Alignment to SC State Science & LanguageStandards
Growing Little Green Thumbs
South Carolina State Standards for Language Arts: Kindergarten
Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.
SC.K-1. Reading - Understanding and Using Literary Texts: The student will begin to read and comprehend a variety of literary texts in print and nonprint formats.
K-1.1. Summarize the main idea and details from literary texts read aloud.
K-1.2. Use pictures and words to make predictions regarding a story read aloud.
K-1.3. Understand that a narrator tells the story.
K-1.4. Find examples of sound devices (including onomatopoeia and alliteration) in texts read aloud.
K-1.5. Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order.
K-1.6. Discuss how the author's choice of words affects the meaning of the text (for example, yell rather than said).
K-1.7. Use relevant details in summarizing stories read aloud.
K-1.8. Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).
K-1.9. Recall the characteristics of fantasy.
K-1.10. Explain the cause of an event described in stories read aloud.
K-1.11. Read independently for pleasure.
SC.K-2. Reading - Understanding and Using Informational Texts: The student will begin to read and comprehend a variety of informational texts in print and nonprint formats.
K-2.1. Summarize the central idea and details from informational texts read aloud.
K-2.2. Analyze texts during classroom discussions to make inferences.
K-2.3. Find facts in texts read aloud.
K-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written work-s, and oral presentations).
K-2.5. Understand that headings and print styles (for example, italics, bold, larger type) provide information to the reader.
K-2.6. Understand graphic features (for example, illustrations and graphs).
K-2.7. Recognize tables of contents.
K-2.8. Explain the cause of an event described in a text read aloud.
K-2.9. Read independently to gain information.
SC.K-3. Reading - Learning to Read: The student will learn to read by applying appropriate skills and strategies.
K-3.1. Oral Language Acquisition and Vocabulary Development: Use pictures and context to construct the meaning of unfamiliar words in texts read aloud.
K-3.2. Oral Language Acquisition and Vocabulary Development: Create a different form of a familiar word by adding an -s or -ing ending.
K-3.3. Oral Language Acquisition and Vocabulary Development: Use vocabulary acquired from a variety of sources (including conversations, texts read aloud, and the media).
K-3.4. Oral Language Acquisition and Vocabulary Development: Recognize high-frequency words.
K-3.5. Understand that multiple small words can make compound words.
K-3.6. Fluency: Use oral rhymes, poems, and songs to build fluency.
K-3.7. Fluency: Use appropriate voice level when speaking.
K-3.8. Phonemic Awareness: Use beginning sounds, ending sounds, and onsets and rimes to generate words orally.
K-3.9. Phonemic Awareness: Create rhyming words in response to an oral prompt.
K-3.10. Phonemic Awareness: Create words by orally adding, deleting, or changing sounds.
K-3.11. Phonemic Awareness: Use blending to generate words orally.
K-3.12. Phonics: Match consonant and short-vowel sounds to the appropriate letters.
K-3.13. Phonics: Recognize uppercase and lowercase letters and their order in the alphabet.
K-3.14. Phonics: Identify beginning and ending sounds in words.
K-3.15. Phonics: Classify words by categories (for example, beginning and ending sounds).
K-3.16. Phonics: Use blending to begin reading words.
K-3.17. Phonics: Begin to spell high-frequency words.
K-3.18. Phonics: Use letters and relationships to sounds to write words.
K-3.19. Oral Language Acquisition and Comprehension Development: Use prior knowledge and life experiences to construct meaning from texts.
K-3.20. Oral Language Acquisition and Comprehension Development: Recognize environmental print in such forms as signs in the school, road signs, restaurant and store signs, and logos.
K-3.21. Concepts about Print: Know the parts of a book (including the front and back covers, the title, and the author's name).
K-3.22. Concepts about Print: Carry out left-to-right and top-to-bottom directionality on the printed page.
K-3.23. Concepts about Print: Distinguish between letters and words.
SC.K-4. Writing - Developing Written Communications: The student will begin to create written work- that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.
K-4.1. Oral Language Expression: Generate ideas for writing by using techniques (for example, participating in conversations and looking at pictures).
K-4.2. Oral Language Expression: Generate complete sentences orally.
