2nd Grade

In 2011, Washington formally adopted the Learning Standards (Common Core State Standards) for English Language Arts and Mathematics. The Washington Learning Standards for English Language Arts provide a rich depth of knowledge and skills that young people will need to succeed in technical school, college, careers, and life. The standards are vital to ensuring our students can be successful in their communities and global society.

For more information from OSPI about ELA state standards, click here.

ELA - Reading Literature

• RL.2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in texts.
• RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.
• RL.2.3 Describe how characters in a story respond to major events and challenges.

ELA - Reading Informational Text

• RI.2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in texts.
• RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

ELA - Foundational Skills

• RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.2.4 Read with sufficient accuracy and fluency to support comprehension.

ELA - Writing & Language

• W.2.1 Write opinion pieces in which they introduce the topic or the book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
• W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points and provide a concluding statement or section.
• W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
• L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Adopted curricular materials meet the needs of all students through a variety of instructional strategies that provide multiple opportunities for mastery of skills.

Our adopted Kindergarten curricular materials for English Language Arts include:

• Benchmark Advance Core ELA Curriculum 
  • For Benchmark Advance's Recommended Reading List for Grades K-5, click here. Texts on BA's Recommended Reading List are optional. All texts are not used in all classrooms.
  • Benchmark Advance Unit Topic and Essential Question Alignment
• Heggerty Phonemic Awareness and Phonological Awareness

 

Washington state formally adopted the Mathematics and English Language Arts K–12 Learning Standards. These standards describe what students should know and be able to do at each grade level. 

Assessments for these standards began in the 2014–15 school year.

• Mathematics Learning Standards

Operations and Algebraic Thinking

• 2.OA.A Represent and solve problems involving addition and subtraction

  • 2.OA.A.1 Use addition and subtraction within 100 to solve 1 & 2 step word problems involving adding and subtracting.

• 2.OA.B Add and subtract within 20

  • 2.OA.B.2 Fluently add and subtract within 20 using mental strategies.

• 2.OA.C Work with equal groups of objects to gain foundations for multiplication 

  • 2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Number and Operations in Base Ten

• 2.NBT.A Understand place value

  • 2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred;” the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

  • 2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

  • 2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

• 2.NBT.B Use place value understanding and properties of operations to add and subtract

  • 2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

  • 2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

  • 2.NBT.B.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Measurement and Data

• 2.MD.A Measure and estimate lengths in standard units.

  • 2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

• 2.MD.C Work with time and money.

  • 2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

  • 2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. 

Geometry

• 2.G.A Reason with shapes and their attributes.

  • 2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Our adopted curricular materials for Math include:

• Eureka Math - Core Math Curriculum
  • Eureka Math Curriculum Map

Washington has adopted the Next Generation Science Standards (NGSS) for for science. Learn more about the Next Generation Science Standards (NGSS) here.

Fall

• 2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
• 2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
• 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.

Winter

• 2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
• 2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
• 2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.
• 2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Spring

• 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
• 2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
• 2-PS1-3 Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
• 2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

Our adopted curricular materials for Science include:

• STEMScopes - Core Science Curriculum
  • K-5 STEMScopes Course Scope List

What Kids Learn in Personal Safety Unit
Kids start by learning rules about common safety hazards, then progress to learning about touching safety.

Lesson 1: Keeping Yourself Safe
In Kindergarten through Grade 3, your child learns how to stay safe by using the Ways to Stay Safe and following Never-Never Rules. In Grades 4 and 5, your child learns the Ways to Stay Safe and how to stay safe when alone, and what to do in case of emergency.

Lesson 2: The Always Ask First Rule
In Kindergarten through Grade 3, your child learns an important rule for staying safe, called the Always Ask First Rule: Always ask a parent or the person in charge first before doing something, going somewhere, or accepting something from someone. They also practice identifying adults they can ask and asking them assertively for permission. Grade 4 and 5 students also learn the Always Ask First Rule and also what to do if no one is nearby to ask first.

Lesson 3: Safe and Unsafe Touches
Your Kindergarten through Grade 3 student learns the difference between safe, unsafe, and unwanted touches, and how to use assertiveness skills to refuse unsafe and unwanted touch. Grade 4 and 5 students how to identify unsafe and unwanted touches and that it’s never okay for someone to touch him or her in a way that’s unsafe or unwanted. They also learn to pay attention to uncomfortable feelings in his or her body to help recognize unwanted touches and practices refusing and reporting unsafe and unwanted touches.

