Colorado Academic Standards Online

Use the options below to create customized views of the Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support.

Mathematics - 2019

Second Grade, Standard 1. Number and Quantity

| Read the Colorado Essential Skills | Expand Set of GLEs Below

Prepared Graduates:

MP2. Reason abstractly and quantitatively.
MP7. Look for and make use of structure.

Grade Level Expectation:

2.NBT.A. Number & Operations in Base Ten: Understand place value.

Evidence Outcomes:

Students Can:

Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., $706$ equals $7$ hundreds, $0$ tens, and $6$ ones. Understand the following as special cases: (CCSS: 2.NBT.A.1)
1. 100 can be thought of as a bundle of ten tens — called a "hundred." (CCSS: 2.NBT.A.1.a)
2. The numbers $100$, $200$, $300$, $400$, $500$, $600$, $700$, $800$, $900$ refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and $0$ tens and $0$ ones). (CCSS: 2.NBT.A.1.b)
Count within $1000$; skip-count by $5\mbox{s}$, $10\mbox{s}$, and $100\mbox{s}$. (CCSS: 2.NBT.A.2)
Read and write numbers to $1000$ using base-ten numerals, number names, and expanded form. (CCSS: 2.NBT.A.3)
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using $ \gt $, $ = $, and $ \lt $ symbols to record the results of comparisons. (CCSS: 2.NBT.A.4)

Academic Contexts and Connections:

Colorado Essential Skills and Mathematical Practices:

Abstract $10$ ones into a single conceptual object called a ten and abstract $100$ ones or $10$ tens into a single conceptual object called a hundred. (MP2)
Compose, decompose, and compare three-digit numbers according to their base-ten structure. (MP7)

Inquiry Questions:

How many hundreds are in the number “four hundred five”? How do you know? How many tens are in the number “four hundred five? How do you know?
How many times do you need to skip count by $5\mbox{s}$ to count as far as skip counting by $10\mbox{s}$ once?
How many times do you need to skip count by $10\mbox{s}$ to count as far as skip counting by $100$ once?
Why is any two-digit number that starts with $5$ always larger than a two-digit number that starts with $3$?

Coherence Connections:

This expectation represents major work of the grade.
In Grade 1, students understand place value for two-digit numbers.
In Grade 2, this expectation connects with using place value understanding and properties of operations to add and subtract and with working with equal groups of objects to gain foundations for multiplication.
In Grade 3, students use place value understanding and properties of operations to perform multi-digit arithmetic.

Prepared Graduates:

MP1. Make sense of problems and persevere in solving them.
MP7. Look for and make use of structure.

Grade Level Expectation:

2.NBT.B. Number & Operations in Base Ten: Use place value understanding and properties of operations to add and subtract.

Evidence Outcomes:

Students Can:

Fluently add and subtract within $100$ using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. (CCSS: 2.NBT.B.5)
Add up to four two-digit numbers using strategies based on place value and properties of operations. (CCSS: 2.NBT.B.6)
Add and subtract within $1000$, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (CCSS: 2.NBT.B.7)
Mentally add $10$ or $100$ to a given number $100$–$900$, and mentally subtract $10$ or $100$ from a given number $100$–$900$. (CCSS: 2.NBT.B.8)
Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) (CCSS: 2.NBT.B.9)

Academic Contexts and Connections:

Colorado Essential Skills and Mathematical Practices:

Relate concrete or mental strategies for adding and subtracting within $100$ to a written method. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
Make sense of place value by modeling quantities with drawings or equations. (MP1)
Use the base-ten structure to add and subtract, composing and decomposing ones, tens, and hundreds as necessary. (MP7)

Inquiry Questions:

Why might it be helpful to view subtraction as an unknown addend problem? (e.g., $278 + ? = 425$)
How might you rewrite $38 + 47 + 93 + 62$ to make it easier to solve? How do you know it is OK to rewrite it?

