with grade-level skills. Overall Learning Outcomes ● I can review letter-sound correspondences.
● I can read words with short and long vowels, including vowels with spelling alternatives.
● I can read and write words with Tricky Spellings.
● I can read and spell high-frequency Tricky Words.
● I can use capitalization, quotation marks, and ending punctuation correctly.
● I can identify and use common and proper nouns, antonyms, synonyms, and verbs.
Knowledge 4
Our Planet: Cycles in Nature Unit Summary. Through this introduction to the natural cycles that make life on Earth possible, students will learn how the seasonal, plant, animal, and water cycles are connected and interdependent. Nature poems by Emily Dickinson and Robert Louis Stevenson provide a literary perspective on these topics. Students will use domain-specific vocabulary to sequence and summarize their knowledge about the life cycles of plants, animals, and insects. In grammar, students will learn and practice reflexive pronouns as well as complete a syntactic awareness activity to strengthen their understanding of adverbs.
Overall Learning Outcomes
● I can demonstrate understanding of key vocabulary.
● I can collect and synthesize information using note-taking tools.
● I can participate in a shared research project by recording observations of scientific phenomena.
● I can write an informative paragraph using facts gathered about the life cycle of a frog.
December
Skills 3 continued (see November)
Knowledge domain 5
Butterflies, Bees, and Beetles: Insects Unit Summary In this domain, students learn about the characteristics of insects—the largest group of animals on Earth. They explore insect life cycles, social insects (such as bees and ants), and insects that glow and/or sing (such as fireflies, grasshoppers, and katydids). They also consider helpful and harmful aspects of insects. Students advance their grammatical knowledge by learning about and practicing the use of collective nouns. In addition, they develop their writing and argumentation skills in preparation for crafting an opinion piece.
Overall Learning Outcomes
● I can demonstrate understanding of key vocabulary.
● I can plan, draft, revise, and publish an opinion piece.
● I can deepen comprehension of and cite evidence from a text.
January
Skills 4
Unit Summary
Students are introduced to more spelling alternatives for vowel sounds and three Tricky Spellings. They also practice persuasive writing when crafting a friendly letter. For grammar, students review singular and plural nouns, along with common and proper nouns. In addition, they learn about the formation of irregular plural nouns as well as how to use action verbs and to be verbs.
Overall Learning Outcomes
● Read and write words with alternative vowel spellings
● Use capitalization, quotation marks, and ending punctuation correctly
● Identify and use irregular plural nouns
● Use apostrophes to show possession
● Use titles such as Mr. and Mrs., as well as other proper nouns
● Use the past and present tense of the verb to be
Knowledge domain 6:
A House Divided: The American Civil War
Unit Summary
In this domain, students explore a critical period in American history—the Civil War—laying the foundation for more in-depth study in later grades. They learn about conflicts over slavery and also become familiar with historical figures such as Clara Barton, Joseph De Castro, Ulysses S. Grant, Robert E. Lee, Abraham Lincoln, and Harriet Tubman.
Overall Learning Outcomes
● I can demonstrate understanding of key vocabulary.
● I can describe the life and contributions of Harriet Tubman.
● I can understand the purpose of the Underground Railroad.
● I can describe the adult life of Abraham Lincoln and understand the importance of his role in the Civil War.
● I can explain that the Union’s victory reunited the North and South as one country and ended slavery.
● I can identify and record relevant information in a Civil War timeline and Civil War record book.
● I can deepen comprehension by citing evidence from a text.
February
Skills 4 continued (see January)
Skills 5 (continue into March and April)
Unit Summary
This unit introduces students to spelling alternatives for vowel sounds and the schwa sound. Students practice chunking phonemes as a means of reading multisyllabic words. They also review grammar skills, then learn about adjectives as well as how to identify the subject and predicate of a complete sentence. Students continue to practice narrative writing by rewriting the ending of a story from their Student Reader. A Student Performance Assessment is provided to determine students’ progress with grade-level foundational skills.
Overall Learning Outcomes
● I can read and write words with alternative vowel spellings.
● I can alphabetize words.
● I can read and write words with /ə/ ( schwa ) sounds.
