• read for pleasure- uninterrupted for 10-15 minutes
• retell/summarize a story
• uses a variety of reading strategies: sounding out, sight words, context clues, picture clues
• elements of a story
• character, plot, setting, events
• reading stimulates further reading
• responds to what has been read in a variety of ways (art, writing, oral)
• knows fiction vs. non-fiction
• uses table of contents, index
• begins use of dictionary and glossary to check for meaning and spelling
• begins to develop the “critical eye” - “Why did you like (or not like) the book?”

By the end of the second grade, students should begin reading simple chapter books, e.g. Horrible Harry.

• prewriting strategies
• editing - spelling, capitalization, punctuation, complete sentences
• drafts clearly address the topic
• revisions- additions/deletions of detail, description, and depth of original thought, puts personal style into writing
• considers audience
• proper format for a friendly letter
• communicates a message clearly through a note
• shares/responds to own writing and the writing of others
• experiments with descriptive words e.g. nice- wonderful; went-walk, scamper

Communication

• correct use of english language - slang vs. “proper” English
• follows simple 3-step directions
• contributes to group work and discussions
• dramatizes events from stories - skits, role play
• shares information/observation relevant to the topic at hand
• participates in choral readings of rhymes and poems
• awareness of audience
• brief presentations on assigned topics

Math

• 3 digit addition/subtraction -includes carrying and borrowing
• read/write to 100,000
• place values to 100,000
• identify/use graphs to solve problems
• complex number sentences 136 ? 124 = 260 (+) 423 ? 135 = 288 (-) 6 ? 8 = 48 (x)
  32 ? 4 = 8 (-)
• add/subtract money- making change
• understand/know multiplication facts through 9
• understand/know division facts through 9
• tell time
• geometric shapes
• read and solve basic story problems
• explain orally and in writing how to solve mathematical problems

How Parents Can Help

• consider yourself a partner in your child’s education
• attend parent/teacher conferences
• notify teacher/school if there are any changes at home that may affect your child at school
• help your child establish good homework habits (regular time, few distractions - this means students DO NOT work in front of the TV)
• read with your child daily
• If your child makes a mistake while reading, allow time for them to correct it. If the mistake makes sense, ignore it.
  regular visits to the community library
• talk about things you/your child have read
• write your child notes
• encourage your child to write- notes, letters, lists, messages
• play games with your child -(word, board, cards)
• practice counting money
• practice telling time from a clock with a face
• encourage your child to count, sort, and organize household items
• cook with your child

 

The information provided here was taken from the Washington State Framework of Essential Learning Requirements (EALRs), distributed by the Office of the Superintendent of Public Instruction (OSPI). This framework is the basis for which the WASL (Washington Assessment for Student Learning) tests academic progress at grades 4, 7, and 10. A complete listing of the EALRs is available for your viewing at the school office.