Second Grade - EALRs, GLEs and/or Benchmarks
Understanding the EALRs and GLEs Second Grade EALRs/GLEs:
Reading
Mathematics
Writing
Science
Communications Second Grade EALRs/Benchmarks:
Social Studies
Arts
Health & Fitness [Click here for Second Grade pdf version]
READINGIn second grade, students become fluent as readers and apply comprehension and vocabulary strategies to a wide variety of literary and informational text. They demonstrate comprehension by participating in discussions, writing responses, and using evidence from text to support their thinking. Reading for pleasure continues to be an enjoyable habit. Reading EALR 1: The student understands and uses different skills and strategies to read. | Component 1.1 Use word recognition skills and strategies to read and comprehend text. |
1.1.4 Apply understanding of phonics.
• Use knowledge of phonics to read unfamiliar words in grade-level text.
• Read words in isolation and in context containing complex letter patterns/word families
(e.g., -ought, -aught).
• Use multi-syllabic decoding when reading two and three syllable words in isolation and in context (e.g., super follows v/cv pattern; supper follows vc/cv). | Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. |
1.2.1 Apply reference skills to determine word meanings
• Use glossaries and dictionaries to find word meanings. 1.2.2 Apply vocabulary strategies in grade-level text.
• Use prefixes, suffixes, inflectional endings, and abbreviated words to determine the meaning of unknown words in grade-level text.
• Re-read to clarify, read on, ask for help, adjust reading rate, use knowledge of print conventions, and/or attempt alternative pronunciation for unknown words to determine meaning of unknown words; substitute familiar words for unknown.
• Use prior knowledge and context to predict and confirm meanings of unknown words.
• Use pictures, illustrations, and diagrams to clarify/expand word meaning. | Component 1.3 Build vocabulary through wide reading. |
1.3.1 Understand and apply new vocabulary.
• Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication. 1.3.2 Understand and apply content/academic vocabulary.
• Identify and define unfamiliar words that would be important to know in order to read a new text with teacher guidance.
• Use new vocabulary in oral and written communication. | Component 1.4 Apply word recognition skills and strategies to read fluently. |
1.4.1 Know common sight words appropriate to grade-level.
• Read with automaticity an increasing number of common sight words. 1.4.2 Apply fluency to enhance comprehension.
• Read grade-level text aloud fluently with expression.
• Read aloud unpracticed grade-level text with fluency in a range of 90–100+ words correct per minute. 1.4.3 Apply different reading rates to match text.
• Adjust reading rate to match purpose (e.g., speed up for pleasure reading, slow down to practice new skills or read unfamiliar text).
Reading EALR 2: The student understands the meaning of what is read.
| Component 2.1 Demonstrate evidence of reading comprehension. |
2.1.3 Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main idea, and supporting details in informational/expository text and/or literary/narrative text.
• Identify the main idea of an informational/expository passage and support with text-based evidence with teacher guidance.
• Identify the theme/message in culturally relevant literary/narrative text and support with text-based evidence with teacher guidance.
• Complete graphic organizers with teacher guidance to organize main ideas and supporting details. 2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema.
• Explain connections between self and characters and events encountered in culturally relevant text.
• Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text. 2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer.
• Predict text content using prior knowledge and text features.
• Use text and prior knowledge to make inferences about characters and/or predict events; confirm or reject predictions.
• Organize information that supports a prediction or inference in a graphic organizer to enhance comprehension of text. 2.1.6 Apply comprehension monitoring strategies.
• Use monitoring strategies to increase comprehension, including work recognition strategies, re-reading, and looking forward in the text. 2.1.7 Apply comprehension monitoring strategies during and after reading: summarize informational/expository text and literary/narrative text.
• Summarize the events or information in informational/expository text with teacher guidance (e.g., the important characteristics of certain animals or plants presented in text).
• Summarize the plot/message in culturally relevant literary/narrative text with teacher guidance.
• Organize summary information from informational/expository text and/or literary/narrative text into a teacher-provided graphic organizer to enhance text comprehension. | Component 2.2 Understand and apply knowledge of text components to comprehend text. |
2.2.1 Understand story sequence.
• Retell text focusing on the problem or events in sequence. (Note: Differences in story telling order exist between cultures. For example, some cultures tell the end of the story first.) 2.2.2 Understand and apply features of printed and electronic text to locate and comprehend text.
• Identify and use grade-level-appropriate text features with teacher guidance.
• Interpret information from graphs and charts with teacher guidance.
• Identify and use icons and pull-down menus. 2.2.3 Understand story elements.
• Describe physical traits of characters and tell how they act.
• Retell the important events of a story.
• Describe the setting of a story.
• Identify the speaker/narrator in a story. 2.2.4 Understand text organizational structures.
• Recognize and use sentences, paragraphs, and chapter structure to understand the organization in both informational/expository text and literary/narrative text.
• Identify text written in the text organizational structures of simple listing and sequential order. | Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in informational and literary text. |
2.3.1 Understand and analyze the relationship between and among informational/expository text and literary/narrative text.
• Compare and contrast literary/narrative text elements in one story or between two stories.
• Compare and contrast facts in one text or between two informational/expository texts.
• Explain simple cause and effect relationships in informational/expository text and literary/narrative text. 2.3.2 Understand how to locate specific information.
• Use alphabetical and numerical systems to locate information in dictionary or book. 2.3.3 Understand literary/narrative devices.
• Recognize similes, alliteration, and onomatopoeia in literary/narrative passages. | Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text. |
2.4.1 Understand how to draw simple conclusions and give a response to text.
• Give a personal or text-based response to a passage using a teacher-generated prompt.
• Draw a simple conclusion from grade-level text with teacher guidance. 2.4.2 Understand that there are purposes of writing.
• Identify common types of informational/expository text and literary/narrative text and explain why they are read. 2.4.3 Understand there are facts and opinions.
• Explain the difference between a fact and an opinion with teacher guidance.
Reading EALR 3: The student reads different materials for a variety of purposes.
| Component 3.1 Read to learn new information. |
3.1.1 Understand how to select and use appropriate resources.
• Identify print and non-print resource materials available to complete a task (with teacher assistance), such as informational text and/or illustrations and graphics.
• Identify one resource and use it to answer a question with teacher assistance. | Component 3.2 Read to perform a task. |
3.2.1 Understand information gained from reading to perform a specific task.
• Use signs, labels, and instructions to answer questions or complete a task using grade-level text.
• Identify and use important words in a text to perform a task (e.g., math problem solving, follow multi-step directions). 3.2.2 Understand a variety of functional documents.
• Read and explain the information in functional documents that are used in a home setting to communicate information (e.g., shopping lists, TV schedules, advertisements, telephone messages). | Component 3.4 Read for literary/narrative experience in a variety of genres. |
3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature.
• Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response. 3.4.2 Understand traditional and contemporary literature written in a variety of genres.
• Identify and explain the characteristics of a variety of genres.
• Read and respond to literature from multiple genres using teacher prompts appropriate to the text and content. 3.4.3 Understand a variety of literature representing different cultures and traditions.
• Identify and discuss the culture and/or traditions represented in a story with teacher guidance.
Reading EALR 4: The student sets goals and evaluates progress to improve reading.
| Component 4.1 Assess reading strengths and need for improvement. |
4.1.1 Understand how to monitor own reading progress.
• Explain what good readers do and identify own good reader behaviors.
• Graph progress (e.g., keep a fluency chart of rate and accuracy). 4.1.2 Understand how to set a grade-level appropriate reading goals.
• Set a reading goal and create a plan to meet that goal with teacher assistance. | Component 4.2 Develop interests and share reading experiences. |
4.2.1 Understand that readers have favorite books.
• Select favorite subjects, authors, and/or books to share with others.
