Upcoming Standards
Reading
ELAGSE2RL1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
ELAGSE2RL3 Describe how characters in a story respond to major events and challenges.
ELAGSE2RL5 Describe the overall structure of a story including describing how the beginning introduces the story, the middle provides major events and challenges, and the ending concludes the action.
ELAGSE2RL7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Writing
ELAGSE2W3 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.
ELAGSE2W5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Language Arts
ELAGSE2RF3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
Math
NBT1: 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:
a.100 can be thought of as a bundle of ten tens — called a “hundred.”
b. 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).
NBT2: Count within 1000; skip-count by 5’s, 10’s, and 100’s.
NBT3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
NBT 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.
OA1: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
OA2: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers
MD8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
MD10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Science
S2P1. Obtain, evaluate & communicate information about the properties of matter & changes that occur in objects.
a. Describe & classify different objects according to their physical properties.
b. Explain how structures made from small pieces can be disassembled & then rearranged to make new/different structures
c. Observe & construct an explanation that some changes in matter caused by heating & cooling can be reversed & some changes are irreversible
S2P2. Obtain, evaluate & communicate information to explain the effect of a force (a push or pull) in the movement of an object.
Social Studies
SS2H2a. Describe the everyday life of Georgians today in terms of tools, clothing, homes, ways of making a living, and accomplishments
SS2G1 Locate and compare major topographical features of Georgia and describe how these features define Georgian’s surface.
a. Locate and compare the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Ridge and Valley, Appalachian Plateau, and Coastal Plains.
b. Locate on a physical map the major rivers: Savanah, Flint, and Chattahooche
SS2CG1 Define the concept of government and the need for rules and laws
SS2CG2 Identify the following elected officials of the executive branch and where they work:
a. President (leader of our nation) and Washington, D.C. – White House
b. Governor (leader of our state) and Atlanta, GA – State Capitol Building
c. Mayor (leader in a city) and city hall
SS2H2 Describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments.
a. Compare and contrast the Georgia Creek and Cherokee cultures of the past to those of Georgians today.
SS2G2 Describe cultural and geographic systems associated with the historical figures in SS2H1 and Georgia’s Creek and Cherokee in SS2H2
.b. Describe how each historical figure and the Creek and Cherokee adapted to and were influenced by their environments.
d. Describe the regions in Georgia where the Creek and Cherokee lived and how the people used their local resources.
SS2H1 Describe the lives and contributions of historical figures in Georgia history.
b. Sequoyah (development of a Cherokee alphabet)
SS2CG3 Give examples of how Sequoyah demonstrated positive citizenship traits such as: honesty, dependability, trustworthiness, honor, civility, good sportsmanship, patience, and compassion.
SS2G2 Describe cultural and geographic systems associated with the historical figures in SS2H1 and Georgia’s Creek and Cherokee in SS2H2
a. Identify specific locations significant to the life and times of each historic figure (Sequoyah), and the Creek and Cherokee, on a political or physical map
c. Describe how the region in which these historic figures lived (Sequoyah) affected their lives and compare these regions to the region in which students live.
Health
- Unit 1: Nutrition/Personal Health
- Unit 2: Emotional/Mental Health
Technology
NETS 1.b, 6.b Comprehends and applies second grade concepts and skills related to technology
Important Dates
W.I.G.S. Part 1 - Thursday, September 06, 2018 (6pm-7:30pm)
W.I.G.S. Part 1 - Thursday, September 06, 2018 (6pm-7:30pm)
:Modeled after Academic Parent Teacher Teams, WIGS will provide teachers and families a time and place to share student performance data and set achievable, measurable, student-centered academic goals.
During WIGS, teachers will provide an in-depth coaching session to our parents on how to interpret their child’s data based on overall classroom performance and district-wide assessments. Parents will be provided with strategies and tools to help support learning at home. Together, parents and teachers will set individual SMART goals for their students.
Arts Integration Demonstration of Learning Day - October 10, 2018 (8:30am-12pm)