K-4.3. Early Writing Development: Use pictures, letters, or words to tell a story from beginning to end.
K-4.4. Early Writing Development: Use letters and relationships to sounds to write words.
K-4.5. Early Writing Development: Begin to spell high-frequency words.
K-4.6. Early Writing Development: Understand that a person's name is a proper noun.
K-4.7. Early Writing Development: Edit writing with teacher support.
K-4.8. Early Writing Development: Revise writing with teacher support.
K-4.9. Early Writing Development: Use uppercase and lowercase letters.
K-4.10. Early Writing Development: Use appropriate letter formation when printing.
K-4.11. Early Writing Development: Identify sounds orally by segmenting words.
SC.K-5. Writing - Producing Written Communications in a Variety of Forms: The student will begin to write for a variety of purposes and audiences.
K-5.1. Use symbols (drawings, letters, and words) to create written communications (for example, notes, messages, and lists) to inform a specific audience.
K-5.2. Use symbols (drawings, letters, and words) to create narratives (for example, stories and journal entries) about people, places, or things.
K-5.3. Use symbols (drawings, letters, and words) to create descriptions of personal experiences, people, places, or things.
K-5.4. Use symbols (drawings, letters, and words) to create written pieces (for example, simple rhymes) to entertain others.
SC.K-6. Researching - Applying the Skiills of Inquiry and Oral Communication: The student will begin to access and use information from a variety of sources.
K-6.1. Generate how and why questions about a topic of interest.
K-6.2. Recognize that information can be found in print sources (for example, books, pictures, simple graphs, and charts) and nonprint sources (for example, videos, television, films, radio, and the internet).
K-6.3. Classify information by constructing categories (for example, living and nonliving things).
K-6.4. Use complete sentences when orally communicating with others.
K-6.5. Follow one-and two-step oral directions.
Unit: Weather and Seasons
Science-K-4.1 Identify weather changes that occur from day to day.
Science-K-4.2 Compare the weather patterns that occur from season to season.
Science-K-4.3 Summarize ways that the seasons affect plants and animals.
Unit: Characteristics of Organisms
Science-K-2.1 Recognize what organisms need to stay alive (including air, water, food, and shelter).
Science-K-2.2 Identify examples of organisms and nonliving things.
Science-K-2.3 Match parents with their offspring to show that plants and animals closely resemble their parents.
Science-K-2.4 Compare individual examples of a particular type of plant or animal to determine that there are differences
among individuals.
Science-K-2.5 Recognize that all organisms go through stages of growth and change called life cycles.
First Grade - Science Unit: Plants
Science-1-2.1 Recall the basic needs of plants (including air, water, nutrients, space, and light) for energy and growth.
Science-1-2.2 Illustrate the major structures of plants (including stems, roots, leaves, flowers, fruits, and seeds).
Science-1-2.3 Classify plants according to their characteristics (including what specific type of environment they live in, whether they have edible parts, and what particular kinds of physical traits they have).
Science-1-2.4 Summarize the life cycle of plants (including germination, growth, and the production of flowers and seeds).
Science-1-2.5 Explain how distinct environments throughout the world support the life of different types of plants.
Science-1-2.6 Identify characteristics of plants (including types of stems, roots, leaves, flowers, and seeds) that help them survive in their own distinct environments.
Second Grade Standards
Grade 2 – Language Arts Standards
Reading Goal (R) – The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads.
Reading Process and Comprehension
2-R1
The student will integrate various cues and strategies to comprehend what he or she reads.
2-R1.1
1. Demonstrate the ability to use a variety of strategies to derive meaning from texts; begin reading texts fluently.
2-R1.2
2. Demonstrate the ability to read independently for extended periods of time to derive pleasure and to gain information.
2-R1.3
3. Demonstrate the ability to make connections between a text read independently and his or her prior knowledge, other textsand the world.
