Grade 2
All 110 competencies for the year, in one list you can print.
- 2.1.A Listen, clarify, give multi-word answers Close
2.1.A · Grade 2
Listen, clarify, give multi-word answers
listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
Example
- Describe tomorrow's drive — the route, the stops, and when you're leaving — and see whether they ask a question about something you left out.
- Ask what they thought of the visitor-center film, and listen for an answer longer than one word, like "the bison part" instead of just "yes."
Part of the speaking and listening topic
- 2.1.B Follow, restate, give short oral instructions Close
2.1.B · Grade 2
Follow, restate, give short oral instructions
follow, restate, and give oral instructions that involve a short, related sequence of actions;
Example
- Give three related directions in order — fold the tent, roll it, buckle the straps — and ask them to restate the steps back before starting on any of them.
- Ask them to give you directions for breaking down the campsite, in order, and follow exactly what they say, including any step they leave out.
- 2.1.C On-topic sharing, clear pace, correct language Close
2.1.C · Grade 2
On-topic sharing, clear pace, correct language
share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
Example
- At dinner, ask them to stay on the topic of today's hike when it's their turn to talk, rather than drifting to something else.
- Ask them to describe the campground map to someone else at the site, clearly and at a pace the other person can actually follow.
- Listen for whether they use complete sentences and the right pronouns when they describe the hike, not just whether they stay on topic.
Part of the speaking and listening topic
- 2.1.D Collaborate by agreed-upon discussion rules Close
2.1.D · Grade 2
Collaborate by agreed-upon discussion rules
work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others; and
Example
- Set a rule for tonight’s planning talk — only the person holding the flashlight speaks — and watch whether they wait to be called on and then add onto what the last person said.
- During a family talk about tomorrow’s stop, ask them to repeat back one thing someone else said before adding their own idea.
Part of the speaking and listening topic
- 2.1.E Social communication: asking versus telling Close
2.1.E · Grade 2
Social communication: asking versus telling
develop social communication such as distinguishing between asking and telling.
Example
- Ask them to tell you one thing about the hike, then ask them to ask you a question about it, and see whether they can tell the two apart.
- At a campground, listen for whether they ask the neighbor kid a question or just announce something at them.
- 2.2.A Demonstrate phonological awareness Close
2.2.A · Grade 2
Demonstrate phonological awareness
demonstrate phonological awareness by:
- producing a series of rhyming words;
- distinguishing between long and short vowel sounds in one-syllable and multi-syllable words;
- recognizing the change in spoken word when a specified phoneme is added, changed, or removed; and
- manipulating phonemes within base words;
Example
- Say "sun" and ask them to name three more words that rhyme with it, one right after another.
- Say "hop" and "hope" and ask which one has the long vowel sound, then try "picnic" and "pilot" the same way.
- Say "stop" and ask them to say it again without the /s/ sound at the front.
Part of the phonics and sounds topic
- 2.2.B Phonetic knowledge, demonstrated and applied Close
2.2.B · Grade 2
Phonetic knowledge, demonstrated and applied
demonstrate and apply phonetic knowledge by:
- decoding words with short, long, or variant vowels, trigraphs, and blends;
- decoding words with silent letters such as knife and gnat;
- decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
- decoding compound words, contractions, and common abbreviations;
- decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;
- decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est; and
- identifying and reading high-frequency words from a research-based list;
Example
- Write "knife" and ask them to read it aloud, sounding out only the letters that are actually pronounced.
- Write "napkin" and ask them to draw a line between the two syllables before reading it, then try it with "camel."
- Write "refill" and ask them to read it, then ask what the "re-" at the front is doing to "fill."
Part of the phonics and sounds topic
- 2.2.C Spelling knowledge, demonstrated and applied Close
2.2.C · Grade 2
Spelling knowledge, demonstrated and applied
demonstrate and apply spelling knowledge by:
- spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
- spelling words with silent letters such as knife and gnat;
- spelling compound words, contractions, and common abbreviations;
- spelling multisyllabic words with multiple sound-spelling patterns;
- spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word; and
- spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;
Example
- Say "gnat" out loud and ask them to spell it, including the silent "g" at the front.
- Say "rabbit" and ask them to spell it, listening for whether they double the middle consonant.
- Say "unpack" and ask them to spell it, then ask them to spell "packed" on its own.
Part of the phonics and sounds topic
- 2.2.D Alphabetize words; use dictionary or glossary Close
2.2.D · Grade 2
Alphabetize words; use dictionary or glossary
alphabetize a series of words and use a dictionary or glossary to find words; and
Example
- Write "bear," "deer," and "ant" on three cards and ask them to lay them out in alphabetical order.
- Hand them a trail guide’s glossary and ask them to find the entry for "switchback."
- 2.2.E Cursive handwriting with connecting strokes Close
2.2.E · Grade 2
Cursive handwriting with connecting strokes
develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.
Example
- Ask them to write today’s date in cursive in the trail-log notebook, connecting each letter to the next without lifting the pencil.
