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Reading/English/Language Arts

Reading

Phonics/Word Identification:  ELA2R1:  The student quickly applies knowledge of letter sound correspondence and spelling patterns to decode unfamiliar words

• Recognizes, reads, and writes words containing regular plurals, irregular plurals, and possessives
• Reads compound words and contractions in grade appropriate texts
• Reads and spells words containing r-controlled vowels and silent letters
• Reads and spells words containing irregular vowel patterns
• Reads multi-syllabic words
• Applies learned phonics skills when reading and writing words, sentences, and stories

Fluency:  ELA2R2:  The student demonstrates the ability to read orally with speed, accuracy and expression

• Applies letter sound knowledge to decode quickly and accurately
• Automatically recognizes additional high-frequency and familiar words within texts
• Reads familiar text with expression
• Reads second-grade texts at a target rate of 80 words correct per minute
• Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text

Vocabulary:  ELA2R3:  The student acquires and uses grade-level words to communicate effectively

• Reads a variety of texts and uses new words in oral and written language
• Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms
• Determines the meaning of unknown words on the basis of content
• Recognizes grade appropriate words with multiple meanings

Comprehension:  ELA2R4: The student uses a variety of strategies to gain meaning from grade-level text

• Reads a variety of texts for information and pleasure
• Makes predictions from text content
• Generates questions before, during, and after reading
• Recalls explicit facts and infers implicit facts
• Distinguishes fact from fiction in a text
• Makes connections between texts and/or personal experiences
• Self-monitors comprehension and attempts to clarify meaning
• Recognizes plot, setting, and characters within text, and compares and contrasts these elements among texts
• Uses word parts to determine meanings
• Uses dictionary, thesaurus, and glossary skills to determine word meanings
• Summarizes text content
• Identifies and infers main idea and supporting details
• Recognizes the basic elements of a variety of genres (poetry, fables, folktales)
• Uses titles, tables of contents, and chapter headings to locate information
• Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers
• Identifies and infers cause-and-effect relationships
• Recognizes the author's purpose

Writing:  ELA2W1: The student demonstrates competency in the writing process

• Writes text of a length appropriate to address a topic and tell a story
• Prewrites to generate ideas orally
• Uses planning ideas to produce a rough draft
• Rereads writing to self and others, revises to add details, and edits to make corrections
• Begins to write a response to literature that demonstrates understanding of the text and expresses and supports an opinion
• Creates documents with legible handwriting
• Uses nouns (singular, plural, and possessive) correctly
• Uses common rules of spelling
• Uses appropriate capitalization and punctuation (periods, question and exclamation marks) at the end of sentences (declarative, interrogative, and exclamatory/simple and compound)
• Uses transition words and phrases
• Begins to use appropriate formatting conventions for letter writing(date, salutation, body, closing)
• Recognizes appropriate uses of quotation marks
• Uses increasingly complex sentence structure
• Uses the dictionary and thesaurus to support word choices
• Uses singular possessive pronouns
• Uses singular and plural personal pronouns
• Begins to use commas (in a series, in dates, after friendly greeting, friendly letter closure, between cities and states), and periods after grade-appropriate abbreviations
• Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic
• Uses traditional organizational patterns for conveying information (e.g., chronological order, similarity and difference, answering questions)
• Begins to create graphic features(charts, tables, graphs)
• Begins to write a persuasive piece that states and supports an opinion
• Consistently writes in complete sentences with correct subject/verb agreement

Listening, Speaking, Viewing:  ELA2LSV1:  The student uses oral and visual strategies to communicate

• Interprets information presented and seeks clarification when needed
• Begins to use oral language for different purposes:  to inform, to persuade, and to entertain
• Uses increasingly complex language patterns and sentence structure when communicating
• Listens to and views a variety of media to acquire information
• Increases vocabulary to reflect a growing range of interests and knowledge

Math

NUMBER AND OPERATIONS: M2N1: Students will use multiple representation of numbers to connect symbols to quantities

• Represent numbers using a variety of models, diagrams, and number sentences      (e.g., 4703 represented as 4,000 + 700 + 3, and units, 47 hundreds + 3, or      4,500 + 203)
• Understand the relative magnitudes of numbers using 10 as a unit, 100 as a    unit, or 1000 as a unit. Represent 2-digit numbers with drawings of tens and ones and 3-digit numbers with drawings of hundreds, tens, and ones
• Use money as a medium of exchange. Count back change and use decimal notation and the dollar and cent symbols to represent a collection of coins and currency

NUMBER AND OPERATIONS: M2N2: Students will build fluency with multi-digit addition and subtraction

• Correctly add and subtract two whole numbers up to three digits each with  regrouping
• Use mental math strategies such as benchmark numbers to solve problems
• Estimate to determine if solutions are reasonable for addition and subtraction

NUMBER AND OPERATIONS:  M2N3:  Students will understand multiplication, multiply numbers, and verify results

• Understand multiplication as repeated addition
• Use repeated addition, arrays, and counting by multiples(skip counting) to correctly multiply 1-digit numbers and construct the multiplication table
• Use the multiplication table (grid) to determine a product of tow numbers

NUMBER AND OPERATIONS: M2N5: Students will represent and interpret quantities and relationships using mathematical expressions including equality and inequality signs (=, >, <)

• Include the use of boxes or ___ to represent a missing value
• Represent problem solving situations where addition, subtraction or multiplication may be applied using mathematical expressions

Process Standards: M2P1: Students will solve problems (using appropriate technology)

• Build new mathematical knowledge thorough problem solving
• Solve problems that arise in mathematics and in other contexts
• Apply and adapt a variety of appropriate strategies to solve problems
• Monitor and reflect on the process of mathematical problem solving