2-R1.4
4. Demonstrate the ability to identify the title, author, and illustrator of a text.
2-R1.5
5. Demonstrate the ability to retell stories.
2-R1.6
6. Demonstrate the ability to recall details in text.
2-R1.7
7. Demonstrate the ability to ask and answer questions about texts.
2-R1.8
8. Demonstrate the ability to make predictions about stories.
2-R1.9
9. Demonstrate the ability to summarize the main idea of a particular text.
2-R1.10
10. Demonstrate the ability to draw conclusions and make inferences.
2-R1.11
11. Demonstrate the ability to categorize and classify ideas.
2-R1.12
12. Demonstrate the ability to determine cause and effect.
2-R1.13
13. Continue distinguishing between fact and opinion.
2-R1.14
14. Demonstrate the ability to follow one-step written directions to complete a task.
2-R1.15
15. Begin following two-step written directions.
2-R1.16
16. Continue using graphic representations such as charts, graphs, pictures, and graphic organizers as information sources and as a means of organizing information and events logically.
2-R1.17
17. Demonstrate the ability to respond to texts through a variety of methods, such as creative dramatics, writing, graphic art.
2-R1.18
18. Demonstrate the ability to compare and contrast the information, ideas, and elements within a single text; begin comparing And contrasting his or her findings on a particular topic after having extracted that information from two or more pieces of Graphic or written material.
Analysis of Texts
2-R2
The student will use a knowledge of the purposes, structures, and elements of writing to analyze and interpret various types
of texts.
2-R2.1
1. Demonstrate the ability to identify and describe characters, setting, and plot in a literary work.
2-R2.2
2. Continue identifying problem and solution in a work of fiction or drama.
2-R2.3
3. Continue identifying the narrator’s point of view in a work of fiction.
2-R2.4
4. Begin summarizing the theme of a particular text.
2-R2.5
5. Begin identifying elements of style such as word choice and sentence structure (syntax).
2-R2.6
6. Continue identifying devices of figurative language such as similes and metaphors and sound devices such as alliteration.
2-R2.7
7. Demonstrate the ability to differentiate between fiction and nonfiction.
2-R2.8
8. Continue identifying the characteristics of genres such as fiction, poetry, drama, and informational texts.
2-R2.9
9. Begin comparing and contrasting settings, characters, events, or ideas in a variety of texts.
2-R2.10
10. Begin identifying the author’s purpose in a variety of texts.
Phonics and Word Study
2-R3
The students will use a knowledge of graphophonics and word analysis to read and determine the meaning of unfamiliar words.
2-R3.1
1. Demonstrate the ability to use a dictionary and a thesaurus to determine the meanings of unfamiliar words and to find
alternate word choices.
2-R3.2
2. Demonstrate the ability to identify beginning, middle, and ending letters/sounds in polysyllabic words.
2-R3.3
3. Continue applying knowledge of onsets, rimes, and word families to decode polysyllabic words.
2-R3.4
4. Demonstrate the ability to identify base words and their inflectional endings.
2-R3.5
5. Demonstrate the ability to alphabetize words by the first and second letters.
2-R3.6
6. Demonstrate the ability to read and recognize compound words.
2-R3.7
7. Demonstrate the ability to read and recognize contractions.
2-R3.8
8. Demonstrate the ability to identify synonyms, antonyms, and homonyms.
2-R3.9
9. Begin identifying common prefixes such as un-, re-, pre-, bi-, mis-,dis- and suffixes such as to –er, -est, -ful to determine
the meanings of words.
2-R3.10
10. Demonstrate the ability to use sentence structure (syntax) and context to determine the meaning of unfamiliar words.
2-R3.11
11. Begin recognizing and using common idioms.
2-R3.12
12. Begin recognizing simple analogies.
Writing Goal (w) – The student will write for different audiences and purposes.
The Writing Process
2-W1
The student will apply a process approach to writing.
2-W1.1
1. Demonstrate the ability to choose a topic and generate ideas and use oral and written prewriting strategies.
2-W1.2
2. Demonstrate the ability to generate drafts that focus on a topic; have a beginning, middle and end; and include relevant and supportive detail.
2-W1.3
3. Demonstrate the ability to revise writing for audience and purpose and through collaboration, conferencing, and self- evaluation.
2-W1.4
4. Demonstrate the ability to edit for language conventions such as spelling, capitalization, punctuation, and word usage.