- Ask them to sign their name in cursive at the bottom of a postcard, connecting the letters instead of printing them separately.
- Ask them to write the alphabet from A to Z in cursive in the trail-log notebook, connecting every letter to the next.
Part of the handwriting topic
- 2.3.A Use resources for meaning and pronunciation Close
2.3.A · Grade 2
Use resources for meaning and pronunciation
use print or digital resources to determine meaning and pronunciation of unknown words;
Example
- Hand them a print dictionary and ask them to look up an unfamiliar word from today’s reading, then read the pronunciation guide back to you.
- Open a kids’ nature app and ask them to look up how to say and what it means when they hit a word they don’t know, like "talus" or "moraine."
- 2.3.B Meaning of unfamiliar words from context Close
2.3.B · Grade 2
Meaning of unfamiliar words from context
use context within and beyond a sentence to determine the meaning of unfamiliar words;
Example
- Read a park brochure aloud and stop at an unfamiliar word like "watershed" — ask them to guess what it means from the rest of the sentence, without looking it up.
- After reading a paragraph with the word "arid" in it, ask them to use the sentences around it, not just the one sentence, to figure out what it means.
Part of the vocabulary topic
- 2.3.C Meanings and use of affixed words Close
2.3.C · Grade 2
Meanings and use of affixed words
identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion; and
Example
- Write "unpack" next to "pack" and ask what the "un-" changes about the word, then try "re-" with "refill" and "fill."
- Write "fast," "faster," and "fastest" and ask what -er and -est do to the word when comparing how quick something is.
- Write "act" and "action" and ask what changed about the word once "-ion" was added, then write "quick" and "quickly" and ask what -ly changes and when they would use each one.
Part of the vocabulary topic
- 2.3.D Antonyms, synonyms, idioms, homographs Close
2.3.D · Grade 2
Antonyms, synonyms, idioms, homographs
identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.
Example
- Ask them for a word that means the opposite of "wet" after a rainy hike, then a word that means about the same thing.
- After someone says "it’s raining cats and dogs," ask what the phrase actually means, not what it literally says.
- Write "bat" on a card and ask for two different meanings the word can have, like the animal and the thing you swing.
Part of the vocabulary topic
- 2.4 Read grade-level text with appropriate fluency Close
2.4 · Grade 2
Read grade-level text with appropriate fluency
The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
Example
- Time one minute of them reading aloud from a book at their level, and count how many words came out right.
- Read a line in a flat, run-on voice, then ask them to read it back the way the punctuation asks for it — a question rising, an exclamation loud.
- Hand them a page with a character's line of dialogue on it and ask them to read it so their voice matches whether the sentence is asking, telling, or shouting.
Part of the comprehension topic
- 2.5 Self-selected reading for a sustained period Close
2.5 · Grade 2
Self-selected reading for a sustained period
The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
- 2.6.A Reading purpose: assigned and self-selected Close
2.6.A · Grade 2
Reading purpose: assigned and self-selected
establish purpose for reading assigned and self-selected texts;
Example
- Before they start a book they picked themselves, ask them to say why they picked it.
- Hand them a page you picked out — not one they chose — and ask what they are hoping to get out of it before they start reading.
- 2.6.B Ask questions before, during, after reading Close
2.6.B · Grade 2
Ask questions before, during, after reading
generate questions about text before, during, and after reading to deepen understanding and gain information;
Example
- Before they open a book, ask them for one question they already have about it.
- Stop them mid-chapter and ask what question is on their mind right now.
- After they close a book, ask what question it never answered.
- 2.6.C Make, confirm, or correct predictions Close
2.6.C · Grade 2
Make, confirm, or correct predictions
make and correct or confirm predictions using text features, characteristics of genre, and structures;
Example
- Show them the cover and title and ask them to predict what kind of story it is before they start reading.
- Partway through, ask what they think happens next, then have them keep reading to check — and if they were wrong, ask what changed their mind.
Part of the comprehension topic
- 2.6.D Mental images that deepen understanding Close
2.6.D · Grade 2
Mental images that deepen understanding
create mental images to deepen understanding;
Example
- Read a paragraph, close the book, and ask them to describe the picture it makes in their head.
- 2.6.E Connections to experience, texts, and society Close
2.6.E · Grade 2
Connections to experience, texts, and society
make connections to personal experiences, ideas in other texts, and society;
Example
- After a page about a road trip, ask what in it reminds them of a trip your family has taken.
- When a character solves a problem the way one in another book did, ask them to notice it out loud.
- After a book touches on something like a town building a new park, ask how that connects to something happening in the wider world right now.
- 2.6.F Infer and support with evidence Close
2.6.F · Grade 2
Infer and support with evidence
make inferences and use evidence to support understanding;
Example
- Show them a page where a character is upset but the book never says why, and ask how they can tell — pointing to the exact detail that gave it away.