Coherence Connections:

This expectation represents major work of the grade.
In Grade 1, students use place value and properties of operations to make sense of the relationship between addition and subtraction.
In Grade 2, this expectation connects with representing and solving problems involving addition and subtraction and fluently adding and subtracting within $20$.
In Grade 3, students use place value understanding and properties of operations to perform multi-digit arithmetic, including fluently adding and subtracting within $1000$.

Mathematics - 2019

Second Grade, Standard 2. Algebra and Functions

| Read the Colorado Essential Skills | Expand Set of GLEs Below

Prepared Graduates:

MP2. Reason abstractly and quantitatively.
MP4. Model with mathematics.

Grade Level Expectation:

2.OA.A. Operations & Algebraic Thinking: Represent and solve problems involving addition and subtraction.

Evidence Outcomes:

Students Can:

Use addition and subtraction within $100$ to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (see Appendix, Table 1) (CCSS: 2.OA.A.1)

Academic Contexts and Connections:

Colorado Essential Skills and Mathematical Practices:

Decontextualize word problems, use mathematics to solve, and then recontextualize to provide the answer in context. (MP2)
Represent situations in word problems using drawings and equations with symbols for unknown numbers. (MP4)

Inquiry Questions:

(Given a word problem) What is the unknown quantity in this problem?
(Given an addition or subtraction problem) How might you use a model to represent this problem?
Does the word “more” in a word problem always mean that you will use addition to solve the problem? Why or why not?

Coherence Connections:

This expectation represents the major work of the grade.
In Grade 1, students use place value understanding and properties of operations to represent and solve problems involving addition and subtraction.
This expectation connects with other ideas in Grade 2: (a) using place value understanding and properties of operations to add and subtract, (b) relating addition and subtraction to length, (c) working with time and money, and (d) representing and interpreting data.
In Grade 3, students solve problems involving the four operations and identify and explain patterns in arithmetic.

Prepared Graduates:

MP5. Use appropriate tools strategically.
MP6. Attend to precision.

Grade Level Expectation:

2.OA.B. Operations & Algebraic Thinking: Add and subtract within 20.

Evidence Outcomes:

Students Can:

Fluently add and subtract within $20$ using mental strategies. (See 1.OA.C.6 for a list of strategies.) By end of Grade 2, know from memory all sums of two one-digit numbers. (CCSS: 2.OA.B.2)

Academic Contexts and Connections:

Colorado Essential Skills and Mathematical Practices:

Recognize those problems that can be solved mentally versus those that require the use of objects, diagrams, or equations. (MP5)
Add and subtract within $20$ quickly, accurately, and flexibly. (MP6)

Inquiry Questions:

How can you use addition and subtraction facts you know to quickly determine facts that you don’t know?
Why do you think it is important to know your addition and subtraction facts?

Coherence Connections:

This expectation represents major work of the grade.
In Grade 1, students use objects and drawings to add and subtract within $20$ in preparation for fluency with mental strategies in Grade 2.
In Grade 2, this expectation connects with using place value understanding and properties of operations to add and subtract within $1000$ and fluently add and subtract within $100$.

Prepared Graduates:

MP2. Reason abstractly and quantitatively.
MP3. Construct viable arguments and critique the reasoning of others.

Grade Level Expectation:

2.OA.C. Operations & Algebraic Thinking: Work with equal groups of objects to gain foundations for multiplication.

Evidence Outcomes:

Students Can:

Determine whether a group of objects (up to $20$) has an odd or even number of members, e.g., by pairing objects or counting them by $2\mbox{s}$; write an equation to express an even number as a sum of two equal addends. (CCSS: 2.OA.C.3)
Use addition to find the total number of objects arranged in rectangular arrays with up to $5$ rows and up to $5$ columns; write an equation to express the total as a sum of equal addends. (CCSS: 2.OA.C.4)

Academic Contexts and Connections:

Colorado Essential Skills and Mathematical Practices:

Explore the arrangement of objects and how some arrangements afford mathematical power to solve problems. (Entrepreneurial Skills: Creativity/Innovation)
Reason about what it means for numbers to be even and odd. (MP2)
Explain why a group of objects is even or odd and if a strategy for deciding works with any group of objects. (MP3)

Inquiry Questions:

What does it mean for a number to be even?
Do two equal addends always result in an even sum? Why or why not?