2-W1.5
5. Demonstrate the ability to write and publish in a variety of formats.
2-W1.5.1
1. Demonstrate the ability to write simple compositions, friendly letters, and expressive and informational pieces.
2-W1.5.2
2. Demonstrate the ability to use the Internet with teacher support and guidance to communicate with family and friends.
Writing Purposes
2-W2
The student will write for a variety of purposes.
2-W2.1
1. Demonstrate the ability to use writing to explain and inform.
2-W2.2
2. Begin to use writing in order to learn, entertain, and describe.
Responding to Texts
2-W3
The student will respond to texts written by others.
2-W3.1
1. Demonstrate the ability to respond to texts both orally and in writing.
2-W3.2
2. Demonstrate the ability to use literary models to develop and refine writing.
III. Earth Science – Unit of Study: Weather 2nd Grade
S III A
A. Changes in the Earth and Sky
S III A 1
1. Weather changes from day to day and over the seasons.
S III A 1a
a. Define components of weather, including temperature, wind, and precipitation (rain, sleet, snow, and hail).
S III A 1b
b. Observe and identify weather conditions and patterns.
S III A 1c
c. Create and use symbols to represent weather conditions.
S III A 1d
d. Describe and sequence the seasons.
S III A 1e
e. Identify safety precautions to use during severe weather conditions.
S III A 2
2. Weather can be described by measurable quantities, such as temperature, wind direction, and precipitation.
S III A 2a
a. Measure and record temperature in both degrees Fahrenheit and Celsius.
S III A 2b
b. Measure and record precipitation.
S III A 2c
c. Investigate and describe changes in wind direction and the motion of objects due to the wind.
S III A 2d
d. Make simple charts and graphs of observed weather data.
S III A 2e
e. Identify the importance of measuring and recording weather data.
S III A 2f
f. Compare drought and flood conditions.
S III A 2g
g. Investigate and describe how weather affects water supply and water conservation.
SC Standards: Science Third Grade
Unit: Inquiry Skills
Science-3-1.1 Classify objects by two of their properties (attributes).
Science-3-1.2 Classify objects or events in sequential order.
Science-3-1.3 Generate questions such as "what if?" or "how?" about objects, organisms, and events in the environment
and use those questions to conduct a simple scientific investigation.
Science-3-1.4 Predict the outcome of a simple investigation and compare the result with the prediction.
Science-3-1.5 Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders,
and graduated syringes) safely, accurately, and appropriately when gathering specific data.
Science-3-1.6 Infer meaning from data communicated in graphs, tables, and diagrams.
Science-3-1.7 Explain why similar investigations might produce different results.
Science-3-1.8 Use appropriate safety procedures when conducting investigations.
3rd Grade Unit: Habitats: Plants and Animals
Science-3-2.1 Illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats.
Science-3-2.2 Explain how physical and behavioral adaptations allow organisms to survive (including hibernation,
defense, locomotion, movement, food obtainment, and camouflage for animals and seed dispersal, color,
and response to light for plants).
Science-3-2.3 Recall the characteristics of an organism's habitat that allow the organism to survive there.
Science-3-2.4 Explain how changes in the habitats of plants and animals affect their survival.
Science-3-2.5 Summarize the organization of simple food chains (including the roles of producers, consumers, and
decomposers).
4rd Grade Unit: Habitats: Plants and Animals
Science-3-2.1 Illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats.
Science-3-2.2 Explain how physical and behavioral adaptations allow organisms to survive (including hibernation,
defense, locomotion, movement, food obtainment, and camouflage for animals and seed dispersal, color,
and response to light for plants).
Science-3-2.3 Recall the characteristics of an organism's habitat that allow the organism to survive there.
Science-3-2.4 Explain how changes in the habitats of plants and animals affect their survival.
Science-3-2.5 Summarize the organization of simple food chains (including the roles of producers, consumers, and
decomposers).
Standard 1-2: The student will demonstrate an understanding of the special characteristics and needs of plants that allow them to survive in their own distinct environments. (Life Science)
Standard 3-2: The student will demonstrate an understanding of the structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Standard 6-2: The student will demonstrate an understanding of structures, processes, and responses of plants that allow them to survive and reproduce. (Life Science)
Standard B-3: The student will demonstrate an understanding of the flow of energy within and between living systems.