• Self-select books at an instructional level and an independent level. Return to top of page
MATHEMATICS Math EALR 1: The student understands and applies the concepts and procedures of mathematics. | Component 1.1: Understand and apply concepts and procedures from number sense. |
Number and numeration
1.1.1 Understand place value in whole numbers.
• Group and regroup objects into 1's, 10's, and 100's and explain relationships.
• Determine the value of a digit based on its position in a number.
• Read and write numbers to at least 1,000. 1.1.2 Understand sequential relationships among whole numbers.
• Order three or more numbers to at least 1,000 from smallest to largest.
• Use comparative language (e.g., less than, more than, equal to) to compare numbers to at least 1,000. Computation
1.1.5 Understand the meaning of addition and subtraction and how they relate to one another.
• Show relationships between addition and subtraction using physical models, diagrams, and acting out problems.
• Model real life situations involving addition (e.g., Peter has 7 peanut butter cookies and 4 chocolate chip. How many cookies does he have?) and subtraction (e.g., Peter has 11 cookies which is 4 more than Teresa. How many cookies does Teresa have?) using physical models and diagrams from various cultures and acting out problems. 1.1.6 Understand and apply procedures for addition and subtraction of whole numbers with fluency.
• Use strategies for addition and subtraction combinations through at least 18.
• Recall addition and subtraction facts through at least 18.
• Solve problems involving addition and subtraction with two or three digit numbers using a calculator and explaining procedures used.
• Make combinations and name total value of coins. 1.1.7 Understand and apply strategies and appropriate tools for adding and subtracting with whole numbers.
• Use mental math strategies to compute (e.g., composing and decomposing numbers, finding combinations that are easy to add or subtract) through 100.
• Use calculator, manipulatives, or paper and pencil to solve addition or subtraction problems.
• Explain methods to mentally group numbers efficiently (e.g., when adding 52 and 59, add the 50’s together to get 100, then add eleven more). Estimation
1.1.8 Understand and apply estimation strategies to predict computation results and to determine the reasonableness of answers.
• Use estimation strategies (e.g., front-end estimation, clustering) to predict computation results and to determine the reasonableness of answers.
• Justify reasonableness of an estimate in addition and subtraction.
• Decide whether a given estimate for a sum or difference is reasonable. | Component 1.2: Understand and apply concepts and procedures from measurement. |
Attributes, units, and systems
1.2.1 Understand and apply attributes to measure objects and time.
• Identify attributes of an object that are measurable (e.g., time, length, distance around, or weight of objects).
• Compare lengths or distances where direct comparison is not possible (e.g., use a string, paper strip, arm length, or hand span to compare the height and width of a table).
• Read a clock to tell time to the half hour. Procedures, precision, and estimation
1.2.4 Understand and apply procedures to measure with non-standard or standard units.
• Select the most appropriate unit to measure the time of a given situation (e.g., would you use minutes or hours to measure brushing your teeth, eating dinner, sleeping?).
• Select a tool that can measure the given attribute (e.g., analogue clock − time, string − length, balance − weight).
• Demonstrate measurement procedure (e.g., start at a beginning point, place units end-to-end, not overlapping, and straight line).
• Justify the use of one tool over another (e.g., the length of a hand is a better measurement tool for this situation than the length of a small cube).
• Explain why, when the unit is smaller it takes more to measure an item than when the unit is larger (e.g., it takes more small paper clips than large paper clips to measure the same length). 1.2.6 Understand how to estimate in measurement situations.
• Estimate length and weight using non-standard units.
• Use important benchmarks (referents) (e.g., 5 or 10) to make initial and revised estimates.
• Explain how a benchmark (referent) helps to make a reasonable estimate. | Component 1.3: Understand and apply concepts and procedures from geometric sense. |
Properties and relationships
1.3.2 Understand characteristics of two-dimensional geometric figures.
• Sort and describe characteristics of two-dimensional geometric figures (e.g., various polygons).
• Draw a two-dimensional shape that matches a set of characteristics (e.g., draw a four-sided shape that has all sides the same length). Locations and transformations
1.3.3 Understand the locations of numbers on a positive number line.
• Indicate whether a number is above or below a benchmark number (e.g., greater than or less than 1000).
• Describe the location of a given number between 1 and 1000 on a number line.
• Identify a point up to 1000 on a positive number line. | Component 1.4: Understand and apply concepts and procedures from probability and statistics. |
Statistics
1.4.3 Understand the organization of a graph.
• Identify title, horizontal and vertical axes, and key.
• Construct a bar graph that includes a title, key, and single unit increment.
• Name an appropriate title for a display of data. 1.4.5 Understand how a display provides information about a question.
• Conduct a survey for a predetermined question and collect data using tallies, charts, lists, or pictures (e.g., who has animals at home, how many, what type?).
• Identify a question that could be answered from a display.
• Interpret results and draw conclusions from displays (e.g., pictographs, bar graphs) using comparative language (e.g., more, fewer).
• Read the labels from each axis of a graph. | Component 1.5: Understand and apply concepts and procedures from algebraic sense. |
Patterns, functions, and other relations
1.5.1 Understand how patterns are generated.
• Translate a pattern from one representation to another (e.g., snap-clap-stomp translates to ABC).
• Identify, extend, create, and explain patterns of addition and subtraction represented in charts and tables. Symbols and representations
1.5.3 Understand the meaning of symbols and labels used to represent situations.
• Use number sentences with symbols and labels to represent real-world problems involving addition and subtraction.
• Give an example of inequality in real life (e.g., on the first turn, Juan scored 6 points, on the second turn, he scored 8 points. On the first turn, Ivana scored 9 points, on the second turn, she scored 7 points. After two turns, Juan’s points are less than Ivana’s points). Evaluating and solving
1.5.6 Understand and apply strategies to solve for the unknown using addition and subtraction.
• Solve equations with an “unknown” (e.g., 6 + = 11; 11=+6).
• Justify the selection of a particular value for an unknown quantity in a real world situation (e.g., Two girls had 10 cookies. If Kwame had 6, how many did Ellie have? Explain).
Math EALR 2: The student uses mathematics to define and solve problems.
Component 2.1: Understand problems
Example: A classroom is planning an all-day skating party on Thursday. Each student must pay for admission ($2); a box lunch ($3); and skate rental ($2). The teacher needs a total amount to reserve the rink. |
2.1.1 Understand how to define a problem in a familiar situation.
• State or record information presented in situation (e.g., the classroom is planning a skating party on Thursday. Each student must pay for admission, lunch, and skates. The teacher needs to know the total cost in order to reserve the rink).
• Explain the problem, verbally or in writing, in own words (e.g., how much will the skating party cost?).
• Generate questions that would need to be answered in order to solve problem (e.g., what is the cost of a ticket and skate rental for the skating rink? What is the cost of food? What is the cost for each student? What will a skating party cost?).
• Identify known and unknown information (e.g., known ─ the cost of admission, skates, lunch, and the number of students going; unknown ─ cost for each student and total cost).
• Identify extraneous information (e.g., the party is planned for Thursday). | Component 2.2: Apply strategies to construct solutions |
2.2.1 Understand how to create a plan to solve a problem.
• Gather and organize relevant information (e.g., create a four-column chart with student names in one column and the other three for costs related to the party ─ admission, skates, lunch; draw a seating chart and write in costs by each student). 2.2.2 Apply mathematical tools to solve the problem.
• Use estimation strategies (e.g., front-end estimation, clustering) to predict computation results.
• Use appropriate tools from among mental math, paper and pencil, manipulative, or calculator (e.g., to determine the total cost of the skating party).
• Recognize when an approach is unproductive and try a new approach.
Math EALR 3: The student uses mathematical reasoning.
Component 3.1: Analyze information.
Example: A classroom is planning an all-day skating party on Thursday. Each student must pay for admission ($2); a box lunch ($3); and skate rental ($2). The teacher needs a total amount to reserve the rink. |
3.1.1 Understand how to compare information presented in familiar situations.
• Explain understanding of a situation, verbally or in writing (e.g., there are costs for admission, skates, lunch for the party; we need to know what it will cost for all of us so our teacher can reserve the rink).
