Dear Parents and Guardians,

Have you ever wondered if your child is learning what he or she needs to know?

Academic Content Standards set expectations for teaching and learning. Standards are statements of knowledge and skills that every child is expected to learn and use in solving everyday problems and to become a contributing citizen. Your child’s school uses the Standards to assist in matching teaching and learning with testing so that youngsters are tested on the same knowledge and skills that they have learned.

This booklet tells what your child will be learning this school year in the major academic subjects. The Grade Level Indicators listed are specific statements of the knowledge and skills that a student must demonstrate. The Indicators serve as checkpoints that monitor progress towards the learning that your child will demonstrate on statewide tests, from elementary school all the way through high school.

As you look through this parent resource, you will see that the Indicators are grouped under the relevant Standards. The Ohio State Board of Education has adopted Standards and Grade Level Indicators in the core subjects mandated for statewide tests.

ENGLISH LANGUAGE ARTS

MATHEMATICS

SOCIAL STUDIES

SCIENCE

If after reviewing this booklet, you have questions or concerns, please contact your child’s teacher.

This parent resource was developed by the Tuscarawas-Carroll-Harrison Educational Service Center to further our mission of “helping schools help students.”

English Language Arts

Phonemic Awareness, Word Recognition and Fluency

Indicator

1. Identify rhyming words with the same or different spelling patterns.

2. Read regularly spelled multi-syllable words by sight.

3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.

4. Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words.

5. Segment letter, letter blends and syllable sounds in words.

6. Distinguish and identify the beginning, middle and ending sounds in words.

7. Identify words as having either short- or long-vowel sounds.

8. Demonstrate a growing stock of sight words.

9. Read text using fluid and automatic decoding skills.

10. Read passages fluently with appropriate changes in voice, timing and expression.

Acquisition of Vocabulary

Indicator

1. Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.

2. Identify words that have similar meanings (synonyms) and words that have opposite meanings (antonyms).

3. Classify words into categories (e.g., colors, fruits, vegetables).

4. Read accurately high-frequency sight words.

5. Read homographs aloud correctly, adjusting sounds to fit meaning, and use words in context.

6. Determine the meaning of common compound words (e.g., lunchroom, baseball) by explaining the relationship between the words contained in the compound.

7. Identify contractions and common abbreviations and connect them to whole words.

8. Determine the meaning of prefixes, including un-, re-, pre- and suffixes, including -er, -est, -ful, -less.

9. Use root words (e.g., smile) and their various inflections (e.g., smiles, smiling, smiled) to determine the meaning of words.

10. Determine the meaning and pronunciations of unknown words using a beginner’s dictionary, glossaries and technology.

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

Indicator

1. Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained).

2. Predict content, events and outcomes from illustrations and prior experience and support those predictions with examples from the text or background knowledge.

3. Compare and contrast information in texts with prior knowledge and experience.

4. Summarize text by recalling main ideas and some supporting details.

5. Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.

6. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

English Language Arts

7. Monitor comprehension by recognizing when text does not make sense and look back or read on to reinforce comprehension.

8. Monitor reading comprehension by identifying word errors and self-correcting.

9. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

10. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

Reading Applications: Informational, Technical and Persuasive Text

Indicator

1. Use the table of contents, glossary, captions and illustrations to identify information and to comprehend text.

2. Arrange events from informational text in sequential order.

3. List questions about essential elements from informational text (e.g., why, who, where, what, when and how) and identify answers.

4. Classify ideas from informational texts as main ideas or supporting details.

5. Identify information in diagrams, charts, graphs and maps.

6. Analyze a set of directions for proper sequencing.

Reading Applications: Literary Text

Indicator

1. Compare and contrast different versions of the same story.

2. Describe characters and setting.

3. Retell the plot of a story.

4. Distinguish between stories, poems, plays, fairy tales and fables.

5. Identify words from texts that appeal to the senses.

6. Identify the theme of a text.

Writing Processes

Indicator

1. Generate writing ideas through discussions with others.

2. Develop a main idea for writing.

3. Develop a purpose and audience for writing.

4. Use organizational strategies (e.g., brainstorming, lists, webs and Venn diagrams) to plan writing.

5. Organize writing with a developed beginning, middle and end.

6. Use a range of complete sentences, including declarative, interrogative and exclamatory.

7. Include transitional words and phrases.

8. Use language for writing that is different from oral language, mimicking writing style of books when appropriate.

9. Use available technology to compose text.

10. Reread and assess writing for clarity, using a variety of methods (e.g., writer’s circle or author’s chair).

11. Add descriptive words and details and delete extraneous information.

Indicators continued on next page

English Language Arts

12. Use resources (e.g., word wall, beginner’s dictionary and word bank) to select effective vocabulary.

13. Proofread writing to improve conventions (e.g., grammar, spelling, punctuation and capitalization).

14. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

15. Rewrite and illustrate writing samples for display and for sharing with others.

Writing Applications

Indicator

1. Write stories that convey a clear message, include details, use vivid language and move through a logical sequence of steps and events.