Growing Little Green Thumbs
South Carolina State Standards for Language Arts: Kindergarten
Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.
SC.K-1. Reading - Understanding and Using Literary Texts: The student will begin to read and comprehend a variety of literary texts in print and nonprint formats.
K-1.1. Summarize the main idea and details from literary texts read aloud.
K-1.2. Use pictures and words to make predictions regarding a story read aloud.
K-1.3. Understand that a narrator tells the story.
K-1.4. Find examples of sound devices (including onomatopoeia and alliteration) in texts read aloud.
K-1.5. Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order.
K-1.6. Discuss how the author's choice of words affects the meaning of the text (for example, yell rather than said).
K-1.7. Use relevant details in summarizing stories read aloud.
K-1.8. Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).
K-1.9. Recall the characteristics of fantasy.
K-1.10. Explain the cause of an event described in stories read aloud.
K-1.11. Read independently for pleasure.
SC.K-2. Reading - Understanding and Using Informational Texts: The student will begin to read and comprehend a variety of informational texts in print and nonprint formats.
K-2.1. Summarize the central idea and details from informational texts read aloud.
K-2.2. Analyze texts during classroom discussions to make inferences.
K-2.3. Find facts in texts read aloud.
K-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written work-s, and oral presentations).
K-2.5. Understand that headings and print styles (for example, italics, bold, larger type) provide information to the reader.
K-2.6. Understand graphic features (for example, illustrations and graphs).
K-2.7. Recognize tables of contents.
K-2.8. Explain the cause of an event described in a text read aloud.
K-2.9. Read independently to gain information.
SC.K-3. Reading - Learning to Read: The student will learn to read by applying appropriate skills and strategies.
K-3.1. Oral Language Acquisition and Vocabulary Development: Use pictures and context to construct the meaning of unfamiliar words in texts read aloud.
K-3.2. Oral Language Acquisition and Vocabulary Development: Create a different form of a familiar word by adding an -s or -ing ending.
K-3.3. Oral Language Acquisition and Vocabulary Development: Use vocabulary acquired from a variety of sources (including conversations, texts read aloud, and the media).
K-3.4. Oral Language Acquisition and Vocabulary Development: Recognize high-frequency words.
K-3.5. Understand that multiple small words can make compound words.
K-3.6. Fluency: Use oral rhymes, poems, and songs to build fluency.
K-3.7. Fluency: Use appropriate voice level when speaking.
K-3.8. Phonemic Awareness: Use beginning sounds, ending sounds, and onsets and rimes to generate words orally.
K-3.9. Phonemic Awareness: Create rhyming words in response to an oral prompt.
K-3.10. Phonemic Awareness: Create words by orally adding, deleting, or changing sounds.
K-3.11. Phonemic Awareness: Use blending to generate words orally.
K-3.12. Phonics: Match consonant and short-vowel sounds to the appropriate letters.
K-3.13. Phonics: Recognize uppercase and lowercase letters and their order in the alphabet.
K-3.14. Phonics: Identify beginning and ending sounds in words.
K-3.15. Phonics: Classify words by categories (for example, beginning and ending sounds).
K-3.16. Phonics: Use blending to begin reading words.
K-3.17. Phonics: Begin to spell high-frequency words.
K-3.18. Phonics: Use letters and relationships to sounds to write words.
K-3.19. Oral Language Acquisition and Comprehension Development: Use prior knowledge and life experiences to construct meaning from texts.
K-3.20. Oral Language Acquisition and Comprehension Development: Recognize environmental print in such forms as signs in the school, road signs, restaurant and store signs, and logos.
K-3.21. Concepts about Print: Know the parts of a book (including the front and back covers, the title, and the author's name).
K-3.22. Concepts about Print: Carry out left-to-right and top-to-bottom directionality on the printed page.
K-3.23. Concepts about Print: Distinguish between letters and words.
SC.K-4. Writing - Developing Written Communications: The student will begin to create written work- that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.
K-4.1. Oral Language Expression: Generate ideas for writing by using techniques (for example, participating in conversations and looking at pictures).
K-4.2. Oral Language Expression: Generate complete sentences orally.