Part of the comprehension topic
- 2.6.G Evaluate details to determine main ideas Close
2.6.G · Grade 2
Evaluate details to determine main ideas
evaluate details read to determine key ideas;
Example
- After a page packed with details, ask which one matters most to the story so far, and which ones could disappear without losing anything.
- 2.6.H Synthesize information into new understanding Close
2.6.H · Grade 2
Synthesize information into new understanding
synthesize information to create new understanding; and
Example
- After two separate pages mention the same character doing different things, ask what new idea comes from combining what both pages said — an idea neither page said outright.
- 2.6.I Monitor comprehension and adjust when stuck Close
2.6.I · Grade 2
Monitor comprehension and adjust when stuck
monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
Example
- Hand them a book a notch harder than usual, and when a sentence trips them up, hold off — watch whether they go back and reread it, look at the picture for a clue, or ask what a word means.
- When they hit a confusing part about something like setting up camp, ask what they already know about it that might help, before you explain it outright.
Part of the comprehension topic
- 2.7.A Describe personal connections to sources Close
2.7.A · Grade 2
Describe personal connections to sources
describe personal connections to a variety of sources;
Example
- After finishing a book, ask what part of it reminds them of something that happened in their own life.
- After watching a park video, ask what part of it connects to something they have experienced.
Part of the research topic
- 2.7.B Write brief comments showing understanding Close
2.7.B · Grade 2
Write brief comments showing understanding
write brief comments on literary or informational texts that demonstrate an understanding of the text;
Example
- Ask them to write a sentence or two about a book on a sticky note explaining what happened or what it means — not just whether they liked it — and stick it to the cover.
Part of the informational text topic
- 2.7.C Support responses with text evidence Close
2.7.C · Grade 2
Support responses with text evidence
use text evidence to support an appropriate response;
Example
- Ask whether a character was scared or brave, then ask them to point to the exact sentence that proves it.
- 2.7.D Retell, paraphrase: keep meaning and order Close
2.7.D · Grade 2
Retell, paraphrase: keep meaning and order
retell and paraphrase texts in ways that maintain meaning and logical order;
Example
- Close the book after reading and ask them to tell the story back in order, hitting only the parts that actually matter.
- Ask them to explain one paragraph in their own words instead of reading it back, and check that the meaning survived even though the wording changed.
Part of the comprehension topic
- 2.7.E Meaningful interaction with sources
- 2.7.F Respond with newly acquired vocabulary Close
2.7.F · Grade 2
Respond with newly acquired vocabulary
respond using newly acquired vocabulary as appropriate.
Example
- After a book uses a word like "enormous," ask a question about the story and listen for whether that word turns up in their answer.
Part of the vocabulary topic
- 2.8.A Topics and theme from evidence, with help Close
2.8.A · Grade 2
Topics and theme from evidence, with help
discuss topics and determine theme using text evidence with adult assistance;
Example
- After finishing a story, talk about what it was really about underneath the plot, and ask them to point to a part of the book that shows it.
- Read the last page of a book together and ask what bigger idea the whole story was teaching, not just what happened.
Part of the characters and plot topic
- 2.8.B Main character's internal and external traits Close
2.8.B · Grade 2
Main character's internal and external traits
describe the main character's (characters') internal and external traits;
Example
- Ask what the main character looks like, then ask what kind of person they are on the inside — brave, stubborn, kind — and how the book shows it.
Part of the characters and plot topic
- 2.8.C Plot elements: events, conflict, resolution Close
2.8.C · Grade 2
Plot elements: events, conflict, resolution
describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently; and
Example
- After a book, ask them to list the main events in order, name the conflict, and say how it got resolved.
Part of the characters and plot topic
- 2.8.D Describe the setting's importance Close
2.8.D · Grade 2
Describe the setting's importance
describe the importance of the setting.
Example
- Ask where and when a story took place, using clues from the words or the pictures, and why that time and place mattered to what happened.
Part of the characters and plot topic
- 2.9.A Features of folktales, fables, fairy tales Close
2.9.A · Grade 2
Features of folktales, fables, fairy tales
demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales;
Example
- Read a fable and ask what lesson the animals are teaching.
- Read a folktale and ask what makes it a folktale — a story passed down that often explains why something in nature is the way it is.
- Read a fairy tale and ask what makes it a fairy tale rather than an everyday story — is there magic, a spell, or a happily-ever-after ending?
- 2.9.B Poems: visual patterns and structures Close
2.9.B · Grade 2
Poems: visual patterns and structures
explain visual patterns and structures in a variety of poems;
Example
- Show them a poem and ask what they notice about how the lines are arranged — short lines, a shape, a repeated pattern.
- Put two poems side by side and ask what is different about how each one is laid out on the page.
Part of the poetry topic
- 2.9.C Drama: characters, dialogue, and setting Close
2.9.C · Grade 2
Drama: characters, dialogue, and setting
discuss elements of drama such as characters, dialogue, and setting;
Example
- Read a short play, or a book written like one with character names before each line, and ask who the characters are, what they say to each other, and where the scene is happening.