Process Standards: M2P2: Students will reason and evaluate mathematical arguments

• Recognize reasoning and proof as fundamental aspects of mathematics
• Make and investigate mathematical conjectures
• Develop and evaluate mathematical arguments and proofs
• Select and use various types of reasoning and methods of proof

Process Standards: M2P3: Students will communicate mathematically

• Organize and consolidate their mathematical thinking through communication
• Communicate their mathematical thinking coherently and clearly to peers, teachers, and others
• Analyze and evaluate the mathematical thinking and strategies of others
• Use the language of mathematics to express mathematical ideas precisely

Process Standards: M2P5: Students will represent mathematics in multiple ways

• Create and use representations to organize, record, and communicate mathematical ideas
• Select, apply, and translate among mathematical representations to solve problems
• Use representations to model and interpret physical, social, and mathematical phenomena

Science

 

Earth Science:  S2E1:  Students will understand that stars have different sizes, brightness,and patterns

• Describe the physical attributes of stars-size, brightness, and patterns

Earth Science:  S2E2:  Students will investigate the position of sun and moon to showpatterns throughout the year

• Investigate the position of the sun in relation to a fixed object on earth at various times of the day
• Determine how the shadows change through the day by making a shadow stick or using a sundia
• Relate the length of the day and night to the change in seasons (for example:  Days are longer than the night in the summer)
• Use observations and charts to record the shape of the moon for a period of time

Earth Science:  S2E3:  Students will observe and record changes in their surroundings and infer the causes of the changes

• Recognize effects that occur in specific area caused by weather, plants, animals, and/or people

Habits of Mind: S2CS1: Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works

• Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out

Habits of Mind: S2CS2: Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations

• Use whole numbers in ordering, counting, identifying, measuring, and describing things and experiences
• Readily give the sums and differences of single-digit numbers in ordinary, practical contexts and judge the reasonableness of the answer
• Give rough estimates of numerical answers to problems before doing them formally
• Make quantitative estimates of familiar lengths, weights, and time intervals, and check them by measuring

Habits of Mind: S2CS3: Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities

• Use ordinary hand tools and instruments to construct, measure, and look at objects
• Assemble, describe, take apart, and reassemble constructions using interlocking blocks, erector sets and other things
• Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects

Habits of Mind: S2CS4: Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters

• Identify the parts of things, such as toys or tools, and identify what things can do when put together that they could not do otherwise
• Use a model—such as a toy or a picture—to describe a feature of the primary thing
• Describe changes in the size, weight, color, or movement of things, and note which of their other qualities remain the same during a specific change
• Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of both human made and natural things

Habits of Mind: S2CS5: Students will communicate scientific ideas and activities clearly

• Describe and compare things in terms of number, shape, texture, size, weight, color, and motion
• Draw pictures (grade level appropriate) that correctly portray features of the thing being described
• Use simple pictographs and bar graphs to communicate data

The Nature of Science: S2CS6: Students will be familiar with the character of scientific knowledge and how it is achieved

• When a science investigation is done the way it was done before, we expect to get a similar result
• Science involves collecting data and testing hypotheses
• Scientists often repeat experiments multiple times and subject their ideas to criticism by other scientists who may disagree with them and do further tests
• All different kinds of people can be and are scientists

The Nature of Science: S2CS7: Students will understand important features of the process of scientific inquiry

• Scientists use a common language with precise definitions of terms to make it easier to communicate their observations to each other
• In doing science, it is often helpful to work as a team. All team members should reach their own individual conclusions and share their understandings with other members of the team in order to develop a consensus
• Tools such as thermometers, rulers and balances often give more information about things than can be obtained by just observing things without help
• Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them. Advantage can be taken of classroom pets

Social Studies

Historical Understandings: SS2H1: The student will read about and describe the lives of historical figures in Georgia history.

• Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights).
• Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms).

 

Geographic Understandings: SS2G2: The student will describe the cultural and geographic systems associated with the historical figures in SS2H1 and Georgia’s Creeks and Cherokees.

• Identify specific locations significant to the life and times of each historic figure on a political map.
• Describe how place (physical and human characteristics) had an impact on the lives of each historic figure.
• Describe how each historic figure adapted to and was influenced by his/her environment.
• Trace examples of travel and movement of these historic figures and their ideas across time.
• Describe how the region in which these historic figures lived affected their lives and compare these regions to the region in which the students live.

Government/Civic Understandings: SS2CG3: The student will give examples of how the historical figures under study demonstrate the positive citizenship traits of honesty, dependability, liberty, trustworthiness, honor, civility, good sportsmanship, patience, and compassion.

Economic Understandings: SS2E1 The student will explain that because of scarcity, people must make choices and incur opportunity costs.

Map and Globe Skills:

• Use cardinal directions
• Use intermediate directions
• Use a letter / number grid system to determine location
• Compare and contrast the categories of natural, cultural, and political features found on maps
• Use inch to inch map scale to determine distance on map
• Use map key/ legend to acquire information from historical, physical, political, resource, product, and economic maps
• Use a  map to explain impact of geography on historical and current events

Information Processing Skills:

• Compare similarities and differences
• Identify issures and / or problems and alternative solutions
• Identify and use primary secondary sources
• Interpret timelines
• Construct charts and tables
• Analyze artifacts

Tift County Schools
207 North Ridge Avenue :: P.O. Box 389 :: Tifton, Georgia 31794
Phone: (229) 387-2400 :: Fax: (229) 386-1020

Tift County Schools is an Equal Opportunity Employer

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