K-4.3. Early Writing Development: Use pictures, letters, or words to tell a story from beginning to end.
K-4.4. Early Writing Development: Use letters and relationships to sounds to write words.
K-4.5. Early Writing Development: Begin to spell high-frequency words.
K-4.6. Early Writing Development: Understand that a person's name is a proper noun.
K-4.7. Early Writing Development: Edit writing with teacher support.
K-4.8. Early Writing Development: Revise writing with teacher support.
K-4.9. Early Writing Development: Use uppercase and lowercase letters.
K-4.10. Early Writing Development: Use appropriate letter formation when printing.
K-4.11. Early Writing Development: Identify sounds orally by segmenting words.
SC.K-5. Writing - Producing Written Communications in a Variety of Forms: The student will begin to write for a variety of purposes and audiences.
K-5.1. Use symbols (drawings, letters, and words) to create written communications (for example, notes, messages, and lists) to inform a specific audience.
K-5.2. Use symbols (drawings, letters, and words) to create narratives (for example, stories and journal entries) about people, places, or things.
K-5.3. Use symbols (drawings, letters, and words) to create descriptions of personal experiences, people, places, or things.
K-5.4. Use symbols (drawings, letters, and words) to create written pieces (for example, simple rhymes) to entertain others.
SC.K-6. Researching - Applying the Skiills of Inquiry and Oral Communication: The student will begin to access and use information from a variety of sources.
K-6.1. Generate how and why questions about a topic of interest.
K-6.2. Recognize that information can be found in print sources (for example, books, pictures, simple graphs, and charts) and nonprint sources (for example, videos, television, films, radio, and the internet).
K-6.3. Classify information by constructing categories (for example, living and nonliving things).
K-6.4. Use complete sentences when orally communicating with others.
K-6.5. Follow one-and two-step oral directions.
Unit: Weather and Seasons
Science-K-4.1 Identify weather changes that occur from day to day.
Science-K-4.2 Compare the weather patterns that occur from season to season.
Science-K-4.3 Summarize ways that the seasons affect plants and animals.
Unit: Characteristics of Organisms
Science-K-2.1 Recognize what organisms need to stay alive (including air, water, food, and shelter).
Science-K-2.2 Identify examples of organisms and nonliving things.
Science-K-2.3 Match parents with their offspring to show that plants and animals closely resemble their parents.
Science-K-2.4 Compare individual examples of a particular type of plant or animal to determine that there are differences
among individuals.
Science-K-2.5 Recognize that all organisms go through stages of growth and change called life cycles.
First Grade - Science Unit: Plants
Science-1-2.1 Recall the basic needs of plants (including air, water, nutrients, space, and light) for energy and growth.
Science-1-2.2 Illustrate the major structures of plants (including stems, roots, leaves, flowers, fruits, and seeds).
Science-1-2.3 Classify plants according to their characteristics (including what specific type of environment they live in, whether they have edible parts, and what particular kinds of physical traits they have).
Science-1-2.4 Summarize the life cycle of plants (including germination, growth, and the production of flowers and seeds).
Science-1-2.5 Explain how distinct environments throughout the world support the life of different types of plants.
Science-1-2.6 Identify characteristics of plants (including types of stems, roots, leaves, flowers, and seeds) that help them survive in their own distinct environments.
Second Grade Standards
Grade 2 – Language Arts Standards
Reading Goal (R) – The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads.
Reading Process and Comprehension
2-R1
The student will integrate various cues and strategies to comprehend what he or she reads.
2-R1.1
1. Demonstrate the ability to use a variety of strategies to derive meaning from texts; begin reading texts fluently.
2-R1.2
2. Demonstrate the ability to read independently for extended periods of time to derive pleasure and to gain information.
2-R1.3
3. Demonstrate the ability to make connections between a text read independently and his or her prior knowledge, other textsand the world.