Part of the characters and plot topic
- 2.9.D Informational text: traits and structures Close
2.9.D · Grade 2
Informational text: traits and structures
recognize characteristics and structures of informational text, including:
- the central idea and supporting evidence with adult assistance;
- features and graphics to locate and gain information; and
- organizational patterns such as chronological order and cause and effect stated explicitly;
Example
- After a page or two of a book about something like geysers, ask what the main idea of those pages is and what sentence or picture backs it up.
- Ask them to find a diagram or a bolded word on a nonfiction page and explain what it is there to do.
- Ask whether a page about how a tadpole becomes a frog tells things in the order they happen, or just describes what something looks like.
Part of the informational text topic
- 2.9.E Characteristics of persuasive text Close
2.9.E · Grade 2
Characteristics of persuasive text
recognize characteristics of persuasive text, including:
- stating what the author is trying to persuade the reader to think or do; and
- distinguishing facts from opinion; and
Example
- Look at a billboard or a flyer and ask what it is trying to get someone to do — buy it, visit it, vote for it.
- Read an ad out loud and ask them to pick out one sentence that is a fact and one that is somebody's opinion.
Part of the persuasive writing topic
- 2.9.F Multimodal and digital text characteristics Close
2.9.F · Grade 2
Multimodal and digital text characteristics
recognize characteristics of multimodal and digital texts.
Example
- After trying an e-book or a reading app's version of a story, ask what it had that a paper book does not — sound, animation, buttons to tap.
- Look at a website page about a place you are visiting and ask what is different about reading it compared to a printed page.
- 2.10.A Discuss the author's purpose Close
2.10.A · Grade 2
Discuss the author's purpose
discuss the author's purpose for writing text;
Example
- After finishing a book, ask whether the author wrote it to tell a story, to teach something true, or to make someone laugh.
- 2.10.B Text structure and the author's purpose Close
2.10.B · Grade 2
Text structure and the author's purpose
discuss how the use of text structure contributes to the author's purpose;
Example
- Ask why a recipe or an instructions page is written as numbered steps instead of as one long paragraph, and how that helps the reader.
- 2.10.C Print and graphic features for a purpose Close
2.10.C · Grade 2
Print and graphic features for a purpose
discuss the author's use of print and graphic features to achieve specific purposes;
Example
- Point to a word printed in bold or in all capital letters and ask why the author chose to make it stand out.
- Ask what a photograph or a map in a nonfiction book adds that the words alone do not.
- 2.10.D Descriptive, literal, figurative language Close
2.10.D · Grade 2
Descriptive, literal, figurative language
discuss the use of descriptive, literal, and figurative language;
Example
- Ask them to point out a sentence that makes a picture appear in their head, then ask whether it means exactly what it says or something else.
- 2.10.E Identify first person or third person Close
2.10.E · Grade 2
Identify first person or third person
identify the use of first or third person in a text; and
Example
- Read a page written as "I" and ask who is telling the story, then read a page written as "he" or "she" and ask what changed.
- 2.10.F Identify and explain repetition Close
2.10.F · Grade 2
Identify and explain repetition
identify and explain the use of repetition.
Example
- Find a page where the same phrase repeats more than once and ask them why they think the author kept saying it.
- 2.11.A Generate ideas to plan a first draft Close
2.11.A · Grade 2
Generate ideas to plan a first draft
plan a first draft by generating ideas for writing such as drawing and brainstorming;
Example
- Before they write about today’s stop, ask them to draw three quick pictures of things they saw there — that’s the plan for what to write.
- Ask them to brainstorm three things that happened on the trail today, out loud, then circle the one they want to write about.
Part of the writing a draft topic
- 2.11.B Develop drafts into focused writing Close
2.11.B · Grade 2
Develop drafts into focused writing
develop drafts into a focused piece of writing by:
- organizing with structure; and
- developing an idea with specific and relevant details;
Example
- Ask them to write about the campsite with a beginning, a middle, and an end, then add one detail that’s specific — not "the raccoon was there" but what it actually did.
- Have them draft the story of the whale-watching trip in order — first, next, last — then ask for one concrete detail in each part, like a color or a sound.
Part of the writing a draft topic
- 2.11.C Revise by adding, deleting, rearranging Close
2.11.C · Grade 2
Revise by adding, deleting, rearranging
revise drafts by adding, deleting, or rearranging words, phrases, or sentences;
Example
- After they draft a paragraph about the tide pools, ask them to add one sentence about a smell or a sound they left out.
- Read their draft back to them and ask them to cross out one sentence that doesn’t belong.
- Ask them to try moving the last sentence of their draft to the front and see whether it still makes sense.
