Reading and Responding to Literature:
Fiction:
ELA.2.5 The student will read and demonstrate comprehension of fictional texts.
(SOL 2.6; SOL 2.8; SOL 2.14)
*ELA.2.5.4 Visualize information in text, specifically by identifying sensory words that describe sights, sounds, smells, and tastes, and explaining how they make the reader feel.
ELA.2.5.5 Make and confirm predictions.
- Use information from the text to make predictions before, during, and after reading.
- Apply knowledge of story structure to predict what will happen next (e.g., beginning/middle/end, problem/solution).
- Find evidence to support predictions (e.g., return to text to locate information, support predictions, answer questions).
ELA.2.5.6 Make connections before, during, and after reading text.
- Make connections before, during, and after reading text by connecting previous experience to specific elements of text (e.g., character attributes, setting, events, character actions, factual information). Connections may include text-to-self, text-to-text, and text-to-world.
ELA.2.5.7 Ask and answer questions about what is read in order to demonstrate understanding of key details in a text.
- Ask and answer questions to demonstrate understanding of characters, main events in plot, and important details.
ELA.2.5.7a Locate information to answer questions.
ELA.2.5.9 Describe characters, setting, and important events in fiction and poetry.
- Identify the feelings of characters and support with text references.
- Use information from the illustrations and words to demonstrate comprehension of characters, settings, and plots.
- Identify a character’s traits and motives (actions) and support with text references.
- Compare and contrast characters, setting, and important events in at least two versions of the same story (e.g., Cinderella stories).
ELA.2.5.9a Identify the problem and solution.
- Identify important events in a story including the problem and solution.
CW.ELA.2.5.6 Identify the conflict and resolution.
- Identify the main conflict and resolution.
ELA.2.5.10 Identify the theme or main idea.
- Determine the main idea or theme (the lesson or moral) of paragraphs and stories. For example, students may share that it is important to tell the truth because the character learned this lesson in the story.
- Make connections to other texts with common themes.
ELA.2.5.11 Summarize stories and important events with beginning, middle, and end in the correct sequence.
- Respond to what is read orally and/or in writing.
- Organize and record information using graphic organizers (e.g., story map, sequence of events).
- Describe the structure of a story (e.g., beginning introduces the story, ending concludes the action).
- Use the framework of beginning, middle, and end to summarize and retell story events, orally and in writing.
- Include story elements: setting, characters, and plot.
- Use knowledge of transition words (e.g., first, next, then, finally) to understand how information is organized in sequence.
ELA.2.5.12 Explain the author’s purpose.
- Explain the author’s purpose and provide examples from the text for support.
- Explain why the author includes specific details.
*ELA.2.5.13 Use available technology for reading.
Nonfiction
ELA.2.6 The student will read and demonstrate comprehension of nonfiction texts. (SOL 2.6; SOL 2.9; SOL 2.10; SOL 2.14)
ELA.2.6.4 Make and confirm predictions.
- Use information from the text to make predictions before, during and after reading.
- Use information from a selection to find evidence to support predictions and confirm predictions.
- Use knowledge of sequence to make predictions while reading functional text, such as recipes and other sets of directions (e.g., first, second, next).
ELA.2.6.5 Make connections using prior knowledge as context for new learning.
- Use knowledge from their own experiences to make sense of and talk about a topic, recognizing similarities between:
- personal experiences and the text,
- the current text and other texts read, and
- what is known about the topic and what is discovered in the new text.
ELA.2.6.6 Ask and answer questions about what is read.
- Ask and answer simple who, what, when, where, why and how questions to demonstrate understanding of main details and events in text.
- Ask and respond to questions about material presented through various media formats.
ELA.2.6.6a Locate information to answer questions.
- Determine important information in nonfiction text (living things, people, places).
- Skim for information to answer questions.
ELA.2.6.6b Distinguish between fact and opinion.
ELA.2.6.7 Use text features to preview the text and to locate key facts or information.
- Skim and use text features to assist in reading (e.g., headings, bold type, captions, italics, index, glossary).
- Distinguish between information provided by pictures or illustrations and information provided by words in the text.
- Explain how illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify text.
- Interpret illustrations, such as diagrams, charts, graphs and maps, to make predictions about the text.
ELA.2.6.8 Draw conclusions based on text.
- Make simple inferences, using information (details and examples) from the text.
- Make inferences based on text details and background knowledge.