Coherence Connections:

This expectation supports the major work of the grade.
In Grade 1, students work with addition and subtraction equations.
In Grade 2, this expectation connects with understanding place value for three-digit numbers.
In Grade 3, students solve problems involving the four operations and identify and explain patterns in arithmetic.

Mathematics - 2019

Second Grade, Standard 3. Data, Statistics, and Probability

| Read the Colorado Essential Skills | Expand Set of GLEs Below

Prepared Graduates:

MP3. Construct viable arguments and critique the reasoning of others.
MP5. Use appropriate tools strategically.
MP6. Attend to precision.

Grade Level Expectation:

2.MD.A. Measurement & Data: Measure and estimate lengths in standard units.

Evidence Outcomes:

Students Can:

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. (CCSS: 2.MD.A.1)
Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. (CCSS: 2.MD.A.2)
Estimate lengths using units of inches, feet, centimeters, and meters. (CCSS: 2.MD.A.3)
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. (CCSS: 2.MD.A.4)

Academic Contexts and Connections:

Colorado Essential Skills and Mathematical Practices:

Consider the correctness of another students’ measurement in which they lined up three large and four small blocks and claimed a path was “seven blocks long.” (MP3)
Choose between different measurement tools depending on the objects they need to measure. (MP5)
Determine when it is appropriate to estimate an object’s length or when a more precise measurement is needed. (MP6)

Inquiry Questions:

What do the numbers on a ruler represent?
What is the more appropriate tool for measuring the length of your school hallway, a $1$-foot ruler or a $25$-foot measuring tape?
When is it appropriate to estimate length? When is it not appropriate?

Coherence Connections:

This expectation represents major work of the grade.
In Grade 1, students measure lengths indirectly and by iterating length units.
In Grade 2, this expectation connects with relating addition and subtraction to length and with representing and interpreting data.
In Grade 3, students (a) develop understanding of fractions as numbers, (b) solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects, and (c) use concepts of area and relate area to multiplication and to addition.

Prepared Graduates:

MP2. Reason abstractly and quantitatively.
MP4. Model with mathematics.

Grade Level Expectation:

2.MD.B. Measurement & Data: Relate addition and subtraction to length.

Evidence Outcomes:

Students Can:

Use addition and subtraction within $100$ to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. (CCSS: 2.MD.B.5)
Represent whole numbers as lengths from $0$ on a number line diagram with equally spaced points corresponding to the numbers $0, 1, 2, \ldots$, and represent whole-number sums and differences within $100$ on a number line diagram. (CCSS: 2.MD.B.6)

Academic Contexts and Connections:

Colorado Essential Skills and Mathematical Practices:

Recognize problems involving lengths and identify possible solutions. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
Build on experiences with measurement tools to understand number lines as a more abstract tool for working with quantities. (MP2)
Use mathematical representations, like drawings and equations, to model scenarios described in word problems. (MP4)

Inquiry Questions:

When might it be necessary to measure parts of objects and then combine those parts together?
How is a number line like a ruler?

Coherence Connections:

This expectation represents major work of the grade.
In Grade 1, students add and subtract within $20$ and express the length of an object as a whole number of length units.
In Grade 2, this expectation connects with measuring and estimating lengths in standard units and with representing and interpreting data.
In Grade 3, students develop an understanding of a fraction as a number on a number line.

Prepared Graduates:

MP1. Make sense of problems and persevere in solving them.
MP6. Attend to precision.

Grade Level Expectation:

2.MD.C. Measurement & Data: Work with time and money.