Part of the writing a draft topic
- 2.11.D Edit drafts for standard English conventions Close
2.11.D · Grade 2
Edit drafts for standard English conventions
edit drafts using standard English conventions, including:
- complete sentences with subject-verb agreement;
- past, present, and future verb tense;
- singular, plural, common, and proper nouns;
- adjectives, including articles;
- adverbs that convey time and adverbs that convey place;
- prepositions and prepositional phrases;
- pronouns, including subjective, objective, and possessive cases;
- coordinating conjunctions to form compound subjects and predicates;
- capitalization of months, days of the week, and the salutation and conclusion of a letter;
- end punctuation, apostrophes in contractions, and commas with items in a series and in dates; and
- correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and
Example
- Write "the ranger explain the trail map to us every morning" and ask them to fix the verb so it agrees with "the ranger" — singular, so it needs an -s.
- Write "the guide gave the map to she" and ask them to fix the pronoun, then ask whether "guide" needs a capital letter the way "Ranger Dave" would.
- Write "we saw a deer a hawk and a fox on monday in july" with no commas, no capitals, and no end mark, and ask them to add the commas, capitalize the day and the month, and put a period at the end.
Part of the grammar and punctuation topic
- 2.11.E Publish and share writing Close
2.11.E · Grade 2
Publish and share writing
publish and share writing.
Example
- Ask them to read their finished postcard out loud to the family before it goes in the mailbox.
- Ask them to pick one piece of writing from this week and put it up somewhere everyone will see it, like the dashboard or the fridge at the next hotel.
Part of the writing a draft topic
- 2.12.A Compose personal narratives and poetry Close
2.12.A · Grade 2
Compose personal narratives and poetry
compose literary texts, including personal narratives and poetry;
Example
- Ask them to write a few sentences about the morning they saw the elk, in the order it happened.
- Ask them to write a short poem about the sound the river made.
Part of the poetry topic
- 2.12.B Compose procedural texts and reports Close
2.12.B · Grade 2
Compose procedural texts and reports
compose informational texts, including procedural texts and reports; and
Example
- Ask them to write the steps for setting up their own sleeping bag, in order.
- Ask them to write three facts about the animal from the visitor-center exhibit, in an order that would make sense to someone who wasn’t there.
Part of the informational text topic
- 2.12.C Compose correspondence: notes and letters Close
2.12.C · Grade 2
Compose correspondence: notes and letters
compose correspondence such as thank you notes or letters.
Example
- Ask them to write a thank-you note to the ranger who ran today’s junior ranger program.
- Ask them to write a short letter to a grandparent about one thing that happened today.
- 2.13.A Formal and informal questions, with help Close
2.13.A · Grade 2
Formal and informal questions, with help
generate questions for formal and informal inquiry with adult assistance;
Example
- At a trailhead sign, ask them what they’re curious about, then work with them to turn it into one real question — like why that plant only grows near water.
- After a ranger talk, sit down with them and come up with one question they still have.
- Before visiting a place, sit down together and write out one specific question you want the trip to answer — not idle curiosity, but something you’ll actually look for the answer to.
Part of the research topic
- 2.13.B Plan and follow research, with help Close
2.13.B · Grade 2
Plan and follow research, with help
develop and follow a research plan with adult assistance;
Example
- Once they have a question about how beavers build dams, sit with them and decide what to check first, second, and third, then watch whether they actually work through that list in the order they set.
- Help them turn their question into a short plan — where will they look first: a ranger, a trail sign, or a book back at the RV?
Part of the research topic
- 2.13.C Find and gather sources and information Close
2.13.C · Grade 2
Find and gather sources and information
identify and gather relevant sources and information to answer the questions;
Example
- Once they have a question about the park’s biggest animal, ask them to name two places that might have the answer — a trail sign, a ranger, or a book — before they start looking.
- Ask them to pull three facts from the visitor-center exhibit that actually answer their question, not just facts sitting nearby it.
- At a junction with three different trail signs, ask them which one is most likely to answer their question, then have them read it and pull out the fact they needed.
Part of the research topic
- 2.13.D Sources: primary and secondary Close
2.13.D · Grade 2
Sources: primary and secondary
identify primary and secondary sources;
Example
- At a historic site, ask them whether the original letter in the display case or the sign summarizing it counts as the primary source, and why.
- Ask them whether a rancher who lived through a flood, telling the story themselves, counts as a different kind of source than a book written about that flood years later.
Part of the research topic
- 2.13.E Show understanding of gathered information Close
2.13.E · Grade 2
Show understanding of gathered information
demonstrate understanding of information gathered;
Example
- After they gather facts about the park’s biggest animal, ask them to tell you back, in their own words, what they found out — no notes.
- Ask them to draw or write what the ranger’s answer meant, then check it against what was actually said.
- 2.13.F Cite sources appropriately Close
2.13.F · Grade 2
Cite sources appropriately
cite sources appropriately; and
Example
- Ask them to name where each fact came from — "the ranger said" or "the sign said" — every time they tell you what they found out.
- Ask them to write one line under their report saying which sign or book each fact came from.
Part of the research topic
- 2.13.G Present results: written, oral, or multimodal Close
2.13.G · Grade 2
Present results: written, oral, or multimodal
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
Example
- Let them choose how to share what they found out — telling it out loud, writing it up, or making a poster with pictures and words — then have them present it after dinner.