2-R1.4
4. Demonstrate the ability to identify the title, author, and illustrator of a text.
2-R1.5
5. Demonstrate the ability to retell stories.
2-R1.6
6. Demonstrate the ability to recall details in text.
2-R1.7
7. Demonstrate the ability to ask and answer questions about texts.
2-R1.8
8. Demonstrate the ability to make predictions about stories.
2-R1.9
9. Demonstrate the ability to summarize the main idea of a particular text.
2-R1.10
10. Demonstrate the ability to draw conclusions and make inferences.
2-R1.11
11. Demonstrate the ability to categorize and classify ideas.
2-R1.12
12. Demonstrate the ability to determine cause and effect.
2-R1.13
13. Continue distinguishing between fact and opinion.
2-R1.14
14. Demonstrate the ability to follow one-step written directions to complete a task.
2-R1.15
15. Begin following two-step written directions.
2-R1.16
16. Continue using graphic representations such as charts, graphs, pictures, and graphic organizers as information sources and as a means of organizing information and events logically.
2-R1.17
17. Demonstrate the ability to respond to texts through a variety of methods, such as creative dramatics, writing, graphic art.
2-R1.18
18. Demonstrate the ability to compare and contrast the information, ideas, and elements within a single text; begin comparing And contrasting his or her findings on a particular topic after having extracted that information from two or more pieces of Graphic or written material.
Analysis of Texts
2-R2
The student will use a knowledge of the purposes, structures, and elements of writing to analyze and interpret various types
of texts.
2-R2.1
1. Demonstrate the ability to identify and describe characters, setting, and plot in a literary work.
2-R2.2
2. Continue identifying problem and solution in a work of fiction or drama.
2-R2.3
3. Continue identifying the narrator’s point of view in a work of fiction.
2-R2.4
4. Begin summarizing the theme of a particular text.
2-R2.5
5. Begin identifying elements of style such as word choice and sentence structure (syntax).
2-R2.6
6. Continue identifying devices of figurative language such as similes and metaphors and sound devices such as alliteration.
2-R2.7
7. Demonstrate the ability to differentiate between fiction and nonfiction.
2-R2.8
8. Continue identifying the characteristics of genres such as fiction, poetry, drama, and informational texts.
2-R2.9
9. Begin comparing and contrasting settings, characters, events, or ideas in a variety of texts.
2-R2.10
10. Begin identifying the author’s purpose in a variety of texts.
Phonics and Word Study
2-R3
The students will use a knowledge of graphophonics and word analysis to read and determine the meaning of unfamiliar words.
2-R3.1
1. Demonstrate the ability to use a dictionary and a thesaurus to determine the meanings of unfamiliar words and to find
alternate word choices.
2-R3.2
2. Demonstrate the ability to identify beginning, middle, and ending letters/sounds in polysyllabic words.
2-R3.3
3. Continue applying knowledge of onsets, rimes, and word families to decode polysyllabic words.
2-R3.4
4. Demonstrate the ability to identify base words and their inflectional endings.
2-R3.5
5. Demonstrate the ability to alphabetize words by the first and second letters.
2-R3.6
6. Demonstrate the ability to read and recognize compound words.
2-R3.7
7. Demonstrate the ability to read and recognize contractions.
2-R3.8
8. Demonstrate the ability to identify synonyms, antonyms, and homonyms.
2-R3.9
9. Begin identifying common prefixes such as un-, re-, pre-, bi-, mis-,dis- and suffixes such as to –er, -est, -ful to determine
the meanings of words.
2-R3.10
10. Demonstrate the ability to use sentence structure (syntax) and context to determine the meaning of unfamiliar words.
2-R3.11
11. Begin recognizing and using common idioms.
2-R3.12
12. Begin recognizing simple analogies.
Writing Goal (w) – The student will write for different audiences and purposes.
The Writing Process
2-W1
The student will apply a process approach to writing.
2-W1.1
1. Demonstrate the ability to choose a topic and generate ideas and use oral and written prewriting strategies.
2-W1.2
2. Demonstrate the ability to generate drafts that focus on a topic; have a beginning, middle and end; and include relevant and supportive detail.
2-W1.3
3. Demonstrate the ability to revise writing for audience and purpose and through collaboration, conferencing, and self- evaluation.
2-W1.4
4. Demonstrate the ability to edit for language conventions such as spelling, capitalization, punctuation, and word usage.