● I can identify the subject and predicate of complete sentences.
● I can understand and use adjectives in sentences.
● I can use correct capitalization, punctuation, and grammar in writing.
● I can read and write words with suffix ‒tion.
● I can use the writing process to compose a different ending to a story from the Reader.
Knowledge domain 7
Sounds and Stanzas: Poetry
Unit Summary
This domain introduces students to the world of poetry, building on their initial exposure to sound and rhythm in earlier grades and exploring poetic elements and interpretations. Lesson-level activities allow students to engage with poetry by imitating strategies used by poets, analyzing literary choices, and practicing foundational skills through rhyming and alliteration. Ultimately, students use what they have learned to write their own poems. The domain features a variety of poems, ranging from familiar works—like Gelett Burgess’s “The Purple Cow” and Shel Silverstein’s “Openin' Night”—to less familiar pieces by contemporary poets, such as Naomi Shihab Nye and Nikki Giovanni. Despite the diversity in authorship, the poems are united by their use of poetry elements and engagement with sound and rhythm.
Overall Learning Outcomes
● I can identify and discuss poetry elements in various poems.
● I can practice using poetry elements, including onomatopoeia, rhyme, alliteration, personification, and anaphora.
● I can use the 5 Ws to demonstrate understanding of key details in a text.
● I can write, revise, and present an original memory poem.
March
Skills 5 continued (see February)
Knowledge domain 8
Making a Difference: Creating Change
Unit Summary
In this domain, students learn about eleven historical and contemporary people who created positive changes for their communities, their country, or the world. These figures include Susan B. Anthony, Eleanor Roosevelt, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Martin Luther King, Jr., Cesar Chavez, Faith Florez, Kelvin Doe, Mikaila Ulmer, Sydney Etzel, and Lauren Anderson. Students explore how these individuals connected ideas with actions.
Overall Learning Outcomes
● I can demonstrate understanding of key vocabulary.
● I can identify the author’s reasons for their opinion.
● I can discuss, ask, and answer questions about a topic and text.
● I can identify the main purpose of a text.
● I can use a timeline to make connections and sequence information to deepen comprehension.
● I can create a story map to identify important events in a text.
● I can write a narrative paragraph describing events from Read-Alouds using temporal words and descriptive language.
April
Skills 5 continued (see February and March)
Knowledge domain 9
Building Blocks: All About Nutrition
Unit Summary
Students learn about Anton van Leeuwenhoek and his pioneering work with the microscope. They then explore a number of topics regarding the human body, including cells, tissues, organs, and body systems—with a focus on the digestive and excretory systems. Finally, students learn about the elements of good nutrition and other keys to good health.
Overall Learning Outcomes
● I can demonstrate understanding of key vocabulary.
● I can cite evidence from a text when answering questions.
● I can make connections and sequence information to deepen comprehension.
● I can identify and record relevant information in My Human Body Journal.
● I can identify and write about nutritional benefits of school lunches from around the world.
May
Skills 6
Unit Summary
Students are introduced to several new spelling alternatives for vowel and consonant sounds. They review grammar skills, then learn about adverbs, how to distinguish complete from incomplete sentences, and how to identify and correct run-on sentences. Additionally, students are introduced to expository, or report, writing. A cumulative Student Performance Assessment is provided to determine students’ readiness for Grade 3 foundational skills instruction.
Overall Learning Outcomes
● I can read and write words with Tricky Spellings, as well as alternative vowel and consonant spellings.
● I can alphabetize words to the second letter.
● I can identify and use adverbs.
● I can identify complete and incomplete sentences.
● I can correct run-on sentences.
● I can use correct capitalization, punctuation, and grammar in writing.
● I can take notes on a text.
● I can use the writing process to compose a multi-paragraph report.
Knowledge domain 10
Taking Flight: The Age of Aviation
Unit Summary
In this domain, students explore the history of aviation, listening to stories about early aviators like the Montgolfier brothers, the Wright brothers, Aída de Acosta, and Amelia Earhart. They study the science of flight and physics concepts like lift and research the social impacts of flight on the world.