- Ask them to pick between a spoken report and a written one, then share it with the rest of the family.
- Before they choose, ask them who will actually see this — a ranger who needs it fast, or a grandparent far away — and whether that changes which mode makes the most sense.
- 2.1.A Apply math in life, society, and work Close
2.1.A · Grade 2
Apply math in life, society, and work
apply mathematics to problems arising in everyday life, society, and the workplace
Example
- Hand over the receipt at a grocery stop and ask whether the change was right.
- Ask how many days a 900-mile drive takes at 300 miles a day.
- 2.1.B Use a problem-solving model Close
2.1.B · Grade 2
Use a problem-solving model
use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
Example
- Give a problem with a number missing and ask what they would do first, before any arithmetic happens.
- After an answer, ask "does that seem about right?" and listen for a reason rather than a re-check.
Part of the problem solving topic
- 2.1.C Select tools and techniques to solve problems Close
2.1.C · Grade 2
Select tools and techniques to solve problems
select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
Example
- Ask for 30 + 40 and watch whether they reach for paper. Reaching for it at this size is the thing worth noticing.
- Ask which is easier for 402 - 178, mental math or writing it down, and why.
Part of the problem solving topic
- 2.1.D Communicate math in multiple representations Close
2.1.D · Grade 2
Communicate math in multiple representations
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
Example
- Ask them to show 24 + 18 two ways: with a drawing, and with numbers.
- Ask them to explain a subtraction out loud, without pointing at the page.
Part of the graphs and data topic
- 2.1.E Create and use representations for ideas Close
2.1.E · Grade 2
Create and use representations for ideas
create and use representations to organize, record, and communicate mathematical ideas
Example
- Ask them to keep a tally of something on a drive and turn it into a picture at the end.
- 2.1.F Analyze relationships, connect and communicate Close
2.1.F · Grade 2
Analyze relationships, connect and communicate
analyze mathematical relationships to connect and communicate mathematical ideas
Example
- Ask what 8 + 7 has to do with 80 + 70.
- Ask why knowing 6 + 6 helps with 6 + 7.
- 2.1.G Display, explain, and justify with precision Close
2.1.G · Grade 2
Display, explain, and justify with precision
display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
Example
- Ask them to convince you that 213 is greater than 199 using the word "hundreds". Listen for whether they get pulled into counting tens, where 199 has more.
- 2.2.A Compose and decompose numbers to 1,200 Close
2.2.A · Grade 2
Compose and decompose numbers to 1,200
use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones
Example
- Ask them to build 1,145 with base-ten blocks, then build it again a different way.
- Ask for 340 as a sum of hundreds and tens, then ask separately how many tens are in 340.
- 2.2.B Numbers to 1,200: standard, word, expanded Close
2.2.B · Grade 2
Numbers to 1,200: standard, word, expanded
use standard, word, and expanded forms to represent numbers up to 1,200
Example
- Write 1,062 and ask them to say it and then write it as 1,000 + 60 + 2.
- Say "nine hundred four" and ask them to write the numeral. Watch for a four-digit answer.
Part of the place value topic
- 2.2.C Generate greater or lesser numbers to 1,200 Close
2.2.C · Grade 2
Generate greater or lesser numbers to 1,200
generate a number that is greater than or less than a given whole number up to 1,200
Example
- Say 780 and ask for a bigger number that is still under 1,200. Then ask for one smaller than 780 but bigger than 700.
- 2.2.D Compare and order numbers to 1,200 Close
2.2.D · Grade 2
Compare and order numbers to 1,200
use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =)
Example
- Put 1,110 and 1,101 side by side and ask which is greater, and how they know.
- Ask them to write the symbol between 476 and 467 rather than saying the word.
Part of the place value topic
- 2.2.E Locate a number on an open line Close
2.2.E · Grade 2
Locate a number on an open line
locate the position of a given whole number on an open number line
Example
- Draw a line marked only 0 and 1,000 and ask them to mark roughly where 250 goes.
- 2.2.F Name the whole number at a point Close
2.2.F · Grade 2
Name the whole number at a point
name the whole number that corresponds to a specific point on a number line
Example
- Mark a point between two labeled ticks on a number line and ask what number sits there.
- 2.3.A Partition and name halves, fourths, eighths Close
2.3.A · Grade 2
Partition and name halves, fourths, eighths
partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words
Example
- Hand them a sandwich and ask for fourths, then ask them to name one piece in words.
- Fold a sheet of paper into eighths and ask what one part is called.
Part of the fractions topic
- 2.3.B More parts, smaller parts; fewer, larger Close
2.3.B · Grade 2
More parts, smaller parts; fewer, larger
explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part
Example
- Ask which is bigger, a half of a cracker or an eighth of the same cracker, and why.