• Estimate how much money will be needed for all 25 students to attend. | Component 3.2: Make predictions, inferences, conjectures, and draw conclusions. |
3.2.1 Understand how to make a reasonable prediction based on prior knowledge and the information given in a familiar situation.
• Predict a numerical solution for a problem (e.g., predict how much it will cost for the class to attend the skating party).
• Use known information to make a reasonable prediction (e.g., if most students in one class like red apples, then most students in another class will like red apples).
• Make an inference based on information provided (e.g., when you skate at the rink with a big group it costs less for each person than when you go with a friend). 3.2.2 Understand how to draw conclusions based on prior knowledge and the information given in a familiar situation.
• Draw conclusions from displays using comparative language (e.g., greater than, less than).
• Provide data to justify conclusions.
• Provide examples from displays to support conclusions. 3.2.3 Analyze procedures used to solve problems in familiar situations.
• Justify the use of a chart or table to collect and organize information used to solve a problem (e.g., the two- or four-column chart helped to keep track of the information).
• Justify the use of one mathematical tool over another (e.g., is a calculator or 100’s chart a better tool in this situation?). | Component 3.3: Verify results. |
3.3.1 Understand how to justify results using evidence.
• Check for reasonableness of results by using a calculator for repeated addition (e.g., to determine the total cost of the skating party). 3.3.2 Understand how to validate thinking about numerical, measurement, geometric, or statistical ideas by using models, known facts, patterns, or relationships.
• Explain why a strategy or tool used in solving a problem (e.g., why a seating chart was helpful to help determine total cost of skating).
Math EALR 4: The student communicates knowledge and understanding in both everyday and mathematical language.
| Component 4.1: Gather information. |
4.1.1 Understand how to develop and follow a simple plan for collecting information for a given purpose.
• Determine what information is needed and how to collect it for a given purpose (e.g., to help explain something, to find out if something is needed) and who the information is for (e.g., for the classroom, for the adults at home, for the cafeteria, for the principal).
• Develop and follow a plan to gather information about supplies needed for a project (e.g., how many pieces of paper will be needed to create a pattern design for each of the kindergarten windows?). 4.1.2 Understand how to extract information for a given purpose from one or two different sources.
• Decide what information would be important to learn about the students in the second grade after reading an informational text (e.g., health article) in class (e.g., how many students eat a nutritious breakfast). Determine what questions to ask in a survey. Graph the results. | Component 4.2: Organize, represent, and share information. |
4.2.1 Understand how to organize information to communicate to a given audience.
• Organize and display data on a chart to communicate a solution to a specific audience (e.g., use a chart to display individual costs and total cost for the skating party for parents and PTA).
• Construct a bar graph with a title, key, and single unit increment to display survey results (e.g., the number of brothers and sisters of students in the class). 4.2.2 Understand how to communicate or represent ideas or information using mathematical language or notation.
• Explain or represent ideas using mathematical language from:
o Number sense (e.g., numbers to at least 1000)
o Measurement (e.g., identify attributes of an object that are measurable ─ time, length, distance around, capacity, area or weight of objects)
o Geometric sense (e.g., describe characteristics of two-dimensional geometric figures, various polygons)
o Statistics (e.g., construct bar graph using a single increment scale)
o Algebraic sense (e.g., explain and use the symbols < and > to express relationships).
Math EALR 5: The student understands how mathematical ideas connect within mathematics, to other subject areas, and to real-life situations.
| Component 5.1: Relate concepts and procedures within mathematics. |
5.1.1 Understand how to use concepts and procedures from any two of the content components from EALR 1 in a given problem or situation.
• Conduct a survey for a predetermined question, collect data, and use addition and subtraction procedures to compute the results of the survey.
• Interpret a bar graph for comparative information (e.g., how many more than, less than) and draw conclusions about the data. 5.1.2 Understand how to recognize and create equivalent mathematical models and representations in familiar situations.
• Represent addition and subtraction situations with physical models, diagrams, and acting out problems.
• Identify different representations of a pattern (e.g., snap-clap-stomp translates to ABC). | Component 5.2: Relate mathematical concepts and procedures to other disciplines. |
5.2.1 Apply and analyze the use of mathematical patterns and ideas in familiar situations in other disciplines.
• Collect and display data based on a science experiment (e.g., plant growth, magnetism).
• Identify patterns used in the design of common objects (e.g., skateboards, clothing).
• Describe how estimation can be used to know about how much something costs. 5.2.2 Know the contributions of individuals and cultures to the development of mathematics.
• Recognize the contributions of women, men, and people from different cultures (e.g., examine design and patterns on tapestry from various African cultures). | Component 5.3: Relate mathematical concepts and procedures to real-world situations. |
5.3.1 Understand how mathematics is used in everyday life.
• Generate examples of mathematics in everyday life:
o counting (e.g., tallies to keep score during a game);
o comparing lengths or distances where direct comparison is not possible (e.g., using a string or paper strip to compare the height and width of a desk to see if it fits in the room);
o drawing geometric shapes (e.g., using a ruler to create shapes with equal sides);
• Select the most appropriate unit to measure a given time (e.g., would you use minutes or hours to measure brushing your teeth, eating dinner, sleeping?);
• Estimate the cost of two items knowing the approximate cost of one (e.g., one game costs about $8). Return to top of page
WRITING
In second grade, students make significant progress as they move from single-idea and patterned sentences to more detailed and sequential text, often including more than one event or descriptive element. Students demonstrate a considered approach to their writing by planning purposefully and working toward accuracy and effectiveness by making some conscious word choices. Sentence structures are varied within a single piece of writing. Students write in a variety of forms, including nonfiction, while maintaining the basic conventions of writing. Students notice mistakes while rereading and revise by adding details. Writing EALR 1. The student understands and uses a writing process. | Component 1.1: Prewrites to generate ideas and plan writing. |
1.1.1 Applies at least one strategy for generating ideas and planning writing
• Talks to generate ideas and rehearse writing (e.g., class brainstorm)
• Uses visual tools for planning (e.g., word web, list, story frame, drawing)
• *Uses multicultural literature (fiction and nonfiction) to stimulate ideas
*NOTE--The reading aloud of quality multicultural literature is an ongoing practice throughout all grades. It not only stimulates ideas, it also provides students with examples of exemplary writing. | Component 1.2: Produces draft(s). |
1.2.1 Produces a draft of multiple sentences or several paragraphs over time
• Uses a plan from prewriting to write a draft
• Works on one draft over one to three days | Component 1.3: Revises to improve text. |
1.3.1 Revises text by adding and deleting words and phrases
• Rereads own writing for meaning
• Rereads work several times and has a different focus for each reading (e.g., first reading — looking for descriptive words and phrases, second reading – looking for active verbs)
• Participates in peer conferences (e.g., “Trahn, please read this and help me see if it makes sense.”)