Overall Learning Outcomes
● I can demonstrate understanding of key vocabulary.
● I can cite textual evidence when answering questions.
● I can participate in the research process by brainstorming and asking questions.
● I can collect and synthesize information using note-taking tools.
● I can write an informational text about a notable aviator.
June
End-of-year assessments
Writing
August
Knowledge Domain 1:
Students generate different types of sentences and practice identifying and combining fragments to create more interesting, detailed sentences. Students also craft a friendly letter to a character from one of the Read-Alouds.
September
Knowledge Domain 1-continued from August
Knowledge Domain 2:
In this domain, students practice collecting and synthesizing information about ancient Greece to understand its different characteristics. They work independently to write a short opinion paragraph about whether they would prefer life in Athens or Sparta, and they use the writing process to craft an opinion piece about the most interesting element of Greek civilization. Additionally, students generate interrogative and cause-and-effect sentences using words and phrases from the Read-Alouds.
October
Knowledge Domain 3:
Following the writing process from planning to presentation, students write a brief summary and independently craft a narrative retelling of a Greek myth. Additionally, students generate interrogative sentences, convert questions into statements, identify parts of speech in scrambled sentences, and use conjunctions to expand their writing.
November
Knowledge Domain 4:
Students participate in a shared research project in which they record observations of scientific phenomena. During this project, they practice collecting and synthesizing information using note-taking tools like charts and graphic organizers. Students summarize their knowledge about natural cycles, and they independently write, edit, and revise an informative paragraph about the life cycle of a frog. Students also review what they have learned about sentence types, and they work to revise and expand sentences using conjunctions.
December
Knowledge Domain 5:
Students develop opinion pieces about which insect would make the best neighbor. They research, collect, synthesize, and record information about insects. Students also generate declarative, imperative, interrogative, and exclamatory sentences, and combine sentences using conjunctions.
January
Knowledge Domain 6:
Students write entries about important events that occurred during this time period into a Civil War record book and use facts to complete an informative paragraph. They also generate declarative, interrogative, exclamatory, and imperative sentences, and they practice ordering information in sentences to effectively convey a clear thought.
February
Knowledge Domain 7:
Throughout this domain, students emulate the tactics employed by the poets they are studying. They learn to use poetic features like anaphora, rhyme, and personification. Students generate questions and statements, and they use conjunctions to expand sentences orally and in writing.
March
Knowledge Domain 8:
Students will plan, draft, revise, edit, and publish their own narratives using temporal words and descriptive language about a person today working for a cause they believe in. Students will also practice writing the four sentence types using conjunctions and appositives.
April
Knowledge Domain 9:
Students use what they learn about nutrition to write about the health benefits of school lunches around the world. They then present the benefits of their assigned school lunch to their classmates. Students also work collaboratively to expand sentences by adding details and using conjunctions.
May
Knowledge Domain 10:
Students increase their understanding of the research process, which involves brainstorming, asking questions, gathering information from texts, and writing about what they have learned in order to present the information to others. Using the research process, they craft an informational text, then display their writing in an Aviators Hall of Fame. Students also combine and expand declarative, interrogative, exclamatory, and cause and effect sentences using conjunctions.
June
Math
August
Unit 1: Figure the Facts. I can add and subtract within 20. I can use strategies like doubles, making 10, and counting on. I can solve math facts quickly and explain my thinking. I can sort and organize information.
Number Corner: All Year-count by 10s each day (ex., day 1 of school is 10 and day 10 of school is 100). August/September: How many to get to 20? Odd and even numbers; count on and count back; adding 60 minutes per day.
September
Unit 1: Figure the Facts. I can add and subtract within 20. I can use strategies like doubles, making 10, and counting on. I can solve math facts quickly and explain my thinking. I can sort and organize information.
Number Corner: All Year-count by 10s each day (ex., day 1 of school is 10 and day 10 of school is 100). August/September: How many to get to 20? Odd and even numbers; count on and count back; adding 60 minutes per day.
October
Unit 2: Place Value & Measurement. I can count to 1,000 by 1s, 5s, 10s, and 100s.I can show numbers using tens and ones. I can compare numbers using >, <, and =. I can measure objects using different tools. I can use a number line to solve problems.