Part of the fractions topic
- 2.3.C Count parts to and beyond one whole Close
2.3.C · Grade 2
Count parts to and beyond one whole
use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole
Example
- Break two crackers into fourths, lay out five of the pieces, and ask them to count the parts aloud: one fourth, two fourths, and on past the whole.
- Ask how many eighths it takes to make one whole.
Part of the counting topic
- 2.3.D Halves, fourths, eighths: example or not Close
2.3.D · Grade 2
Halves, fourths, eighths: example or not
identify examples and non-examples of halves, fourths, and eighths
Example
- Cut a shape into two uneven pieces and ask whether those are halves. The answer is no, and the reason is the point.
- 2.4.A Automatic addition and subtraction within 20 Close
2.4.A · Grade 2
Automatic addition and subtraction within 20
recall basic facts to add and subtract within 20 with automaticity
Example
- Ask 9 + 6 and 14 - 8 with no paper. Listen for an answer in a couple of seconds, not a count.
Part of the adding and subtracting topic
- 2.4.B Up to four two-digit addends, and subtraction Close
2.4.B · Grade 2
Up to four two-digit addends, and subtraction
add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations
Example
- Ask for 23 + 41 + 12 + 30 in one go, all four at once.
- Ask for 62 - 47 and listen for whether they can explain the borrowing, not just do it.
Part of the adding and subtracting topic
- 2.4.C One- and multi-step word problems within 1,000 Close
2.4.C · Grade 2
One- and multi-step word problems within 1,000
solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms
Example
- Two legs of a drive run 235 miles and 148 miles. Ask how far that is altogether, then how much farther to 500.
- A jar holds 412 beads and 175 come out. Ask how many are left, then ask them to check it a different way.
Part of the adding and subtracting topic
- 2.4.D Write and solve problems from number sentences Close
2.4.D · Grade 2
Write and solve problems from number sentences
generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000
Example
- Write 300 - 125 = 175 and ask them to invent a story that the sentence answers.
Part of the adding and subtracting topic
- 2.5.A Coin collection value up to one dollar Close
2.5.A · Grade 2
Coin collection value up to one dollar
determine the value of a collection of coins up to one dollar; and
Example
- Hand over three quarters, two dimes, and a nickel and ask for the total. It is one dollar.
- Lay out two quarters, a dime, and a nickel and ask what it comes to. It is 65 cents.
Part of the money topic
- 2.5.B Name coin values with money symbols Close
2.5.B · Grade 2
Name coin values with money symbols
use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.
Example
- Lay out three quarters, a dime, and two pennies, then ask them to write what it comes to two ways: with the cent sign, and with a dollar sign and a decimal point.
Part of the money topic
- 2.6.A Multiplication as joining equivalent sets Close
2.6.A · Grade 2
Multiplication as joining equivalent sets
model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined
Example
- Set out four cups with three stones in each and ask them to say what they see, then how many stones altogether.
Part of the multiplication and division topic
- 2.6.B Division as separating into equivalent sets Close
2.6.B · Grade 2
Division as separating into equivalent sets
model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets
Example
- Hand over twelve stones and ask them to share the stones fairly among three people, then say how they did it.
Part of the multiplication and division topic
- 2.7.A Even or odd for numbers to 40 Close
2.7.A · Grade 2
Even or odd for numbers to 40
determine whether a number up to 40 is even or odd using pairings of objects to represent the number
Example
- Ask whether 27 is even or odd, and ask them to prove it by pairing rather than by reciting a rule.
- 2.7.B 10 or 100 more/less to 1,200 Close
2.7.B · Grade 2
10 or 100 more/less to 1,200
use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200
Example
- Say 1,140 and ask for 10 more, then 100 less.
- Say 995 and ask for 10 more. The crossing is the part worth watching.
Part of the place value topic
- 2.7.C Represent and solve problems with any unknown Close
2.7.C · Grade 2
Represent and solve problems with any unknown
represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem
Example
- Say "the drive was some number of miles, then 40 more, and ended at 130," and ask for the first number.
- Give a second story where the missing number is the one that changed in the middle, not the one at the start or the end.
Part of the adding and subtracting topic
- 2.8.A Create 2D shapes from sides and vertices Close
2.8.A · Grade 2
Create 2D shapes from sides and vertices
create two-dimensional shapes based on given attributes, including number of sides and vertices
Example
- Ask them to draw a shape with five sides and five vertices.
Part of the shapes and geometry topic
- 2.8.B Classify and sort 3D solids by attributes Close
2.8.B · Grade 2
Classify and sort 3D solids by attributes
classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language
Example
- Put out two of each: soup cans, balls, party hats, shoeboxes, dice, and a wedge-shaped box. Ask them to sort the pile and name each group: cylinder, sphere, cone, rectangular prism, cube, triangular prism.
Part of the shapes and geometry topic
- 2.8.C Sort and classify polygons to 12 sides Close
2.8.C · Grade 2
Sort and classify polygons to 12 sides
classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices
Example
- Draw several polygons, none with more than 12 sides, and ask them to group the ones with the same number of sides, then count the vertices in each group.