ELA.2.6.9 Identify the main idea and important details.
- Skim text (section headings, bold type, and picture captions) to locate information.
- Determine important information.
- State in their own words the main idea of a nonfiction selection.
ELA.2.6.10 Summarize a nonfiction reading selection, using important details.
- Determine important information in nonfiction text.
- Use knowledge of transition words (e.g., first, next, last) to understand how information is organized in sequence.
- Write responses to what is read (e.g., summaries, response logs, fact charts).
ELA.2.6.10a Organize and record information effectively, including the use of graphic organizers.
ELA.2.6.11 Demonstrate comprehension of information in reference materials.
- Locate titles, page numbers and information using table of contents.
- Alphabetize words to the second and third letter.
- Use on-line resources to gather information on a given topic (e.g., teacher-identified websites and on-line reference materials).
ELA.2.6.12 Explain the author’s purpose.
- Explain the author’s purpose and provide examples from the text for support.
- Explain why the author includes specific details.
*CW.ELA.2.6.3 Set purpose for reading.
ELA.2.6.3a Use prior and background knowledge as context for new learning.
*ELA.2.6.13 Use available technology for reading.
Written Communication:
Composing Features
ELA.2.7 The student will write to effectively communicate ideas for a variety of purposes, including narratives, letters, simple explanations, and opinions.
(SOL 2.7; SOL 2.12; SOL 2.14)
ELA.2.7.3 Write in a variety of forms, including writing to inform/explain, to offer an opinion, and to narrate an experience (personal narrative).
ELA.2.7.3a Generate ideas before writing.
ELA.2.7.3b Organize writing to include a beginning, middle, and end.
- Verbalize writing plan to a classmate or teacher.
- Stay on topic.
- Include events in sequence and a closure.
- Write informative/explanatory pieces that introduce the topic, use facts, and provide a concluding statement.
- Create a plan and organize thoughts to convey a central idea before writing.
- Introduce a topic, and group related information in paragraph form.
- Use time-order words, such as first, next, then and last, to sequence and organize their writing.
- Use facts, definitions, opinions, quotations, details, or other examples and information to develop the topic.
- Group related information into paragraphs.
- Provide a concluding statement or section.
ELA.2.7.3c Include information gathered from outside sources, including online sources.
*ELA.2.7.5 Use available resources and technology for writing.
Written Expression
ELA.2.7 The student will write to effectively communicate ideas for a variety of purposes, including narratives, letters, simple explanations, and opinions.
(SOL 2.7; SOL 2.12; SOL 2.14)
ELA.2.7.4 Revise writing for clarity.
- Clarify writing by including specific information.
- Delete or add words to clarify meaning during the revising process.
ELA.2.7.4a Expand writing to include descriptive detail.
- Begin to identify and use the following parts of speech in their writing: nouns, pronouns, verbs, adjectives and commonly used adverbs.
ELA.2.7.4b Embed vocabulary from content areas.
- Use specific vocabulary from content area study to express interests and knowledge (e.g., in discussions, by summarizing, through generating and answering questions).
*ELA.2.7.5 Use available resources and technology for writing.
Usage, Mechanics, and Spelling
ELA.2.8 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. (SOL 2.11; SOL 2.13; SOL 2.14)
ELA.2.8.1 Demonstrate command of the conventions of standard English grammar, usage, and mechanics.
ELA.2.8.1a Recognize and use complete sentences.
- Identify the subject and predicate in order to recognize a complete sentence.
- Avoid stringing ideas together with and or then.
ELA.2.8.1b Use and punctuate declarative, interrogative, and exclamatory sentences.
- Recognize how punctuation affects the intonation and meaning of written word.
- Punctuate declarative, interrogative, and exclamatory sentences (e.g., period, question mark, exclamation point).
ELA.2.8.1c Use singular and plural nouns and pronouns.
- Use frequently occurring irregular plural nouns (e.g., feet, children, teeth, fish).
- Use singular and plural nouns correctly in written work (e.g., subject-verb agreement: The girl likes to read. The girls like to read.).
- Use correct pronoun referent (e.g., Mike is a good friend. He helps me with my chores.).
ELA.2.8.1d Use verbs and adjectives correctly in sentences.
- Identify and use correct verb tense in sentences (past and present tense).
- Use verbs and adjectives correctly in sentences (e.g., The friendly girls talk loudly. The friendly girl talks loudly.).