• Uses adult and peer suggestions to clarify and revise writing
• Recognizes overused words and makes substitutions (e.g., whispered for said) | Component 1.4: Edits text. |
1.4.1 Applies understanding of editing appropriate for grade level (see 3.3)
• Identifies and corrects errors in grade-level conventions
• Uses a simple checklist for editing
• Uses spelling lists and personal dictionary to check accuracy and meaning | Component 1.5: Publishes text to share with an audience. |
1.5.1 Publishes own writing
• Reads own work aloud (e.g., family night, writing buddy)
• Selects format for publishing (e.g., fonts, graphics, photos, colors) to enhance writing
• Publishes text in various ways (e.g., posts on wall, reads from author’s chair)
• Publishes text with assistance (e.g., class books) | Component 1.6: Adjusts writing process as necessary. |
Not Applicable at Grade Level Two
Writing EALR 2: The student writes in a variety of forms for different audiences and purposes.
| Component 2.1: Adapts writing for a variety of audiences. |
2.1.1 Understands that writing changes for different audiences
• Writes letters using language appropriate to different audiences (e.g., Dear Officer Jones vs. Dear Mike)
• Writes instructions for different audiences (e.g., how to line up for a kindergarten audience, how to take attendance for a substitute teacher) | Component 2.2: Writes for different purposes. |
2.2.1 Demonstrates understanding of different purposes for writing
• Writes to respond to literature in some detail (e.g., how I am like a character)
• Writes to tell stories (e.g., personal, “once upon a time” or “one day”)
• Writes to explain (e.g., effects of tooth brushing on health, how I found an answer to a mathematics problem) | Component 2.3: Writes in a variety of forms/genres. |
2.3.1 Uses a variety of forms/genres
• Explains the relationship between form and purpose (e.g., instructions--to explain how to)
• Maintains a log or portfolio to track variety of forms/genres
• Explains why one form is more appropriate than another
• Uses a variety of new forms/genres Examples:
o Journals
o fictional stories
o instructions (explain how to)
o graphs
o rhymes | Component 2.4: Writes for career applications. |
2.4.1 Knows important personal information
• Writes personal address and phone messages
Writing EALR 3: The student writes clearly and effectively.
| Component 3.1: Develops ideas and organize writing. |
3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates
• Develops list of specific topics for writing (e.g., playing with a pet or friend)
• Selects from a list of specific topics for writing
• Maintains focus on a specific topic (e.g., writes and draws in a science journal about scientific observations such as the life cycle of a plant or animal)
• Includes supporting information (e.g., adjectives, explanatory sentences, examples, and personal experiences)
• Selects appropriate title for a piece of writing | Component 3.2: Uses appropriate style. |
3.2.1 Writes with voice
• Uses word choice to show emotion and interest
• Uses “book language”(e.g., fairy tale language -- “once upon a time,” or “in a faraway land”) 3.2.2 Uses a variety of words
• Builds a rich vocabulary through listening, talking, writing, and language activities
• Uses descriptive words (e.g., color words, sensory words, size words)
• Uses classroom resources (e.g., personal dictionaries, word walls other student/teacher-generated resources) 3.2.3 Uses more than one sentence type and structure
• Writes a variety of sentence beginnings, (e.g., starts with a prepositional phrase: “After recess, we will start our writing workshop.”)
• Writes a variety of sentence structures (e.g., “My best friend sat by me at lunch. We talked as we ate our burritos.”)
• Writes a variety of sentence types (e.g., declarative, imperative, exclamatory, interrogative)
• Writes poetry with patterns | Component 3.3: Knows and applies writing conventions appropriate for the grade-level. |
3.3.1 Uses legible handwriting
• Maintains consistent size, spacing, and formation in handwriting, especially in published work Note: In components 3.3.1 through 3.3.8, skills are generally not repeated and build each year upon preceding years’ skills. Because these skills are learned and practiced as writing becomes more sophisticated, attention should be paid to skills in more than one year 3.3.2 Spells words appropriate for the grade level accurately, with challenging words spelled phonetically
• Uses spelling rules and patterns from previous grades
• Spells high-frequency correctly (e.g., said, where, why, when)
• Uses phonetic approximations for challenging words (e.g., cuzin for cousin)
• Recognizes and uses grade-level appropriate spelling patterns Examples:
o Digraphs (e.g., nt, ng)
o CVVC words (e.g., nail, bean, main)
o Two-syllable high frequency words (e.g., funny, mother, happy)
• Indicates words that may be misspelled
• Uses spelling resources (e.g., word walls, student dictionaries, high frequency word charts, peers) 3.3.3 Applies capitalization rules
• Uses capitalization rules from previous grades
• Capitalizes local geographic names (e.g., Yakima)
• Capitalizes first word in greeting and closing of a letter 3.3.4 Applies punctuation rules
• Uses punctuation rules from first grade
• Uses comma after greeting and closing of friendly letter
• Uses some quotation marks in dialogue
• Uses colon when writing time (e.g., 12:30)
• Uses apostrophes correctly in contractions (e.g., don’t) 3.3.5 Applies usage rules
• Applies usage rules from first grade
• Maintains subject/verb agreement
• Maintains consistent tense, especially past tense
• Uses standard verb forms in past tense or past participle (e.g., He went home. We were going home.)
• Uses possessive pronouns (e.g., its, theirs)
• Uses subject pronouns (e.g., she vs. her)
• Uses contractions correctly (e.g., won’t, can’t, I’m) 3.3.6 Uses complete sentences in writing 3.3.7 Understands paragraph conventions
• Explains that paragraphs begin with indentation or skipped lines
Writing EALR 4: The student analyzes and evaluates the effectiveness of written work.
| Component 4.1: Analyzes and evaluates others’ and own writing. |
4.1.1 Understands criteria is used to select a preferred piece of writing
• Identifies criteria for why stories/authors are preferred (e.g., description, word choice) 4.1.2 Uses specific criteria for analyzing own writing
• Identifies specific strengths in writing (e.g., ideas, organization, word choice)
• Compares own writing to anchor papers, checklist, or rubric | Component 4.2: Sets goals for improvement. |
4.2.1 Identifies specific goals for next piece of writing
• Confers with teacher to set goals (e.g., add description of a character, change the beginnings of sentences)
• Sets goals based on own writing and anchor or model papers
• Maintains a written log of goals Return to top of page
SCIENCE In second grade, students expand their investigation skills. They use their prior knowledge to begin making predictions and finding patterns based on careful observation. A second grade student will look at and examine more closely the natural world by classifying based on properties and describing characteristics of living and nonliving things. They begin to look for patterns in the natural world. Science EALR 1: The student understands and uses scientific concepts and principles. | Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things. |
1.1.1 Understand simple properties of common natural and manufactured materials and objects.
• Sort common objects by multiple simple properties (e.g., texture and color; size and shape).
• Identify and describe the differences between common natural and manufactured materials and objects using properties. 1.1.5 Understand physical properties of Earth materials.
• Illustrate and tell about the properties of water as a solid and liquid.
• Explain how some Earth materials are used by living things (e.g., water and soil for growing plants). 1.1.6 Understand characteristics of living organisms.
• Observe and describe characteristics of living organisms (e.g., spiders have eight legs; birds have feathers; plants have roots, stems, leaves, seeds, flowers). | Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems. |
1.2.1 Understand that things are made of parts that go together.
• Construct simple devices to do common tasks using common materials and explain how the parts depend on each other (e.g., cardboard, wood, clay, rubber bands). 1.2.3 Know that common materials are made of smaller parts.
• Show that people use magnifiers to observe things they cannot see with their eyes. 1.2.6 Know that living things are made of small parts.
• Observe and identify the parts of an object seen under a magnifier.
• Illustrate or draw the small parts that make up the whole living thing. 1.2.7 Understand that plants and animals have life cycles.
• Observe and describe the life cycle of a plant or animal (e.g., describe the life cycle of a butterfly egg, caterpillar or larva, cocoon, and butterfly or adult). | Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy. |
1.3.3 Know that water can exist in different states: solid and liquid.
• Observe and record water changing from solid to liquid.
• Describe the physical properties of water in solid and liquid states (e.g., hard, cold, wet). 1.3.4 Know that rocks break down to form pebbles and sand.
• Describe how rocks can break down into smaller pieces (e.g., pebbles and sand) by the action of water. 1.3.5 Know that fossils provide evidence of plants and animals that existed long ago.
• Identify a fossil in a rock.
• Compare fossils (that represent the remains of prehistoric plants and animals) with similar living organisms (e.g., a fossil leaf with a leaf, a fossil shell with a shell). 1.3.8 Know that fossils show how organisms looked long ago.
• Observe and record how fossils are similar to living organisms (e.g., leaves, shells).
Science EALR 2: The student knows and applies the skills and processes of science and technology.
| Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry. |
2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.