Evidence Outcomes:

Students Can:

Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. (CCSS: 2.MD.C.7)
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have two dimes and three pennies, how many cents do you have? (CCSS: 2.MD.C.8)

Academic Contexts and Connections:

Colorado Essential Skills and Mathematical Practices:

Tell and manage time to be both personally responsible and responsible to the needs of others. (Personal Skills: Personal Responsibility)
Make sense of word problems involving money. (MP1)
Recognize that time is a quantity that can be measured with different degrees of precision. (MP6)

Inquiry Questions:

If the time is 2:25, where would the minute hand be pointing on an analog clock?
Does the size of a coin indicate the value of the coin?
How is money like our base-ten number system, where it takes ten of one unit to make the next unit (ten ones makes a ten, ten tens make a hundred)? In what ways is it different?

Coherence Connections:

This expectation supports the major work of the grade.
In Grade 1, students tell and write time in hours and half-hours using analog and digital clocks.
In Grade 2, this expectation connects with representing and solving problems involving addition and subtraction.
In Grade 3, students tell and write time to the nearest minute and measure time intervals in minutes.

Prepared Graduates:

MP1. Make sense of problems and persevere in solving them.
MP2. Reason abstractly and quantitatively.
MP5. Use appropriate tools strategically.

Grade Level Expectation:

2.MD.D. Measurement & Data: Represent and interpret data.

Evidence Outcomes:

Students Can:

Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. (CCSS: 2.MD.D.9)
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems (see Appendix, Table 1) using information presented in a bar graph. (CCSS: 2.MD.D.10)

Academic Contexts and Connections:

Colorado Essential Skills and Mathematical Practices:

Organize objects according to measures or categories to help make sense of problems. (MP1)
Organize measurement and categorical data into categories based on size or type so comparisons can be made between categories instead of between individual objects. (MP2)
Discuss ways in which bar graph orientation (horizontal or vertical), order, thickness, spacing, shading, colors, etc. make the graphs easier or more difficult to interpret. (MP5)

Inquiry Questions:

How is organizing objects by length measurements, rounded to the nearest unit, similar to and different from organizing objects by categories?
(Given a bar graph representation of up to four categories of animals) How many more birds are there than hippos? How many more giraffes would there need to be in order for the number of giraffes to equal the number of elephants?

Coherence Connections:

This expectation supports the major work of the grade.
In Grade 1, students organize, represent, and interpret data with up to three categories and compare how many more or less are in one category than another.
In Grade 2, this expectation connects with representing and solving problems involving addition and subtraction and with relating addition and subtraction to length.
In Grade 3, students draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.

Mathematics - 2019

Second Grade, Standard 4. Geometry

| Read the Colorado Essential Skills | Expand Set of GLEs Below

Prepared Graduates:

MP2. Reason abstractly and quantitatively.
MP7. Look for and make use of structure.

Grade Level Expectation:

2.G.A. Geometry: Reason with shapes and their attributes.

Evidence Outcomes:

Students Can:

Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (CCSS: 2.G.A.1)
Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. (CCSS: 2.G.A.2)
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. (CCSS: 2.G.A.3)

Academic Contexts and Connections:

Colorado Essential Skills and Mathematical Practices:

Demonstrate flexibility, imagination, and inventiveness in drawing shapes having specified attributes and in partitioning circles and rectangles into equal shares. (Entrepreneurial Skills: Informed Risk Taking)
Explore various ways of partitioning shapes into equal shares, such as different methods for dividing a square into fourths, to understand that each partition, regardless of shape, represents an equal share of the square. (MP2)
Engage in spatial structuring by tiling rectangles with rows and columns of squares to build understanding of two-dimensional regions. (MP7)

Inquiry Questions:

How many different triangles can you draw where two of the sides have the same length?
(Given a rectangle) Can you divide this rectangle into three equal parts in more than one way?

Coherence Connections:

This expectation is in addition to the major work of Grade 2.
In Grade 1, students reason with shapes and their attributes, distinguish between defining and non-defining attributes, compose two-dimensional shapes, and partition circles and rectangles into halves and fourths.
In Grade 3, students develop understanding of fractions as numbers, use concepts of area and relate area to multiplication and to addition, and understand that shared attributes in different categories of shapes can define a larger category.