2-W1.5
5. Demonstrate the ability to write and publish in a variety of formats.
2-W1.5.1
1. Demonstrate the ability to write simple compositions, friendly letters, and expressive and informational pieces.
2-W1.5.2
2. Demonstrate the ability to use the Internet with teacher support and guidance to communicate with family and friends.
Writing Purposes
2-W2
The student will write for a variety of purposes.
2-W2.1
1. Demonstrate the ability to use writing to explain and inform.
2-W2.2
2. Begin to use writing in order to learn, entertain, and describe.
Responding to Texts
2-W3
The student will respond to texts written by others.
2-W3.1
1. Demonstrate the ability to respond to texts both orally and in writing.
2-W3.2
2. Demonstrate the ability to use literary models to develop and refine writing.
III. Earth Science – Unit of Study: Weather 2nd Grade
S III A
A. Changes in the Earth and Sky
S III A 1
1. Weather changes from day to day and over the seasons.
S III A 1a
a. Define components of weather, including temperature, wind, and precipitation (rain, sleet, snow, and hail).
S III A 1b
b. Observe and identify weather conditions and patterns.
S III A 1c
c. Create and use symbols to represent weather conditions.
S III A 1d
d. Describe and sequence the seasons.
S III A 1e
e. Identify safety precautions to use during severe weather conditions.
S III A 2
2. Weather can be described by measurable quantities, such as temperature, wind direction, and precipitation.
S III A 2a
a. Measure and record temperature in both degrees Fahrenheit and Celsius.
S III A 2b
b. Measure and record precipitation.
S III A 2c
c. Investigate and describe changes in wind direction and the motion of objects due to the wind.
S III A 2d
d. Make simple charts and graphs of observed weather data.
S III A 2e
e. Identify the importance of measuring and recording weather data.
S III A 2f
f. Compare drought and flood conditions.
S III A 2g
g. Investigate and describe how weather affects water supply and water conservation.
SC Standards: Science Third Grade
Unit: Inquiry Skills
Science-3-1.1 Classify objects by two of their properties (attributes).
Science-3-1.2 Classify objects or events in sequential order.
Science-3-1.3 Generate questions such as "what if?" or "how?" about objects, organisms, and events in the environment
and use those questions to conduct a simple scientific investigation.
Science-3-1.4 Predict the outcome of a simple investigation and compare the result with the prediction.
Science-3-1.5 Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders,
and graduated syringes) safely, accurately, and appropriately when gathering specific data.
Science-3-1.6 Infer meaning from data communicated in graphs, tables, and diagrams.
Science-3-1.7 Explain why similar investigations might produce different results.
Science-3-1.8 Use appropriate safety procedures when conducting investigations.
3rd Grade Unit: Habitats: Plants and Animals
Science-3-2.1 Illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats.
Science-3-2.2 Explain how physical and behavioral adaptations allow organisms to survive (including hibernation,
defense, locomotion, movement, food obtainment, and camouflage for animals and seed dispersal, color,
and response to light for plants).
Science-3-2.3 Recall the characteristics of an organism's habitat that allow the organism to survive there.
Science-3-2.4 Explain how changes in the habitats of plants and animals affect their survival.
Science-3-2.5 Summarize the organization of simple food chains (including the roles of producers, consumers, and
decomposers).
4rd Grade Unit: Habitats: Plants and Animals
Science-3-2.1 Illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats.
Science-3-2.2 Explain how physical and behavioral adaptations allow organisms to survive (including hibernation,
defense, locomotion, movement, food obtainment, and camouflage for animals and seed dispersal, color,
and response to light for plants).
Science-3-2.3 Recall the characteristics of an organism's habitat that allow the organism to survive there.
Science-3-2.4 Explain how changes in the habitats of plants and animals affect their survival.
Science-3-2.5 Summarize the organization of simple food chains (including the roles of producers, consumers, and
decomposers).
Standard 1-2: The student will demonstrate an understanding of the special characteristics and needs of plants that allow them to survive in their own distinct environments. (Life Science)
Standard 3-2: The student will demonstrate an understanding of the structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Standard 6-2: The student will demonstrate an understanding of structures, processes, and responses of plants that allow them to survive and reproduce. (Life Science)
Standard B-3: The student will demonstrate an understanding of the flow of energy within and between living systems.