Sedro-Woolley School DistrictSecond-Grade Elementary Parent Report Card Guide

Please use this guide when reviewing your child’s report card. After looking at the report card and this guide, feel free to contact your child’s teacher if you still have questions. Please note the Grading Key in the upper left-hand corner of the report card when reviewing this report card guide.

READING FOUNDATIONAL SKILLS Second grade students who are learning to read need to be able to successfully do the following skills:

Phonics and word recognition: • Know and apply grade-level phonics and word analysis skills to decode text by applying an understanding of consonants, vowel sounds, vowel teams, syllables, prefixes, and suffixes. • Identify words with inconsistent, but common sound-spelling correspondences (i.e. weather and leaves) • Recognize and read grade-appropriate irregularly spelled words (i.e. sight words and high frequency words such as you or some).

Fluency• Read grade-level text with a purpose (to entertain, to persuade, to inform the reader) for reading and demonstrate understanding during and after reading.

• Mentally add or subtract 10 or 100 to a given number between 100 and 900. • Explain why addition and subtraction strategies work, using place value and properties of addition and subtraction.

Measurement and Data Measure and estimate lengths in standard units: Accurately estimate and measure the lengths of different objects to the nearest whole unit using inches and feet. Relate addition and subtraction to length: Solving word problems by using drawings, equations, symbols, etc., to represent addition and subtraction problems involving lengths within 100 units. Understand coin values: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies. Understand time to 5 minutes: Using both analog and digital clocks, telling and writing time (using a.m. and p.m.) to the nearest five minutes. Represent and interpret data: Creating and solving measurement data using line plots, bar graphs, and picture graphs to aid in addition and subtraction representational questions.

Geometry Name and draw shapes using their attributes: Use attributes (edges, vertices, sides, faces, etc.) to name and draw shapes. Partition circles and rectangles into equal parts: Identify, visualize, and draw halves, thirds, and fourths using circles and rectangles.

SOCIAL STUDIES Understands roles within a community • Understands the basic function of government and laws in a community. Can construct a map of community including elements • Place themselves on a map of their community. • Label important places within community such as school, fire department, police department, park, etc. Can create a timeline focusing on community events and important events • Creates and explains a community timeline that displays events that are still celebrated or remembered today.

ART • Use of tools • Producing finished artwork • Cooperation and Classroom Citizenship

MUSIC • Use of tools and Instruments • Musical Creation and Exploration • Cooperation and Classroom Citizenship

TECHNOLOGY • Digital Citizenship • Uses technology as a learning tool • Creates and produces artifacts • Understands vocabulary specific to technology • Utilizes beginning programming concepts

PHYSICAL EDUCATION • Motor skills and Movement Patterns (Standard 1, addressing

movement expectations in a wide range of activities) Examples include: throwing, catching, galloping, rhythm, weight transfer. Skills are determined by grade level and vary according to units. • Responsible Personal and Social Behavior (Standard 4, addressing safety, feedback, teamwork and rule following, more specific than basic participation) Examples include: rules and etiquette, receiving and providing feedback, working with others, and safety.

HOW WILL IT BE ASSESSED? • Formative Assessments (paper, anecdotal notations) • Entry/Exit Tasks (connections to real world, skill task etc.) • Peer-Peer sharing • Self and/or Peer evaluations Skills are assessed specifically for each unit within EACH SEMESTER. Scores indicate how a student is doing for specific unit skills within THAT SEMESTER only, not as a progressive measure of their OVERALL ability from beginning of year to end of year. Unit equipment is shared across the district, with individual schools running units based on availability and gym space. Schools do not run units simultaneously.

CHARACTERISTICS OF SUCCESSFUL LEARNERS:Students are assessed on personal and study skills, as well as the academic skills they are developing. These are key skills, attitudes and behaviors students are building that increase success in their academic and social lives, supporting each student’s ability to deal with daily tasks and challenges.

• Students are able to re-read a text with accuracy, an appropriate rate, and with expression.• While a student is reading they are able to self-correct or confirm unknown words using the context of the story.

Literature• Ask and answer who, what, where, when, why and how questions to demonstrate understanding of text (in Literature, describe how characters change over time in the story)• Understand that the story teaches a lesson, moral or has a main idea and that the sequence of events or steps are connected.• Summarize text using key details to retell the story.• Understand and know the characters by what they do and say.• Understand how characters change according to what happened to them.• Author’s use craft (alliteration, rhyme, repeated lines) to create meaning and purpose. Students need to show evidence of understanding the overall structure of the story as well as how words and phrases supply meaning and rhythm. Students will be able to summarize literature by using print or pictures; this will include the setting, characters and plot in a sequential order. Students will also be able to compare and contrast two similar texts on the same topic.