Science - 2019

Second Grade, Standard 1. Physical Science

| Read the Colorado Essential Skills | Expand Set of GLEs Below

Prepared Graduates:

1. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding structure, properties and interactions of matter.

Grade Level Expectation:

1. Matter exists as different substances that have observable different properties.

Evidence Outcomes:

Students Can:

Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. (2-PS1-1) (Clarification Statement: Observations could include color, texture, hardness and flexibility. Patterns could include the similar properties that different materials share.)
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. (2-PS1-2) (Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture and absorbency.) (Boundary Statement: Quantitative measurement is limited to length.)
Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. (2-PS1-3) (Clarification Statement: Examples of pieces could include blocks, building bricks or other assorted small objects.)
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. (2-PS1-4) (Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf and heating paper.)

Academic Contexts and Connections:

Colorado Essential Skills and Science and Engineering Practices:

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question (Planning and Carrying Out Investigations) (Personal: Personal responsibility)
Analyze data from tests of an object or tool to determine if it works as intended (Analyzing and Interpreting Data) (Entrepreneurial: Critical thinking/Problem solving)
Make observations from several sources to construct an evidence-based account for natural phenomena (Constructing Explanations and Designing Solutions) (Entrepreneurial: Inquiry/Analysis)
Construct an argument with evidence to support a claim (Engaging in Argument from Evidence) (Personal: Initiative/Self-direction)
Connections to Nature of Science: Science Models, Laws, Mechanisms and Theories Explain Natural Phenomena: Science searches for cause - and - effect relationships to explain natural events.

Elaboration on the GLE:

Students can answer the question: How do particles combine to form the variety of matter one observes?
PS1:A Structure and Properties of Matter: Different kinds of matter exist (e.g., wood, metal, water), and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties (e.g., visual, aural, textural), by its uses and by whether it occurs naturally or is manufactured. Different properties are suited to different purposes. A great variety of objects can be built up from a small set of pieces (e.g., blocks, construction sets). Objects or samples of a substance can be weighed, and their size can be described and measured.
PS1:B Chemical Reactions: Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible (e.g., melting and freezing), and sometimes they are not (e.g., baking a cake, burning fuel).

Cross Cutting Concepts:

Patterns: Patterns in the natural and human - designed world can be observed.
Cause and Effect: Events have causes that generate observable patterns. Simple tests can be designed to gather evidence to support or refute student ideas about causes.
Energy and Matter: Objects may break into smaller pieces and be put together into larger pieces or may change shapes.
Connections to Engineering, Technology and Applications of Science: Influence of Science, Engineering and Technology on Society & the Natural World. Every human-made product is designed.

Science - 2019

Second Grade, Standard 2. Life Science

| Read the Colorado Essential Skills | Expand Set of GLEs Below

Prepared Graduates:

6. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how living systems interact with the biotic and abiotic environment.

Grade Level Expectation:

1. Plants depend on water and light to grow and on animals for pollination or to move their seeds around.

Evidence Outcomes:

Students Can:

Plan and conduct an investigation to determine if plants need sunlight and water to grow. (2-LS2-1) (Boundary Statement: Limited to using one variable at a time.)
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. (2-LS2-2)

Academic Contexts and Connections:

Colorado Essential Skills and Science and Engineering Practices:

Develop a simple model based on evidence to represent a proposed object or tool (Developing and Using Models) (Personal: Initiative/Self-direction)
Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question (Planning and Carrying Out Investigations) (Civic/Interpersonal: Collaboration/Teamwork)
Connections to Nature of Science: Science Knowledge is Based on Empirical Evidence

Elaboration on the GLE:

Students can answer the question: How do organisms interact with the living and nonliving environments to obtain matter and energy?
LS2:A Interdependent Relationships in Ecosystems: Animals depend on their surroundings to get what they need, including food, water, shelter and a favorable temperature. Animals depend on plants or other animals for food. They use their senses to find food and water, and they use their body parts to gather, catch, eat and chew the food. Plants depend on air, water, minerals (in the soil) and light to grow. Animals can move around, but plants cannot, and they often depend on animals for pollination or to move their seeds around. Different plants survive better in different settings because they have varied needs for water, minerals and sunlight.