Lesson 4: The Private Body Parts Rule
Children in Kindergarten through Grade 3 learn an important rule to help protect them from child sexual abuse, called the Touching Rule: A bigger person should never touch your private body parts except to keep you healthy. Your child also learns how to refuse and report assertively when someone breaks this rule, and that it's never his or her fault that someone broke the rule. Your Grade 4 or Grade 5 child learns the Private Body Parts Rule and how to use the Ways to Stay Safe to respond if someone breaks it.

Lesson 5: Practicing Staying Safe
Kindergarten through Grade 3 children practice using the Ways to Stay Safe when someone has broken the Touching Rule. Your child also learns that it’s never okay to keep secrets about touching—the Never Keep Secrets Rule—and that he or she should keep reporting until someone helps. Grades 4 and 5 children learn that breaking the Private Body Parts Rule is wrong and it’s never their fault if someone else breaks it. Your child also learns that people who break the Private Body Parts Rule may do things to keep it a secret, but he or she should never keep it secret and should keep reporting until an adult helps.

Lesson 6: Reviewing Safety Skills
Children in Kindergarten through Grade 3 watch a video story about a boy or girl who uses the skills and concepts from the Child Protection Unit to stay safe. Grades 4 and 5 children review skills by participating in an interactive story online or watching a video story with the whole class. You can go through the Online Stories with your child at home.

The Washington Social Emotional Learning (SEL) standards and benchmarks were adopted in January 2020.

• SEL Standards and Benchmarks One-Pager
• SEL Standards, Benchmarks and Indicators 

Coming soon! 

Washington has adopted the following educational technology standards for LIT (Library). Learn more about the EdTech Standards Document here.

Library - WA Educational Technology - Information Literacy

• 1.d. With guidance from an educator, students explore a variety of technologies that will help them in their learning and begin to demonstrate an understanding of how knowledge can be transferred between tools.
• 3.a. With guidance from an educator, students use digital tools and resources, contained within a classroom platform or otherwise provided by the teacher, to find information on topics of interest.

Library - WA Educational Technology - Digital Citizen

• 2.b. With guidance from an educator, students understand how to be careful when using devices and how to be safe online, follow safety rules when using the internet and collaborate with others.

Library - WA Educational Technology - Computer Science

• 5.c. With guidance from an educator, students break (deconstruct) a problem into parts and identify ways to solve the problem.

Library - WA Educational Technology - Design Thinking

• 6.a. With guidance from an educator, students choose different tools for creating something new or for communicating with others.

• 7.d. With guidance from an educator, students use age-appropriate technologies to work together to understand problems and suggest solutions.

Library - American Library Association - Library Skills

• Learners act on an information need by making critical choices about information sources to use.

Coming Soon!

Washington has adopted the following arts learning standards for music. Learn more about the Music Standards Document here.

CREATING

• MU: Cr2.1.2b: Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

PERFORMING

• MU: Pr4.2.2a: Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
• MU: Pr4.2.2b: When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.
• MU: Pr4.3.2: Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
• MU: Pr6.1.2a: Perform music for a specific purpose with expression and technical accuracy.
• MU: Pr6.1.2b: Perform appropriately for the audience and purpose.

Coming Soon!

Washington has adopted the following standards for PE. Learn more about the PE Document here.

Standard 1: Skill

• Underhand Throw
  • Demonstrate mature pattern in an underhand throw for distance
  • Demonstrate mature pattern in an underhand throw to a large, stationary target..
• Catch
  • Demonstrate mature pattern while catching a smaller bouncier ball that is self-tossed.

Standard 3: Knowledge

Students will demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

• Engagement in Physical Activity
  • Actively engage in physical education class.
• Engagement in Fitness Activities
  • Participate in developmentally appropriate activities to improve overall fitness.

Standard 4: Behavior

Students will exhibit responsible personal and social behavior that respects self and others.

• Personal Responsibility
  • Exhibit responsibility in teacher-directed activities.
• Working with Others
  • Demonstrate working with others in partner environments.
  • Demonstrate conflict resolution skills

Our adopted curriculum for PE:

• Five for Life Program
  • Physical Education Curriculum
  • Nutrition Curriculum
  • Fitness Curriculum