Number Corner: All Year-count by 10s each day (ex. day 1 of school is 10 and day 10 of school is 100) October: adding 5 minutes per day; counting by 3s and 4s; arrays (equal groups: 3x4 means 3 groups of 4); make tens and break tens/combinations to 10 (ex. If I see 6, I need 4 more to make 10; If I have 10 and 6 are taken away, I have 4 left); guess my number using the terms greater than/less than.
November
Unit 3: Addition & Subtraction Within 100. I can add and subtract within 100. I can use place value to help me solve problems. I can solve word problems with addition and subtraction. I can explain how I got my answer. I can make and read simple graphs.
Number Corner: All Year-count by 10s each day (ex., day 1 of school is 10 and day 10 of school is 100); November- telling time to the quarter hour; doubles and halves; doubles plus and minus one (ex., 6 + 6 = 12, so 6 + 7=13); arrays/rows and columns; measuring with cubes and craft sticks.
December
Unit 3: Addition & Subtraction Within 100. I can add and subtract within 100. I can use place value to help me solve problems. I can solve word problems with addition and subtraction. I can explain how I got my answer. I can make and read simple graphs.
Number Corner: All Year-count by 10s each day (ex. day 1 of school is 10 and day 10 of school is 100)
December- adding tens and nines; rows/columns; shapes and their attributes: number of sides, number of vertices, number of lines of symmetry, type of shape; surveys/graphing: how many more/less/total; counting off the decade using sticks (ones) and bundles (tens) (ex. 45, 55, 65 (adding tens) ... 66, 67, 68, 69 (adding ones))
January
Unit 4: Measurement. I can measure length using inches, feet, and yards. I can compare the length of objects. I can solve problems using measurement. I can describe parts of a whole (beginning fractions).
Number Corner: All Year-count by 10s each day (ex., day 1 of school is 10 and day 10 of school is 100)
January- survey data and graphs; using an open number line; exactly half/less than half/more than half; using equations to find points on a number line; arrays on a 100 grid.
February
Unit 5: Place Value to 1,000I can read and write numbers up to 1,000. I can break numbers into hundreds, tens, and ones. I can use expanded form. I can skip count and find patterns. I can use money to show values.
Number Corner: All Year-count by 10s each day (ex. day 1 of school is 10 and day 10 of school is 100)
February- time to the nearest 5 minutes; story problems with numbers missing at the beginning, middle, and end (addends and sum); using an open number line to add/subtract larger numbers and to find the missing addend; adding larger digit numbers using base ten pieces (hundreds, tens, ones); addition quick facts.
March
Unit 6: Geometry I can identify 2D and 3D shapes. I can describe shapes using their attributes. I can divide shapes into equal parts. I can build and combine shapes. I can use arrays to show equal groups.
Number Corner: All Year-count by 10s each day (ex., day 1 of school is 10 and day 10 of school is 100)
March-3-D shapes; using the base ten bank to subtract; adding 2 quarters per day; addition quick facts
April
Unit 7: Measurement, Fractions & Computation I can add and subtract larger numbers (up to 1,000). I can measure using centimeters and meters. I can understand fractions as equal parts of a whole. I can solve multi-step problems.
Number Corner: All Year-count by 10s each day (ex., day 1 of school is 10 and day 10 of school is 100)
April- fractional parts of a whole or a set; using 1 inch tiles to make rectangles; more quick addition facts; measuring using centimeters; number hops on an open number line.
May
Unit 8: Data & Problem Solving. I can collect and organize data. I can make and read line plots. I can measure and compare results. I can solve real-world math problems. I can explain my thinking using math words and numbers.
Number Corner:All Year-count by 10s each day (ex. day 1 of school is 10 and day 10 of school is 100)
May-understanding 10 more/less; 100 more/less; jumping by tens and hundreds on a 1,000 grid; measurement in inches; arrays/early multiplication.
June
Unit 8: Data & Problem SolvingI can collect and organize data.I can make and read line plots.I can measure and compare results.I can solve real-world math problems.I can explain my thinking using math words and numbers.