• Wonder and ask questions about objects, organisms, and events based on observations of the natural world. 2.1.2 Understand how to plan and conduct simple investigations following all safety rules.
• Make observations and record characteristics or properties.
• Make predictions of the results of an investigation.
• Plan and conduct an observational investigation that collects information about characteristics or properties.
• Collect data using simple equipment and tools that extend the senses (e.g., magnifiers, rulers, balances, scales, and thermometers).
• Follow all safety rules during investigations. 2.1.3 Understand how to construct a reasonable explanation using evidence.
• Categorize and order observational data from multiple trials.
• Explain an event or phenomenon using observations as evidence (e.g., shape, texture, size, weight, color, motion, and/or other physical properties). 2.1.4 Understand that models represent real objects, events, or processes.
• Describe how a model (e.g., diagram or map and/or physical model) of something is similar to the real thing, such as an object, event, or process, and how it is different (e.g., size, shape, color).
• Create a simple model (e.g., diagram or map and/or physical model) of a common object, event, or process. 2.1.5 Understand how to record and report investigations, results, and explanations.
• Report observations of simple investigations using drawings and simple sentences.
• Describe and/or draw the materials used in the investigation (e.g., numbers, shapes, colors).
• Report safety procedures used during the investigation.
• Report the process used and results of the investigation (e.g., verbal, visual, written, and/or mathematical formats). | Component 2.2 Nature of Science: Understand the nature of scientific inquiry. |
2.2.1 Understand that all scientific observations are reported accurately even when the observations contradict expectations.
• Record what is observed and explain how it was done accurately and honestly.
• Keep records and explain that the records have not been changed even when they did not match initial expectations. 2.2.2 Understand that observations and measurement are used by scientists to describe the world.
• Raise questions about the natural world and seek answers by making careful observations and trying things out.
• Make observations and measurements about natural phenomena. 2.2.3 Understand that similar investigations may not produce similar results.
• Observe the procedures of two similar investigations and explain that they produced different results. 2.2.5 Know that ideas in science change as new scientific evidence arises.
• Tell how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.
Science EALR 3: The student understands the nature and contexts of science and technology.
| Component 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or meet challenges. |
3.1.1 Know and understand problems that can be solved or have been solved by using scientific design.
• Identify and explain problems that can be solved through investigations and/or with tools.
• Identify and describe a problem in a given situation (e.g., “I want to make the plant grow faster”).
• Identify and name a common material, object, or tool that helps solve a simple problem. 3.1.2 Understand how to construct and test a solution to a problem.
• Propose, construct, and test a solution to a problem:
• give examples of possible solutions to the problem
• select and construct a solution to the problem
• test a solution to the problem 3.1.3 Understand how well a design or a product solves a problem.
• Choose and justify at least one reason why a design or product would or would not work to solve a specific problem. | Component 3.2 Science, Technology and Society: Analyze how science and technology are human endeavors, interrelated to each other, society, the workplace, and the environment. |
3.2.1 Know that science and technology are practiced by all peoples around the world.
• Identify ways that people around the world use science and technology.
• Identify ways that people around the world use science and technology to invent things and ideas. 3.2.2 Know that people have invented tools for everyday life.
• Describe ways in which common tools help people in their everyday life. 3.2.4 Understand how humans depend on the natural environment.
• Describe what humans obtain from their environment (e.g., a school garden yields vegetables; a sheep yields wool, which is used to make sweaters).
• Describe what organisms obtain from their environment (e.g., a school plant needs water and sunlight) Return to top of page
COMMUNICATIONS Communications EALR 1: The student uses listening and observation skills to gain understanding. | Component 1.1: Uses listening and observation strategies and skills to focus attention and interpret information. |
1.1.1 Applies a variety of listening strategies to accommodate the listening situation.
• Adapts listening behavior to attend to a task (e.g., listening to video or audio communication).
• Sustains attention during group activities for 15 – 20 minutes.
• Responds to verbal and non-verbal cues associated with the situation (e.g., classroom routine and/or teacher/peer interaction).
• Uses strategies for enjoyment listening and active listening when appropriate. 1.1.2 Applies a variety of listening and observation skills/ strategies to interpret information.
• Follows three-step oral directions for new procedures (e.g., how to head a paper, how and where to turn a paper in).
• Retells story with at least 5 story elements (setting, characters, problem, solution, one event or situation).
• Identifies main idea and gives two supporting details, with teacher guidance.
• Asks questions to clarify or check understanding (e.g., Does this mean…? Are they saying…?).
• Provides feedback pertinent to the listening or observation situation (e.g., Science - “I didn’t know that’s how butterflies drink nectar.”).
• Describes visual information (e.g., Fitness - steps for an underhand throw; Theater – retells story by acting it out.). | Component 1.2: Interprets, analyzes, synthesizes, or evaluates information from a variety of sources. |
1.2.1 Applies strategies to comprehend auditory and visual information.
• Makes inferences (e.g., why there is a substitute teacher; Science - why the plant in the science experiment died; Reading – why the author wrote the story).
• Listens for, identifies and explains personal connections to events and emotions; and connections between events (e.g., the feelings shared in a personal story; the events in a story read in class and a news story).
• Draws simple conclusions from auditory and visual information in content areas (e.g., Health - “I need to wash my hands before I eat my dinner so I don’t put germs in my mouth.” Science – reports observations from simple investigations – “Plants need water and light to live.”).
• Summarizes stories, information, and videos with teacher guidance (e.g, information about school events, messages over the intercom; routines like fire and earthquake drills). 1.2.2 Understands that mass media contains fact, fiction, and opinion.
• Identifies fact, fiction and opinion in various forms of mass media (e.g., television, advertisements, billboards) and supports with evidence, with teacher guidance.
• Explains the purpose of media (e.g., to inform, to entertain, to persuade).
Communications EALR 2: The student uses communication strategies and skills to interact/work effectively with others. | Component 2.1: Uses language to interact effectively and responsibly. |
2.1.1 Understands how to adjust language to the needs of the audience, situation and setting.
• Selects language that is respectful of others’ feelings and rights. (e.g., no threats, bullying, discriminatory or derogatory language).
• Adjusts language register to the situation (e.g., speaking to a friend versus speaking to an adult, or person in authority). | Component 2.2: Uses interpersonal skills and strategies to work collaboratively, solve problems and perform a task. |
2.2.1 Understands how to show respect for others’ input.
• Demonstrates when to talk and when to listen (e.g., when someone else is talking or during a story, it is time to listen; talk when there is a break in the conversation, it may be time to talk).
• Expresses support and acceptance by extending another person’s answer or comment (e.g., “Juan, I agree with your answer, and I think we could add this example to help prove it.”).
• As a member of the audience, responds to the speaker with encouraging non-verbal communication (e.g., clapping when the presentation is over). 2.2.2 Understands how to contribute responsibly in a one-to-one conversation or group setting.
• Initiates topics within conversations that are in progress (e.g., “Hey, did you hear about…? “Get this…”).
• Interrupts a conversation appropriately (e.g., “Excuse me….” When two adults are talking, an interruption must meet certain criteria).
• Practices assigned role in group for completion of a task (e.g., the recorder writes the group’s ideas; the getter gets the group’s materials).
• Participates in developing a group solution (e.g., brainstorms ideas). | Component 2.3: Use skills and strategies to constructively communicate interculturally. |
2.3.1 Knows that families may have unique cultural practices and ways to communicate.
• Identifies that there are families differing from student’s own: in family structure, in family practices and rituals and in the way they communicate. (e.g., “I celebrate Ramadan and Jenny celebrates Kwaanza” “We use sign language at home with my dad and talk to my mom in Korean.”). 2.3.2 Understands cues that aid intercultural communication.
• Explains verbal and non-verbal cues used by others (e.g., hand gestures, facial expressions, utterances, silence, personal space).