Part of the shapes and geometry topic
- 2.8.D Compose shapes and solids from attributes Close
2.8.D · Grade 2
Compose shapes and solids from attributes
compose two-dimensional shapes and three-dimensional solids with given properties or attributes
Example
- Ask them to make a hexagon out of pattern blocks in two different ways.
Part of the shapes and geometry topic
- 2.8.E Decompose 2D shapes and identify the parts Close
2.8.E · Grade 2
Decompose 2D shapes and identify the parts
decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts
Example
- Ask them to cut a square out of a rectangle and name both pieces that result.
- Ask them to divide a rectangle into two identical triangles.
Part of the shapes and geometry topic
- 2.9.A Find length with models of standard units Close
2.9.A · Grade 2
Find length with models of standard units
find the length of objects using concrete models for standard units of length
Example
- Ask them to measure the picnic table with inch tiles laid end to end, no gaps.
Part of the measurement topic
- 2.9.B Bigger units, fewer units needed Close
2.9.B · Grade 2
Bigger units, fewer units needed
describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object
Example
- Measure the same table in paper clips and then in shoes, and ask why the bigger unit gave the smaller number.
Part of the measurement topic
- 2.9.C A number as distance from any location Close
2.9.C · Grade 2
A number as distance from any location
represent whole numbers as distances from any given location on a number line
Example
- Mark 4 on a number line, not 0, and ask them to show a distance of 6 from it.
- 2.9.D Use measuring tools to the nearest mark Close
2.9.D · Grade 2
Use measuring tools to the nearest mark
determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes
Example
- Hand over a ruler and ask for the length of a leaf to the nearest marked unit.
- Watch whether they line the object up with zero rather than with the end of the ruler.
Part of the measurement topic
- 2.9.E Solve length problems, including estimates Close
2.9.E · Grade 2
Solve length problems, including estimates
determine a solution to a problem involving length, including estimating lengths
Example
- Ask them to guess the length of the trail sign before measuring, then measure it.
- Ask which of two trails is longer, and by roughly how much, without working it out exactly.
Part of the measurement topic
- 2.9.F Find rectangle area with square unit models Close
2.9.F · Grade 2
Find rectangle area with square unit models
use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit
Example
- Draw a rectangle four tiles by six tiles, ask them to cover it with no gaps or overlaps, and say the area as a number and a unit.
Part of the counting topic
- 2.9.G Time to the minute, am or pm Close
2.9.G · Grade 2
Time to the minute, am or pm
read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m
Example
- Point at an analog clock at 3:47 and ask for the time to the minute.
- Ask whether breakfast is a.m. or p.m., then ask which one 7:00 in the evening is.
Part of the telling time topic
- 2.10.A Bars and pictures stand for data points Close
2.10.A · Grade 2
Bars and pictures stand for data points
explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category
Example
- Show a bar graph and ask what the height of one bar means.
Part of the graphs and data topic
- 2.10.B Four categories in pictographs and bar graphs Close
2.10.B · Grade 2
Four categories in pictographs and bar graphs
organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more
Example
- Ask them to count four kinds of vehicle at a rest stop, then build a bar graph with an interval of two.
Part of the graphs and data topic
- 2.10.C Write and solve one-step graph problems Close
2.10.C · Grade 2
Write and solve one-step graph problems
write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one
Example
- Have them redraw the same counts with one square per vehicle, then ask them to make up a word problem about it and solve it.
Part of the adding and subtracting topic
- 2.10.D Draw conclusions and predictions from graphs Close
2.10.D · Grade 2
Draw conclusions and predictions from graphs
draw conclusions and make predictions from information in a graph
Example
- Ask what the graph suggests would happen if you counted again tomorrow, and why.
Part of the graphs and data topic
- 2.11.A Calculate how savings grow over time
- 2.11.B Saving instead of spending
- 2.11.C Deposits versus withdrawals Close
2.11.C · Grade 2
Deposits versus withdrawals
distinguish between a deposit and a withdrawal
Example
- Ask which one takes money out of an account, a deposit or a withdrawal.
- 2.11.D Examples of borrowing, responsible or not Close
2.11.D · Grade 2
Examples of borrowing, responsible or not
identify examples of borrowing and distinguish between responsible and irresponsible borrowing
Example
- Ask for an example of borrowing something, and what would make the borrowing irresponsible.
Part of the personal finance topic
- 2.11.E Lending examples; weigh benefits and costs Close
2.11.E · Grade 2
Lending examples; weigh benefits and costs
identify examples of lending and use concepts of benefits and costs to evaluate lending decisions
Example
- Ask what a person lending a bike gives up, and what they get out of it.
Part of the personal finance topic
- 2.11.F Producers, consumers, and cost to produce Close
2.11.F · Grade 2
Producers, consumers, and cost to produce
differentiate between producers and consumers and calculate the cost to produce a simple item
Example
- Point at a loaf of bread and ask who made it and who eats it, then work out what the ingredients cost.