2. Write responses to stories by comparing text to other texts, or to people or events in their own lives.

3. Write letters or invitations that include relevant information and follow letter format (e.g., date, proper salutation, body, closing and signature).

4. Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.

Writing Conventions

Indicator

1. Print legibly, and space letters, words and sentences appropriately.

2. Spell words with consonant blends and digraphs.

3. Spell regularly used and high-frequency words correctly.

4. Spell words studied (e.g., word lists, text words) correctly.

5. Spell plurals and verb tenses correctly.

6. Begin to use spelling patterns and rules correctly (e.g., dropping silent e before adding -ing).

7. Use spelling strategies (e.g., word wall, word lists, thinking about the base word and affixes).

8. Use periods, question marks and exclamation points as endpoints correctly.

9. Use quotation marks.

10. Use correct punctuation for contractions and abbreviations.

11. Use correct capitalization (e.g., proper nouns, the first word in a sentence, months and days).

12. Use nouns, verbs and adjectives correctly.

13. Use subjects and verbs that are in agreement.

14. Use personal pronouns.

15. Use past and present verb tenses (e.g., “we were” rather than “we was”).

16. Use nouns and pronouns that are in agreement.

Research

Indicator

1. Create questions for investigations, assigned topic or personal area of interest.

2. Utilize appropriate searching techniques to gather information from a variety of locations (e.g., classroom, school library, public library or community resources).

3. Acquire information, with teacher assistance, from multiple sources (e.g., books, magazines, videotapes, CD-ROMs, Web sites) and collect data (e.g., interviews, experiments, observations or surveys) about the topic.

English Language Arts

4. Identify important information and write brief notes about the information.

5. Sort relevant information about the topic into categories with teacher assistance.

6. Report important findings to others.

Communication: Oral and Visual

Indicator

1. Use active listening strategies, such as making eye contact and asking for clarification and explanation.

2. Compare what is heard with prior knowledge and experience.

3. Identify the main idea of oral presentations and visual media.

4. Follow two- and three-step oral directions.

5. Demonstrate an understanding of the rules of the English language.

6. Select language appropriate to purpose and use clear diction and tone.

7. Adjust volume to stress important ideas.

8. Deliver informational presentations that:

a. present events or ideas in logical sequence and maintain a clear focus;

b. demonstrate an understanding of the topic;

c. include relevant facts and details to develop a topic;

d. organize information with a clear beginning and ending;

e. include diagrams, charts or illustrations as appropriate; and

f. identify sources.

9. Deliver formal and informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details.

10. Deliver simple dramatic presentations (e.g., recite poems, rhymes, songs and stories).

COMMENTS

Mathematics

Number, Number Sense and Operations

Indicator

1. Use place value concepts to represent, compare and order whole numbers using physical models, numerals and words, with ones, tens and hundreds. For example:

a. recognize 10 can mean “10 ones” or a single entity (1 ten) through physical models and trading games; and

b. read and write 3-digit numerals (e.g., 243 as two hundred forty three, 24 tens and 3 ones, or 2 hundreds and 43 ones, etc.) and construct models to represent each.

2. Recognize and classify numbers as even or odd.

3. Count money and make change using coins and a dollar bill.

4. Represent and write the value of money using the ¢ sign and in decimal form when using the $ sign.

5. Represent fractions (halves, thirds, fourths, sixths and eighths), using words, numerals and physical models. For example:

a. recognize that a fractional part can mean different amounts depending on the original quantity;

b. recognize that a fractional part of a rectangle does not have to be shaded with contiguous parts;

c. identify and illustrate parts of a whole and parts of sets of objects; and

d. compare and order physical models of halves, thirds and fourths in relation to 0 and 1.

6. Model, represent and explain subtraction as comparison, take-away and part-to-whole; e.g., solve missing addend problems by counting up or subtracting, such as “I had six baseball cards, my sister gave me more, and I now have ten. How many did she give me?” can be represented as 6 + ? = 10 or 10 - 6 = ?.