Communications EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations. | Component 3.1: Uses knowledge of topic/theme, audience, and purpose in planning presentations. |
3.1.1 Understands how to plan for effective oral communication and presentation.
• Describes the needs of specific audiences (e.g., to hear the presentation and see visuals; younger audiences require shorter presentations).
• Selects a topic for a specific purpose (e.g., to explain or entertain).
• Selects content from personal knowledge, school resources and family/ community members.
• Supports ideas with 3 details.
• Organizes information in a logical sequence (e.g., sequential order in story or procedures; problem/ solution in story or personal experience). | Component 3.2: Uses media and other resources to support presentations. |
3.2.1 Understands how to use available relevant media and resources in oral presentations.
• Uses visual aids with teacher guidance (e.g., illustrations, photos, bar graphs, pictographs and charts).
• Uses presentation technology with teacher guidance (e.g., white boards, overhead projectors) | Component 3.3: Uses effective delivery. |
3.3.1 Applies skills for delivery of effective oral communication and presentations.
• Adjusts body language to increase engagement with audience, with teacher guidance (e.g., holding body still, holding notes and visuals away from face).
• Speaks clearly and distinctly.
• Uses adult grammar and syntax appropriate to developmental level.
Communications EALR 4: The student analyzes and evaluates the effectiveness of communication.
| Component 4.1: Assesses effectiveness of one’s own and others’ communication. |
4.1.1 Understands how to use simple criteria to assess one’s own communication.
• Accepts feedback from teacher and/or peers to improve communication (e.g., rubrics, checklists specific to type of communication: group work or presentation types).
• Identifies a strength and an area needing improvement in one’s own communication using classroom criteria, with teacher guidance. 4.1.2 Understands how to use simple criteria to judge other’s communication.
• Identifies elements of communication based on classroom criteria and offers feedback with teacher guidance (e.g., “The words you used to describe the old house helped me picture it in my head.”). | Component 4.2: Sets goals for improvement. |
4.2.1 Understands how to set a grade-level appropriate communication goal.
• Explains, with teacher guidance, why setting a goal is important.
• Sets a goal from any area of communication and creates a plan to meet the goal, with teacher guidance. Return to top of page
SOCIAL STUDIES Social studies should develop seven-year olds' skills in reasoning, listening to others, and social give-and-take. Students at this age have a capacity for flexibility, open-mindedness, and tolerance for unfamiliar ideas. History Social Studies EALR H1: The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in the United States, world, and Washington State history. | Component H1.1: Understand and analyze historical time and chronology. |
Benchmarks
• Group personal, local, state, and national events in terms of past, present, and future, and place in proper sequence on a timeline
• Identify and analyze relationships between historical events| Component H1.2: Understand events, trends, individuals, and movements shaping the United States, world, and Washington State history. |
Not Applicable at Grade Level Two | Component H1.3: Examine the influence of culture on the United States, world, and Washington State history. |
Not Applicable at Grade Level Two
Social Studies EALR H2: The student understands the origin and impact of ideas and technological developments on history.
| Component H2.1: Compare and contrast ideas in different places, time periods, and cultures, and examine the interrelationships between ideas, change, and conflict. |
Benchmarks
• Explain how an idea has affected the way people live.| Component H2.2: Understand how ideas and technological developments influence people, culture, and environment. |
Benchmarks
• Describe instances in which new technology has led to changes in values, beliefs, and attitudes.
Geography Social Studies EALR G1: The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth’s surface. | Component G1.1: Use and construct maps, charts, and other resources to gather and interpret geographic information. |
Benchmarks
• Examine a variety of maps to describe basic mapping elements (Location)
• Use basic mapping elements to construct a map that displays information about school grounds, a neighborhood, or a local community (Location, Place)| Component G1.2: Recognize spatial patterns on Earth’s surface and understand the processes that create these patterns. |
Benchmarks
• Locate places, major physical features, and human spatial patterns using maps, globes, and other sources (Location, Place, Region)
Social Studies EALR G2: The student understands the complex physical and human characteristics of places and regions.
| Component G2.1: Describe the natural characteristics of places and regions and explain the causes of their characteristics. |
Not Applicable at Grade Level Two | Component G2.2: Describe the patterns humans make on places and regions. |
Not Applicable at Grade Level Two | Component G2.3: Identify the characteristics that define the Pacific Northwest and the Pacific Rim as regions. |
Not Applicable at Grade Level Two
Social Studies EALR G3: The student observes and analyzes the interaction between people, the environment, and culture.
| Component G3.1: Identify and examine people’s interaction with and impact on the environment. |
Benchmarks
• Identify choices individuals have in how they interact with the environment (Human/ Environment Interaction, Region)| Component G3.2: Analyze how the environment and environmental changes affect people. |
Not Applicable at Grade Level Two | Component G3.3: Examine cultural characteristics, transmission, diffusion and interaction. |
Not Applicable at Grade Level Two
Civics
Social Studies EALR C1: The student understands and can explain the core values and democratic principles of the United States as set forth in foundational documents, including the Declaration of Independence and the Constitution. | Component C1.1: Understand and interpret the major ideas set forth in the Declaration of Independence, the Constitution, and other foundational documents. |
Not Applicable at Grade Level Two | Component C1.2: Examine key ideals of United States democracy such as individual human dignity, liberty, justice, equality, and the rule of law. |
Benchmarks
• Identify the traits of responsible citizenship and explain how they contribute to the democratic ideal.| Component C1.3: Examine representative government and citizen participation. |
Benchmarks
• Identify examples of rights and responsibilities of citizenship
Social Studies EALR C2: The student analyzes the purposes and organization of government and laws.
| Component C2.1: Understand and explain the organization of government at the federal, state, and local level including the executive, legislative, and judicial branches. |
Benchmarks
• Identify the people and entities who make, apply, and enforce rules and laws
• Distinguish among local, state, and national public servants| Component C2.2: Understand the function and effect of law. |
Not Applicable at Grade Level Two | Component C2.3: Compare and contrast democracies with other forms of government. |
Benchmarks
• Explain what government is and what governments do
Social Studies EALR C3: The student understands the purposes and organization of international relationships and how United States foreign policy is made.
| Component C3.1: Understand how the world is organized politically and how nations interact. |
Not Applicable at Grade Level Two | Component C3.2: Recognize factors and roles that affect the development of foreign policy by the United States, other nations, and multinational organizations. |
Benchmarks
• Provide examples of conflict, cooperation, and interdependence among individuals, groups, and nations
Social Studies EALR C4: The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.
| Component C4.1: Understand individual rights and their accompanying responsibilities including problem-solving and decision-making at the local, state, national, and international level. |
Benchmarks
• Identify individual rights and the responsibilities they imply and the importance of respecting the rights of others| Component C4.2: Identify and demonstrate rights of United States citizenship related to school, local, state, national, and international issues. |
Benchmarks
• Participate in civic discussion pertaining to public issues at school and in the local community| Component C4.3: Explain how various stakeholders influence public policy. |
Benchmarks
• Describe how one person can make a difference in school or the local community
Economics
Social Studies EALR E1: Students understand the impact of scarcity on their personal lives and on the households, businesses, governments, and societies in which they are participants. | Component E1.1: Understand that the condition of scarcity requires people to choose among alternatives and bear the consequences of that choice. |
Benchmarks
• Identify and analyze the opportunity cost of a personal choice; identify and analyze the opportunity cost of a choice within a community context
• Recognize that wants exceed available resources
• Given a problem of choice, list possible costs and benefits of choosing each alternative| Component E1.2: Understand that the availability and use of resources influences the production of goods and services in the economy. |
Benchmarks
• Differentiate among resources, goods, and services
Social Studies EALR E2: Students understand the essential characteristics of past and present economic systems.