ELA.2.8.1e Capitalize all proper nouns and the word I.
- Use the word I in compound subjects.
- Correctly capitalize beginnings of sentences, proper nouns, and the pronoun I.
ELA.2.8.1f Use apostrophes in contractions and possessives.
ELA.2.8.1g Use contractions and singular possessives.
- Distinguish between a contraction and a possessive.
ELA.2.8.1h Use knowledge of simple abbreviations.
- Identify and use simple abbreviations, including those for titles (e.g., Mr., Mrs., Ms., and Dr.), calendar words (e.g., Jan., Feb., Mon., Tue.), and address words (e.g., St., Rd.).
ELA.2.8.1i Use correct spelling for commonly used sight words, including compound words and regular plurals.
- Use the correct spelling of frequently used words, including regular plurals and common homophones.
ELA.2.8.1j Use commas in the salutation and closing of a letter.
- Use commas in the salutation (e.g., Dear Tyrell,) and closing (e.g., Sincerely,) of a letter.
*ELA.2.8.2 Maintain legible printing and begin to make the transition to cursive.
- Indent the beginning of a paragraph.
- Learn basic strokes for cursive.
*ELA.2.8.3 Use available resources (e.g., word wall) and technology for writing.
RESEARCH
CW.ELA.2.9 The student will conduct research by using available resources to gather information and answer questions to complete a research product. (SOL 2.12)
CW.ELA.2.9.1 The student will conduct research by using available resources to gather information and answer questions to complete a research product.
CW.ELA.2.9.1a Generate topics of interest and questions to gather information on a specific topic.
- Generate ideas for topics based on interest or content areas.
- Generate questions to gather information.
- Work collaboratively to generate questions to gather information.
CW.ELA.2.9.1b Find information from provided sources.
- Identify pictures, various texts, people or media that can be used as sources of information.
- Use provided sources to gather information, answer questions or solve problems.
CW.ELA.2.9.1c Organize information in writing or a visual display.
- Use templates or visual displays (e.g., graphic organizers, charts, graphs) to organize information.
CW.ELA.2.9.1d Describe difference between plagiarism and using own words.
- Use own words to record information.
Word Analysis/Vocabulary:
ELA.2.4 The student will apply knowledge of word study skills to support vocabulary development when reading. (SOL 2.6; SOL 2.7)
ELA.2.4.2 Use knowledge of homophones.
ELA.2.4.4 Use knowledge of antonyms and synonyms.
ELA.2.4.5 Use context clues to determine the meaning of unknown words.
ELA.2.4.5a Discuss meanings of words and develop vocabulary by listening and reading a variety of texts.
ELA.2.4.6 Use vocabulary from other content areas.
Oral Language:
ELA.2.1 The student will demonstrate effective oral communication skills across a variety of situations. (SOL 2.1; SOL 2.2; SOL 2.3)
ELA.2.1.1 Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond.
ELA.2.1.1a Create and share oral stories and information with others.
ELA.2.1.1b Create and participate in oral dramatic activities.
ELA.2.1.1c Use correct verb tense and increasingly complex sentence structures during formal oral communication.
ELA.2.1.1d Self-correct errors in language use.
ELA.2.1.1e Participate as a contributor and leader in a group.
ELA.2.1.1f Retell information shared by others.
ELA.2.1.1g Follow and give three- and four-step directions.
ELA.2.1.2 Expand understanding and use of word meanings through oral communication experiences.
ELA.2.1.2a Increase listening and speaking vocabularies.
ELA.2.1.2b Use words that reflect a growing range of interests and knowledge.
ELA.2.1.2c Clarify and explain words and ideas orally.
ELA.2.1.2d Identify and use synonyms and antonyms.
ELA.2.1.2e Use vocabulary from other content areas.
I CAN statements are simple sentences written in student friendly language to convey the Virginia Beach Objectives (VBOs). These statements break down each objective into learning targets a student can read, understand, and self-assess. There can be one or more than one I CAN statement attached to an objective. Used consistently, these statements can help students to become more reflective about their own learning and determine movement towards proficiency on a particular objective. Below you will find sample I CAN statements for the Grade 2 VBOs organized by unit.
Unit 2 – Geometry
Virginia Beach Objective
I CAN Statements
2.4.1 The student will draw a line of symmetry in a figure.
- I can draw a line of symmetry in a figure.
2.4.2 The student will identify and create figures with at least one line of symmetry.
.