7. Model, represent and explain multiplication as repeated addition, rectangular arrays and skip counting.

8. Model, represent and explain division as sharing equally and repeated subtraction.

9. Model and use the commutative property for addition.

10. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions; e.g., 9 + 9 = 18, 18 – 9 = 9.

11. Add and subtract multiples of 10.

12. Demonstrate multiple strategies for adding and subtracting 2- or 3-digit whole numbers, such as:

a. compatible numbers;

b. compensatory numbers; and

c. informal use of commutative and associative properties of addition.

13. Estimate the results of whole number addition and subtraction problems using front-end estimation, and judge the reasonableness of the answers.

Mathematics

Measurement
Indicator
1. Identify and select appropriate units of measure for:
a. length – centimeters, meters, inches, feet or yards;
b. volume (capacity) – liters, cups, pints or quarts;
c. weight – grams, ounces or pounds; and
d. time – hours, half-hours, quarter-hours or minutes and time designations, a.m. or p.m.
2. Establish personal or common referents for units of measure to make estimates and comparisons; e.g., the width of a finger is a centimeter, a large bottle of soda pop is 2 liters, a small paper clip weighs about one gram.
3. Describe and compare the relationships among units of measure, such as centimeters and meters; inches, feet and yards; cups, pints and quarts; ounces and pounds; and hours, half-hours, and quarter-hours; e.g., how many inches in a foot?
4. Tell time to the nearest minute interval on digital and to the nearest 5 minute interval on analog (dial) timepieces.
5. Estimate and measure the length and weight of common objects, using metric and U.S. customary units, accurate to the nearest unit.
6. Select and use appropriate measurement tools; e.g., a ruler to draw a segment 3 inches long, a measuring cup to place 2 cups of rice in a bowl, a scale to weigh 50 grams of candy.
7. Make and test predictions about measurements, using different units to measure the same length or volume.
Geometry and Spatial Sense
Indicator
1. Identify, describe, compare and sort three-dimensional objects (i.e., cubes, spheres, prisms, cones, cylinders and pyramids) according to the shape of the faces or the number of faces, edges or vertices.
2. Predict what new shapes will be formed by combining or cutting apart existing shapes.
3. Recognize two-dimensional shapes and three-dimensional objects from different positions.
4. Identify and determine whether two-dimensional shapes are congruent (same shape and size) or similar (same shape different size) by copying or using superposition (lay one thing on top of another).
5. Create and identify two-dimensional figures with line symmetry; e.g., what letter shapes, logos, polygons are symmetrical?

Mathematics

Patterns, Functions and Algebra
Indicator
1. Extend simple number patterns (both repeating and growing patterns), and create similar patterns using different objects, such as using physical materials or shapes to represent numerical patterns.
2. Use patterns to make generalizations and predictions; e.g., determine a missing element in a pattern.
3. Create new patterns with consistent rules or plans, and describe the rule or general plan of existing patterns.
4. Use objects, pictures, numbers and other symbols to represent a problem situation.
5. Understand equivalence and extend the concept to situations involving symbols; e.g., 4 + 5 = 9 and 9 = 4 + 5, and 4 + 5 = 3 + 6 = Δ + ○…
6. Use symbols to represent unknown quantities and identify values for symbols in an expression or equation using addition and subtraction; e.g., ○ + O = 10, Δ - 2 = 4.
7. Describe qualitative and quantitative changes, especially those involving addition and subtraction; e.g., a student growing taller versus a student growing two inches in one year.
Data Analysis and Probability
Indicator
1. Pose questions, use observations, interviews and surveys to collect data, and organize data in charts, picture graphs and bar graphs.
2. Read, interpret and make comparisons and predictions from data represented in charts, line plots, picture graphs and bar graphs.
3. Read and construct simple timelines to sequence events.
4. Write a few sentences to describe and compare categories of data represented in a chart or graph, and make statements about the data as a whole.
5. Identify untrue or inappropriate statements about a given set of data.
6. Recognize that data may vary from one population to another; e.g., favorite TV shows of students and of parents.
7. List some of the possible outcomes of a simple experiment, and predict whether given outcomes are more, less or equally likely to occur.
8. Use physical models and pictures to represent possible arrangements of 2 or 3 objects.