| Component E2.1: Recognize that both buyers and sellers participate in voluntary trade because both expect to gain from the exchange. |
Benchmarks
• Recognize that people trade or exchange goods and services only when they think they will gain
• Describe how markets are created by buyers and sellers exchanging goods and services
• Understand that exchange will lead to specialization| Component E2.2: Explain how different economic systems produce, distribute, and exchange goods and services. |
Not Applicable at Grade Level Two Component E2.3: Understand that prices in competitive markets create incentives that influence the choices of buyers and sellers.
|
Benchmarks
• Understand that competition is when there are buyers and sellers of similar products in he same markets at the same time
• Understand that a higher price for a good or service provides an incentive for buyers to purchase less of a good or service and for producers to make or sell
• Analyze that sellers advertise their goods and services in order to increase sales| Component E2.4: Understand that investment in people, tools, and technology affects employment levels and standards of living. |
Not Applicable at Grade Level Two
Social Studies EALR E3: Students understand the role of government and institutions in past and present economic systems.
| Component E3.1: Analyze the role of government as participant in an economy through taxation, spending, and policy setting. |
Not Applicable at Grade Level Two | Component E3.2: Understand the role of money, banking, and financial institutions and how individuals and businesses use them. |
Not Applicable at Grade Level Two Return to top of page
THE ARTS Arts EALR 1: The student understands and applies arts knowledge and skills. | Benchmark Component 1.1: Understand arts concepts and vocabulary. |
Dance
1.1.1 Elements: space; time; energy/force
• Creates and performs movement using straight, curved, and zigzag pathways (space)
• Creates movement that represents basic prepositional relationships such as above, below, around, between, etc. (space)
• Creates a wide variety of shapes with the body, such as wide, narrow, crooked, flat, etc. (space)1.1.2 Principles of Organization: repetition; form/design; theme
• Creates movement sequences with a beginning, middle, and end (form) Music
1.1.1 Elements: Pitch; Rhythm; Expression (dynamics, style, tempo, phrasing); Timbre
• Reads, writes, and creates using rhythms including quarter notes and rests and paired eighths (rhythm)
• Understands and uses forte (f) and piano (p) (expression) 1.1.2 Principles of Organization: notation; form; melody; harmony
• Identifies and uses parts of the staff (i.e., treble clef, lines, and spaces) (notation)
• Identifies and creates using simple musical forms (i.e., AB, ABA, call-response) (form)
• Identifies steps, leaps, and repeated notes on a staff (melody) Theatre
1.1.1 Elements: character; setting; dialogue; conflict
• Identifies and describes main and minor character(s)
• Identifies and describes time and place of setting
• Identifies and describes main and minor action in a scene/play/ story 1.1.2 Principles of Organization: plot; design; theme
• Retells basic plot with details of scene/play/story
• Identifies appropriate costumes and props within a scene/play/story Visual Arts
1.1.1 Elements: line; shape/form; texture; color; space; value
• Identifies and demonstrates different line qualities (e.g., thick/thin)
• Combines geometric and organic shapes to create freeform shapes
• Identifies and uses warm/cool colors
• Creates space in an artwork using the spatial devices of overlap and relative size 1.1.2 Principles of Organization: balance; emphasis/dominance; proportion; movement/ rhythm; repetition/ pattern; variety; harmony; unity
• Identifies and uses emphasis/ dominance | Benchmark Component 1.2: Develop arts skills and techniques. |
Dance
• Creates and replicates movement through mirroring and shadowing
• Creates and performs simple combinations of locomotor and non-locomotor movements
• Performs simple dances in small groupsMusic
• Sings and matches pitch (range C-C)
• Reads and performs simple rhythms
• Creates an improvisational response to a given pattern Theatre
• Speaks with a range of volume within dramatic activities (e.g., loud-soft, high-low)
• Uses movements to communicate character
• Identifies character’s feelings
• Contributes to solving a dramatic problem Visual Arts
• Varies pressure, placement, and direction of tools with control
• Uses one type of tool, e.g., brushes, to create different visual qualities | Benchmark Component 1.3: Understand and apply arts styles from various artist, cultures, and times. |
Dance
• Recognizes that artworks have differing stylesMusic
• Recognizes that artworks have differing styles Theatre
• Recognizes that artworks have differing styles Visual Arts
• Recognizes that artworks have differing styles | Benchmark Component 1.4: Apply audience skills in a variety of arts settings and performances. |
Dance
• Demonstrates active listening/ viewing skillsMusic
• Demonstrates active listening/ viewing skills Theatre
• Demonstrates active listening/ viewing skills Visual Arts
• Demonstrates active listening/ viewing skills
Arts EALR 2: The student demonstrates thinking skills using artistic processes.
Benchmark Component 2.1: Apply a creative process in the arts:
Conceptualize the context or purpose
Gather information from diverse sources
Develop ideas and techniques
Organize arts elements, forms, and/or principles into a creative work
Reflect for the purpose of elaboration and self-evaluation
Refine work based on feedback
Present work to others |
Dance
• Applies previously learned arts concepts, vocabulary, skills and techniques through a creative processMusic
• Applies previously learned arts concepts, vocabulary, skills and techniques through a creative process Theatre
• Applies previously learned arts concepts, vocabulary, skills and techniques through a creative process Visual Arts
• Applies previously learned arts concepts, vocabulary, skills and techniques through a creative process Benchmark Component 2.2: Apply a performance process in the arts:
Identify audience and purpose
Select artistic work (repertoire) to perform
Analyze structure and background of work
Interpret by developing a personal interpretation of the work
Rehearse, adjust, and refine through evaluation and problem solving
Present work for others
Reflect and evaluate |
Dance
• Applies previously learned arts concepts, vocabulary, skills and techniques through a performance processMusic
• Applies previously learned arts concepts, vocabulary, skills and techniques through a performance process Theatre
• Applies previously learned arts concepts, vocabulary, skills and techniques through a performance process Visual Arts
• Applies previously learned arts concepts, vocabulary, skills and techniques through a performance process Benchmark Component 2.3: Apply a responding process to an arts presentation.
Engage actively and purposefully
Describe what is seen and/or heard
Analyze how the elements are arranged and organized
Interpret based on descriptive properties
Evaluate using supportive evidence and criteria |
Dance
• Applies previously learned arts concepts, vocabulary, skills and techniques through a responding processMusic
• Applies previously learned arts concepts, vocabulary, skills and techniques through a responding process Theatre
• Applies previously learned arts concepts, vocabulary, skills and techniques through a responding process Visual Arts
• Applies previously learned arts concepts, vocabulary, skills and techniques through a responding process
Arts EALR 3: The student communicates through the arts.
Benchmark Component 3.1: Use the arts to express and present ideas and feelings.
|
Dance
• Recognizes that ideas and feelings can be expressed through the artsMusic
• Recognizes that ideas and feelings can be expressed through the arts Theatre
• Recognizes that ideas and feelings can be expressed through the arts Visual Arts
• Recognizes that ideas and feelings can be expressed through the arts | Benchmark Component 3.2: Use the arts to communicate for a specific purpose. |
Dance
• Uses the arts to communicate for a specific purpose (e.g., tell a storyMusic
• Uses the arts to communicate for a specific purpose (e.g., tell a story Theatre
• Uses the arts to communicate for a specific purpose (e.g., tell a story Visual Arts
• Uses the arts to communicate for a specific purpose (e.g., tell a story | Benchmark Component 3.3: Develop personal aesthetic criteria to communicate artistic choices. |
Dance
• Recognizes the aesthetic choices of othersMusic
• Recognizes the aesthetic choices of others Theatre
• Recognizes the aesthetic choices of others Visual Arts
• Recognizes the aesthetic choices of others
Arts EALR 4: The student makes connections within and across the arts to other disciplines, life, cultures, and work.