- I can identify figures with at least one line of symmetry, using various concrete materials. (e.g. mirrors, paper folding, pattern blocks)
- I can create figures with at least one line of symmetry using various concrete materials.
- I can determine a line of symmetry that results in two figures that have the same size and shape and explain my reasoning.
2.4.3 The student will identify and describe, plane and solid figures (circles/spheres, squares/cubes and rectangles/rectangular prisms).
- I can trace faces of solid figures (cubes and rectangular prisms) to create the set of plane figures related to the solid figure.
- I can identify and describe plane figures (circles, squares and rectangles), according to their characteristics (number of sides, vertices and angles). Squares and rectangles have four right angles.
- I can identify and describe solid figures (spheres, cubes and rectangular prisms), according to the shape of their faces, number of edges and number of vertices, using models. .
2.4.4 The student will compare and contrast plane and solid figures (circles/spheres, squares/cubes and rectangles/rectangular prisms).
- I can determine similarities and differences between related plane and solid figures (circles/spheres, square/cubes, rectangles/rectangular prisms), using models and cutouts.
- I can compare and contrast plane and solid figures (circles/sphere, squares/cubes and rectangles/rectangular prisms) according to their characteristics (number and shape of their faces, edges, vertices and angles).
Geography
Content Objectives:
SS.2.2 The student will develop map skills by using globes and maps. (SOL 2.6)
SS.2.2.1 Locate the seven continents and five oceans. (SOL 2.6a)
SS.2.2.2 Locate the equator, the Prime Meridian and the four hemispheres. (SOL 2.6b)
SS.2.2.3 Locate major rivers, mountain ranges, lakes and other physical features in the United States. (SOL2.6c)
Skill Objectives:
SS.2.0.2 Use basic map skills to locate places on maps and globes to support an understanding of American history.
SS.2.0.5 Compare and contrast people, places or events in American history.
SS.2.0.6 Recognize direct cause-and-effect relationships.
Geography: Expanded Content Specifications
VBO
Critical Content Knowledge
Key Skills and Processes
SS.2.2.1 Locate the seven continents and five oceans.
(SOL 2.6a)
The seven continents
- North America, South America, Europe, Asia, Africa, Australia and Antarctica
The five oceans
- Arctic Ocean, Atlantic Ocean, Indian Ocean, Pacific Ocean and Southern Ocean
SS.2.0.2 Use basic map skills to locate places on maps and globes to support an understanding of American history.
SS.2.2.2 Locate the equator, the Prime Meridian and the four hemispheres. (SOL 2.6b)
The four hemispheres: Northern, Southern, Eastern and Western
SS.2.0.2 Use basic map skills to locate places on maps and globes to support an understanding of American history.
SS.2.2.3 Locate major rivers, mountain ranges, lakes and other physical features in the United States. (SOL 2.6c)
James River, Mississippi River, Rio Grande, Appalachian Mountains, Rocky Mountains and the general area of the Great
Lakes
SS.2.0.6 Recognize direct cause-and-effect relationships.
SS.2.5.10 Describe the contributions of Martin Luther King, Jr. (SOL 2.4j)
- An African American who worked so that all people would be treated fairly
- Led peaceful marches and gave speeches
SS.2.0.5 Compare and contrast people, places or events in American history.
SS.2.6.1 Describe why American citizens celebrate Martin Luther King Jr Day. (SOL 2.5a)
- A day to remember Martin Luther King, Jr., a minister who worked so that all people would be treated fairly
- Observed in January
SS.2.0.5 Compare and contrast people, places or events in American history.
SS.2.6.7 Describe why American citizens celebrate Veterans Day. (SOL 2.5g)
- A day for the recognition and respect for all Americans who served in the military
- Observed November 11
SS.2.0.5 Compare and contrast people, places or events in American history.
SS.2.6.8 Describe why American citizens celebrate Thanksgiving. (SOL 2.5h)
- A day to remember the sharing of the harvest with the American Indians
- Observed in November
SS.2.0.5 Compare and contrast people, places or events in American history.
Essential Vocabulary:
Land: solid surface of Earth
Continent: large body of land on Earth
Equator: imaginary line around the middle of Earth that divides it into the Northern and Southern Hemispheres
Prime Meridian: imaginary line that divides Earth into the Eastern and Western Hemispheres
Hemisphere: half of a sphere (globe); created by the Prime Meridian or the equator