COMMENTS

Social Studies

History

Indicator

1. Measure calendar time by days, weeks, months and years.

2. List the days of the week and months of the year in order.

3. Place a series of related events in chronological order on a time line.

4. Use historical artifacts, photographs, biographies, maps, diaries and folklore to answer questions about daily life in the past.

5. Identify the work that people performed to make a living in the past and explain how jobs in the past are similar and/or different from those of today.

6. Identify and describe examples of how science and technology have changed the daily lives of people and compare:

a. forms of communication from the past and present; and

b. forms of transportation from the past and present.

7. Recognize the importance of individual action and character and explain how they have made a difference in others’ lives with emphasis on the importance of:

a. social and political leaders in the United States (e.g., George Washington, Thomas Jefferson, Tecumseh, Harriet Tubman, Abraham Lincoln, Sojourner Truth, Susan B. Anthony and Martin Luther King Jr.); and

b. explorers, inventors and scientists (e.g., George Washington Carver, Thomas Edison, Charles Drew, Rachel Carson and Neil Armstrong).

People in Societies

Indicator

1. Describe the cultural practices and products of people on different continents.

2. Describe ways in which language, stories, folktales, music and artistic creations serve as expressions of culture and influence the behavior of people living in a particular culture.

3. Explain how contributions of different cultures within the United States have influenced our common national heritage.

4. Describe the contributions of significant individuals, including artisans, inventors, scientists, architects, explorers and political leaders to the cultural heritage of the United States.

Geography

Indicator

1. Read and interpret a variety of maps.

2. Construct a map that includes a map title and key that explains all symbols that are used.

3. Name and locate the continents and oceans.

4. Describe and locate landforms (plateaus, islands, hills, mountains, valleys) and bodies of water (creeks, ponds, lakes, oceans) in photographs, maps and 3-D models.

5. Compare how land is used in urban, suburban and rural environments.

6. Identify ways in which people have responded to and modified the physical environment such as building roads and clearing land for urban development.

Social Studies

Economics

Indicator

1. Explain how resources can be used in various ways (e.g., a bushel of corn could be fed to cows, used to make sweetener or converted to fuel).

2. Explain how people are both buyers and sellers of goods and services.

3. Recognize that most people work in jobs in which they produce a few special goods or services.

4. Explain why people in different parts of the world earn a living in a variety of ways.

5. Recognize that money is a generally accepted medium of exchange for goods and services and that different countries use different forms of money.

Government

Indicator

1. Identify leaders such as mayor, governor and president, and explain that they are elected by the people.

2. Explain how a system of government provides order to a group such as a school or community and why government is necessary including:

a. making and enforcing laws;

b. providing leadership;

c. providing services; and

d. resolving disputes.

3. Explain the importance of landmarks in the United States and the ideals that they represent including:

a. the Washington Monument;

b. the Jefferson Memorial; and

c. the Lincoln Memorial.

4. Explain the purpose of rules in the workplace.

5. Predict the consequences of following rules or violating rules in different settings.

Citizenship Rights and Responsibilities

Indicator

1. Demonstrate skills and explain the benefits of cooperation when working in group settings:

a. manage conflict peacefully;

b. display courtesy; and

c. respect others.

2. Demonstrate self-direction in tasks within the school community (e.g., classroom, cafeteria and playground).

3. Demonstrate citizenship traits including:

a. honesty;

b. self-assurance;

c. respect for the rights of others;

d. persistence; and

e. patriotism.

Social Studies

Social Studies Skills and Methods

Indicator

1. Obtain information from oral, visual and print sources.

2. Identify sources used to gather information:

a. people;

b. printed materials; and

c. electronic sources.

3. Predict the next event in a sequence.

4. Distinguish the difference between fact and fiction in oral, visual and print materials.

5. Communicate information in writing.

6. Use problem-solving/dec

Parents’ Guide

Second Grade

Ohio Academic Content

English Language Arts

Phonemic Awareness, Word Recognition and Fluency

Acquisition of Vocabulary

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

English Language Arts

Reading Applications: Informational, Technical and Persuasive Text

Reading Applications: Literary Text

Writing Processes

Indicators continued on next page

English Language Arts

Writing Applications

Writing Conventions

Research

English Language Arts

Communication: Oral and Visual

Mathematics

Number, Number Sense and Operations

Mathematics

Measurement

Geometry and Spatial Sense

Mathematics

Patterns, Functions and Algebra

Data Analysis and Probability

Social Studies

History

People in Societies

Geography

Social Studies

Economics

Government

Citizenship Rights and Responsibilities

Social Studies

Social Studies Skills and Methods