Tell Me About Your Child in 2A Google Form
RS4 Read familiar passages fluently with appropriate phrasing and expression to convey sense of text to audience; may hesitate with unfamiliar words
When I read familiar text, I can…
· read it so it sounds interesting.
· make my voice match the words and punctuation.
· solve most words quickly.
. slow the pace of my reading when I come to tricky parts.
LC2 Retell narrative text including main events in sequence with some supporting details, and most story elements (e.g. setting, main characters, problem/resolution); verbal prompts or graphic organizers may be use to support/extend a retell
I can …
· tell the story in order.
· talk about the setting, main characters, problem and solution.
. include the main events and some details.
II 1 Make simple inferences about a character (his/her feelings) and story events, providing some general supporting details
I can use the information from the book and what I know about people to tell…
· how I think a character is feeling
· why I think a character did something.
. why I think something happened.
PCE 1 Make obvious personal connections; relate prior knowledge and make concrete text-to-text comparisons, when similarities are clear and straightforward; explanation may be general and may include some unrelated examples
When I read a text I can make a …
· text-self connection by explaining how this is like my own experience.
· text-text connection by explaining how this is like another text I know.
Grade 2 Foundational Learning Outcomes for Writing
WS 3 Draft a piece of writing showing awareness of need to stay on topic and provide the reader with information (e.g., basic sequence, supporting details)
As I write, I can…
· include ideas that focus on my topic.
· Include details that tell more about my ideas.
. Tell my ideas in an order that makes sense.
WTI 3 Include some supporting details to expand upon the ideas/events
I can include details that help the reader understand…
· my main events.
. my ideas and opinions.
WTC 3 Spell many high frequency words correctly; attempt to spell longer, more complex words using phonetic approximations
I can…
· spell high-frequency words correctly.
· spell other words by,
o saying the word slowly and writing the sounds I hear.
o writing a part/chunk that I know.
o breaking a word into syllables to hear the sounds and writing them.
Gr. 2 Foundational Learning Outcomes for Math
N1 Say the number sequence from 0 to 100 by:
● 2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and 10 respectively;
● 10s using starting points from 1 to 9;
● 2s starting from 1. Students can:
● Demonstrate all parts as indicated in the outcome. Mastery means saying or writing symbolically.
● Achieve this outcome without a Hundred Chart or Number Line.
● Count a given collection of coins to 100 cents using pennies, nickles, dimes.
N4 Represent and describe numbers to 100, concretely, pictorially and symbolically.
Students can: ● Model concretely, pictorially (using visual representations) and symbolically. o Representations can be standard or non-standard:
● 73 = 70 + 3
● 73 = 50 + 23
● 73 = 72 + 1
● Read a given number (0- 100) in symbolic form.
● Record numbers (0-20) in words.
● Record numbers (0-100) symbolically.
N6 Estimate quantities to 100 using referents.
Students can:
Estimate a given quantity by comparing it to a referent and explain their thinking (students should be exposed to using 5 and 10 as a referent).
With referents provided, an acceptable student estimate is plus/minus 5 for less than 50 and plus/minus 10 for 51–100.
Select between two possible estimates for a given quantity and explain their reasoning.
N9 Demonstrate an understanding of addition (limited to 1 and 2-digit numerals) with answers to 100 and the corresponding subtraction by: ● using personal strategies for adding and subtracting with and without the support of manipulatives; ● creating and solving problems that involve addition and subtraction; ● explaining that the order in which numbers are added does not affect the sum; ● explaining that the order in which numbers are subtracted may affect the difference. Students can: ● Model addition and subtraction expressions using manipulatives and record the process symbolically. ● Solve addition and subtraction expressions without the aid of manipulatives. ● Model addition and subtraction story problems of various structures using manipulatives and record the process symbolically. ● Solve addition and subtraction story problems of various structures without the aid of manipulatives. ● Create single step addition and subtraction story problems of one or more of the structures listed. ● Create a story problem for a given number sentence. ● Know 2+3 is the same as 3+2, and that 3-2 is not the same as 2-3
N10 Apply mental mathematics strategies, such as:
● using doubles; ● making 10; ● one more, one less;
● two more, two less; ● building on a known double;
● addition for subtraction to determine basic addition facts to 18 and related subtraction facts. Students can:
● Exposure to the strategies listed in N10 (mastery of each strategy is not required).
● Choose and justify selection of strategy.
● Mastery (recall within 3 seconds) is expected. Ensure students are using an effective strategy.
PR2 Demonstrate an understanding of increasing patterns by:
● describing;
● extending;
● comparing;
● creating patterns using manipulatives, diagrams, sounds and actions (numbers to 100). Students can:
● Identify, describe, and compare increasing patterns.
● Extend a pattern using the pattern rule for the next three terms.
● Create a concrete, pictorial, or symbolic representation of a decreasing pattern for a given pattern rule.
● Explain the pattern rule, for a number pattern, which must have the following three components:
Starting Point
Direction
Quantity
PR4 Record equalities and inequalities symbolically using the equal symbol or the not equal symbol.
Students can:
● Determine whether two sides of a given number sentence are equal (=) or not equal (≠).
Write the appropriate symbol and justify the answer.
● Model equalities using a variety of concrete representations and record the equality.
● Model inequalities using a variety of concrete repres