4th Quarter Learning Targets for Second Grade
Science
 I can investigate and understand that plants and animals undergo a series of orderly changes as they mature and
grow for both animal life cycles and plant life cycles.
 I can investigate and understand that weather and seasonal changes affect plants, animals, and their surroundings
including weathering and erosion of land surfaces.
 I can investigate and understand that plants produce oxygen and food, are a source of useful products, and provide
benefits in nature.
 I understand important plant products are identified and classified.
 I understand the availability of plant products affects the development of a geographic area.
 I understand plants provide oxygen, homes, and food for many animals.
 I understand plants can help reduce erosion.
Social Studies
 I understand the history of communities in Canada and Mexico:
 I can List & describe at least 2 major products of each, and the ways these products might affect the occupations of
people who live there
 I can Explain how the history affect the languages and holidays
Math
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I can use data from experiments to construct picture graphs, pictographs, and bar graphs.
I can use data from experiments to predict outcomes when the experiment is repeated.
I can analyze data displayed in picture graphs, pictographs, and bar graphs.
I can estimate and measure length to the nearest centimeter and inch;
I can estimate and measure weight/mass of objects in pounds/ounces and kilograms/grams, using a scale.
I can estimate and measure liquid volume in cups, pints, quarts, gallons, and liters.
I can tell and write time to the nearest five minutes, using analog and digital clocks.
Reading and Writing Workshop
 I can use phonetic strategies when reading and spelling.
 I can use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words.
 I can use knowledge of short, long, and r-controlled vowel patterns to decode and spell words.
 I can decode regular multisyllabic words.
 I can use semantic clues and syntax to expand vocabulary when reading.
 I can use information in the story to read words.
 I can use knowledge of sentence structure.
 I can use knowledge of story structure and sequence.
 I can reread and self-correct.
 I can expand vocabulary when reading.
 I can use knowledge of prefixes and suffixes.
 I can use vocabulary from other content areas.
 I can read and demonstrate comprehension of fictional texts.
 I can identify the main idea.
 I can draw conclusions based on the text.
 I can read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.
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I can read and demonstrate comprehension of nonfiction texts.
I can make and confirm predictions about the main idea.
I can identify the main idea.
I can read and reread familiar passages with fluency, accuracy, and meaningful expression.
I can demonstrate comprehension of information in reference materials.
I can use pictures, captions, and charts.
I can use dictionaries, glossaries, and indices.
I can maintain legible printing and begin to make the transition to cursive.
I can write stories, letters, and simple explanations.
I can generate ideas before writing.
I can organize writing to include a beginning, middle, and end for narrative and expository writing.
I can expand writing to include descriptive detail.
I can revise writing for clarity.
I can edit writing for correct grammar, capitalization, punctuation, and spelling.
I can use correct spelling for commonly used sight words, including compound words and regular plurals.
I can use verbs and adjectives correctly in sentences.
I can use available technology for reading and writing.
I can use correct verb tenses in oral communication.
I can use increasingly complex sentence structures in oral communication.
I can begin to self-correct errors in language use.
I can increase listening and speaking vocabularies.
I can use vocabulary from other content areas.
I can use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond.
I can participate as a contributor and leader in a group.
I can retell information shared by others.
I can follow three- and four-step directions.
I can give three- and four-step directions.
I can orally identify, produce, and manipulate various units of speech sounds within words.
I can blend and segment multisyllabic words at the syllable level.