Reading for Information• Text features (table of contents, glossary) to create meaning and purpose for informational texts. Students need to show evidence of understanding the overall structure of the text as well as how text features supply meaning.• Understand and apply new

vocabulary learned from text.• Students will be able to summarize informational texts by using print or pictures. Students will also be able to compare and contrast two similar texts on the same topic.

WRITINGNarratives: • Writes clearly with organization.• Uses the writing process with support to strengthen writing.• Uses conventions of standard English.• Recount an event or short sequence of events including details to describe actions, thoughts and feelings.• Uses transition words and provides a closing.Informative/Explanatory: • Writes clearly with organization.• Uses the writing process with support to strengthen writing.• Uses conventions of standard English.• Writes to inform the reader about a subject or topic using facts.Opinion: • Writes clearly with organization.• Uses the writing process with support to strengthen writing.• Uses conventions of standard

English.• Introduces the topic or book they are writing about, give opinion and supply reasons for their support on this topic; including a concluding statement.

SPEAKING AND LISTENING• Participate in appropriate conversations with peers and adults in small and large groups.• Describe ideas or details from a text, read aloud, or information presented orally.• Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.• Students should be able to follow agreed-upon rules for discussions, like gaining attention, listening to others, speaking one at a time, and adding on to another comment.

LANGUAGEUses correct grammar when writing and speaking: Uses collective and irregular plural nouns in writing and speaking (feet, teeth, mice, etc.)Form and use past tense.Use adjectives and adverbs correctly.Uses correct capitalization, punctuation, spelling and vocabulary when writing:Capitalize proper nouns, titles and initials.Uses apostrophes to form contractions and commas in greetings and closings of letters.• Understands and can use spelling patterns/sound spellings.Students will be able to determine or clarify the meaning of an unknown word, including:

• using context clues

• using known prefixes and/or root words• using their knowledge of the meaning of individual words to predict the meaning of a compound word (e.g., birdhouse, bookshelf)• using glossaries and beginning dictionaries.

SCIENCEIn addition to the scientific facts your student will work with, teachers will also be looking for students to learn as authentic scientists; asking questions, modeling thinking, arguing from evidence etc. Also, students will use core ideas such as cause and effect, systems, energy, and patterns to deepen understanding of the core ideas. For second grade, the overall sequence of learning includes:Physical:Describe and classify materials by their observable properties:• An understanding of observable properties of materials is developed by students through analysis and classification of different materials.Life: Plan and conduct and an investigation to determine plant needs:• Students develop an understanding of what plants need to grow, and their dependence on animals for pollination and distributing seedsMake observations to compare diversity of life in different habitats• Not only do organisms populate different ecosystems, but there is a wide diversity of life within the different habitats.Earth:Compare solutions designed to slow or prevent wind or water from changing the shape of the

land:• Using information gathered about forces changing the Earth, students design solutions to slow or prevent damage caused by these changes.Obtain information to identify where water is found on Earth and that it can be solid or liquid: • Students use information and models to identify and represent the shape of landforms and kinds of land and bodies of water in an area and where water is found on Earth

MATHEMATICSOperations and Algebraic Thinking Represent and solve problems involving addition and subtraction: Students should be able to solve word problems using addition or subtraction within 100, solve for unknown numbers in equations, and determine whether numbers are odd or even. Students will need to master all three of these standards in order to receive a 3. Work with equal groups of objects to gain foundations for multiplication:Students should be able to create a repeated addition equation to match given array of objects. If they can demonstrate this skill they will receive a 3 on this standard.

Numbers and Operations in Base Ten Understand place value:• Students understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.• Students understand that a group of ten tens is equal to one hundred.Students count within 1000; skip-counting by 5s, 10s, and 100s.

• Students read and write numbers to 1000 using base-ten numerals (e.g., 324), number names (e.g., three hundred twenty-four) and expanded form (e.g., 324 is the same as 300+20+4).• Students compare two three-digit numbers based on the value of the hundreds, tens, and ones digits using > (greater than), < (less than), and = (equal to) symbols to record the results of their comparisons. Use place value understanding and properties of operations to add and subtract: • Students can fluently add and subtract within 100.• Students add up to four two-digit numbers.• Add and subtract within 100, using concrete models or drawing and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Students understand that one adds or subtracts hundreds and hundreds, tens and tens, and ones and ones. Students understand that sometimes it is necessary to decompose tens or hundreds when adding or subtracting.