| Benchmark Component 4.1: Demonstrate and analyze the connections among the arts disciplines. |
Dance
• Demonstrates how an idea can be presented through various arts disciplinesMusic
• Demonstrates how an idea can be presented through various arts disciplines Theatre
• Demonstrates how an idea can be presented through various arts disciplines Visual Arts
• Demonstrates how an idea can be presented through various arts disciplines | Benchmark Component 4.2: Demonstrate and analyze the connections among the arts and other content areas. |
Dance
• Demonstrates concepts common to the arts and other content areasMusic
• Demonstrates concepts common to the arts and other content areas Theatre
• Demonstrates concepts common to the arts and other content areas Visual Arts
• Demonstrates concepts common to the arts and other content areas | Benchmark Component 4.3: Understand how the arts impact lifelong choices. |
Dance
• Identifies examples of arts in the communityMusic
• Identifies examples of arts in the community Theatre
• Identifies examples of arts in the community Visual Arts
• Identifies examples of arts in the community | Benchmark Component 4.4: Understand that the arts shape and reflect culture and history. |
Dance
• Describes specific artwork in the communityMusic
• Describes specific artwork in the community Theatre
• Describes specific artwork in the community Visual Arts
• Describes specific artwork in the community | Benchmark Component 4.5: Demonstrate the knowledge of arts careers and the knowledge of arts skills in the world of work. |
Dance
• Maintains focus and demonstrates perseveranceMusic
• Maintains focus and demonstrates perseverance Theatre
• Maintains focus and demonstrates perseverance Visual Arts
• Maintains focus and demonstrates perseverance Return to top of page
HEALTH & FITNESS
Note: EALR subcomponents are listed; draft GLEs (11/2003) are shown following in italics. Health & Fitness EALR 1.0: The student acquires the knowledge and skills necessary to maintain an active life: Movement, physical fitness, and nutrition. | Component 1.1: Develop fundamental and complex movement skills, as developmentally appropriate. |
Benchmark Indicator 1.1.1- Demonstrate physical skills (locomotor, non-locomotor, and manipulative) that contribute to movement proficiency. Demonstrates mature form in locomotor patterns and selected manipulative and non-locomotor skills.
• Demonstrates mature movement patterns in combination (e.g., hop to skip, slide to gallop)
• Demonstrates mature patterns in combinations (e.g., bending to squatting)
• Moves to simple rhythm patterns
• Demonstrates Critical Elements in a variety of Manipulative Skills in game situations (kicking in soccer, throwing in baseball)
• Demonstrates spatial awareness | Component 1.2: Safely participates in a variety of developmentally appropriate physical activities. |
Benchmark Indicator 1.2.1 Follows rules and safety procedures while participating in a variety of physical activities. Understands and applies safety rules and procedures in a variety of physical activities.
• Identify and demonstrate rules and safety procedures in grade appropriate activities | Component 1.3: Understands the concepts of health-related physical fitness and develop and monitor progress on personal fitness goals. |
Benchmark Indicator 1.3.1 Develop a fitness vocabulary and awareness of fitness concepts while participating regularly in a variety of physical activities for fitness and play. Understands the basic vocabulary and concepts of physical fitness.
• Relate or demonstrate the different kinds of physical activities to the components of fitness: aerobic, muscular, and flexibility | Component 1.4: Understand the relationship of nutrition and food nutrients to physical performance and body composition. |
Benchmark Indicator 1.4.1 Identify the nutrients provided by a variety of foods and describe how bodily function and physical performance are affected by food consumption. Understands the connection between nutrition and physical well-being.
• Describes number of servings and appropriate serving sizes for each Food Guide Pyramid group
• Describes how serving size impacts good health
Health & Fitness EALR 2.0: The student acquires the knowledge and skills necessary to maintain a healthy life: Recognize patterns of growth and development, reduce health risks and live safely.
| Component 2.1: Recognize patterns of growth and development. |
Benchmark Indicator 2.1.1.a Describe the structure and function of human body systems.
Benchmark Indicator 2.1.1.b Describe the influence of nutrition on health and development
Understand the basic structure and function of human body systems.
• Identify the basic structure of the Circulatory System and list ways to keep it healthy (identify parts)
• Identify the basic structure of the Muscular System and list ways to keep it healthy
• Identify the basic structure of the Skeletal System and list ways to keep it healthy
• Identify the basic structure of the Respiratory System and list ways to keep it healthy
• Identify the basic structure of the Digestive System | Component 2.2: Understanding the concept of control and prevention of disease. |
Benchmark Indicator 2.2.1 Identify and demonstrate skills that prevent and reduce the risk of contracting and transmitting communicable diseases. Understand how to prevent or reduce the risk of contracting a Communicable Disease.
• Identify three communicable diseases that one might come in contact with (i.e., common cold, flu, lice, chicken pox, pink eye) and describe the continued importance of hand washing
• Introduce difference between a virus and a bacteria | Component 2.3: Acquire skills to live safely and reduce health risks. |
Benchmark Indicator 2.3.1.a. Explain one’s right to personal and physical safety. Understand one’s right to personal and physical safety.
• Describe how the guidelines for personal and physical safety apply to everyone Benchmark Indicator 2.3.1.b. Identify abuse and risky situations and demonstrate safe behaviors to prevent injury to self and others at home, school, and in the community. Understand what are abusive or risky situations and how to avoid them.
• Identify a variety of risky situations that you might encounter and prevention strategies (i.e., personal, school, home, community) Benchmark Indicator 2.3.1.c. Identify sources to ask for help in an emergency or crisis. Knows appropriate sources of help in emergency and non-emergency situations.
• Describe appropriate sources of help for two emergency and two non-emergency situations Benchmark Indicator 2.3.1.d. Identify physical, emotional, and legal consequences of using nicotine, alcohol, and other drugs, and apply skills to resist any harmful use of substances. Understands the physical and legal consequences of using nicotine, alcohol, and other drugs, and apply skills to resist any harmful use of substances.
• Recognize the legal consequences associated with a variety of illegal substances (i.e., alcohol, tobacco, medications)
• Demonstrate or dramatize different refusal skills associated with illegal substances
Health & Fitness EALR 3.0: The student analyzes and evaluates the impact of real-life influences on health.
| Component 3.1: Understand how environmental factors affect one’s health. |
Benchmark Indicator 3.1.1 Identify environmental factors that affect health. Understand how different environmental factors affect health.
• List and describe the different causes of air and water pollution
• Identify how different sources of air and water pollution affect a healthy body | Component 3.2: Gather and analyze health information. |
Benchmark Indicator 3.2.1.a. Determine reliable sources of health information. Understand reliable sources of health information.
• Compare and contrast different sources of reliable and unreliable health information Benchmark Indicator 3.2.1.b. Identify messages about safe and unsafe behaviors. Understand how media provides information related to safe or unsafe behaviors that impact overall health.
• Categorize ten advertisements into safe and unsafe product choices Benchmark Indicator 3.2.1.c. Demonstrate the ability to practice health enhancing behaviors and reduce risks. Understand health enhancing behaviors and risk reduction.
• Categorize and describe safe and unsafe behaviors that affect health
o Safety on a bicycle
o Safety on the playground
o Safety around fire
o Safety around weapons | Component 3.3: Use social skills to promote health and safety in a variety of situations. |
Benchmark Indicator 3.3.1.a. Express emotions constructively and form safe and respectful relationships. Express emotions appropriately to form safe and respectful relationships
• Recognize how I express my emotions towards others impacts relationships Benchmark Indicator 3.3.1.b. Recognize social skills to keep out of trouble and resist pressure from others. Recognize social skills to keep out of trouble and resist pressure from others.
• Choices: decision making, avoidance, peer pressures | Component 3.4: Understand how emotions influence decision making. |
Benchmark Indicator 3.4.1 Recognize a variety of emotions and how they affect self and others and develop strategies about how to act in emotional situations. Recognize a variety of emotions and how they affect self and others and develop strategies about how to act in emotional situations.
• List various emotions of self and others and discuss strategies to deal with those emotions
Health & Fitness EALR 4.0: The student effectively analyzes health and safety information to develop health and fitness plans based on life goals.
| Component 4.1: Analyze health and safety information. |
< | 