Cross Cutting Concepts:

Cause and Effect: Events have causes that generate observable patterns.
Structure and Function: The shape and stability of structures of natural and designed objects are related to their function(s).

Prepared Graduates:

8. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how natural selection drives biological evolution accounting for the unity and diversity of organisms.

Grade Level Expectation:

2. A range of different organisms lives in different places.

Evidence Outcomes:

Students Can:

Make observations of plants and animals to compare the diversity of life in different habitats. (2-LS4-1) (Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.)

Academic Contexts and Connections:

Colorado Essential Skills and Science and Engineering Practices:

Make observations to collect data that can be used to make comparisons. (Planning and Carrying Out Investigations) (Entrepreneurial: Creativity/Innovation)
Connections to Nature of Science: Science Knowledge is Based on Empirical Evidence

Elaboration on the GLE:

Students can answer the question: What evidence shows that different species are related?
LS4:D Biodiversity and Humans: There are many different kinds of living things in any area, and they exist in different places on land and in water.

Science - 2019

Second Grade, Standard 3. Earth and Space Science

| Read the Colorado Essential Skills | Expand Set of GLEs Below

Prepared Graduates:

9. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding the universe and Earth's place in it.

Grade Level Expectation:

1. Some events on Earth occur quickly; others can occur very slowly.

Evidence Outcomes:

Students Can:

Use information from several sources to provide evidence that Earth events can occur quickly or slowly. (2-ESS1-1) (Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly, and erosion of rocks, which occurs slowly.)

Academic Contexts and Connections:

Colorado Essential Skills and Science and Engineering Practices:

Make observations from several sources to construct an evidence-based account for natural phenomena. (Constructing Explanations and Designing Solutions) (Entrepreneurial: Critical thinking/Problem solving)

Elaboration on the GLE:

Students can answer the question: How do people reconstruct and date events in the Earth's planetary history?
ESS1:C The History of Planet Earth: Some events on Earth occur in cycles, like day and night, and others have a beginning and an end, like a volcanic eruption. Some events, like an earthquake, happen very quickly; others, such as the formation of the Grand Canyon, occur very slowly over a time period much longer than one can observe.

Cross Cutting Concepts:

Stability and Change: Things may change rapidly or slowly.

Prepared Graduates:

10. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how and why Earth is constantly changing.

Grade Level Expectation:

2. Wind and water can change the shape of the land; models can show the shape and these changes to the land.

Evidence Outcomes:

Students Can:

Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. (2-ESS2-1) (Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.)
Develop a model to represent the shapes and kinds of land and bodies of water in an area. (2-ESS2-2) (Boundary Statement: Does not include quantitative scaling in models.)
Obtain information to identify where water is found on Earth and that it can be solid or liquid. (ESS2-3)

Academic Contexts and Connections:

Colorado Essential Skills and Science and Engineering Practices:

Compare multiple solutions to a problem. (Constructing Explanations and Designing Solutions) (Entrepreneurial: Inquiry/Analysis)
Develop a model to represent patterns in the natural world. (Developing and Using Models) (Personal: Initiative/Self-direction)
Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question. (Obtaining, Evaluating, and Communicating Information) (Civic/Interpersonal: Communication)

Elaboration on the GLE:

Students can answer the question: How and why is Earth constantly changing?
ESS2:A Earth Materials and Systems: Wind and water can change the shape of the land. The resulting landforms, together with the materials on the land, provide homes for living things.
ESS2:B Plate Tectonics and Large-Scale System Interactions: Rocks, soils, and sand are present in most areas where plants and animals live. There may also be rivers, streams, lakes and ponds. Maps show where things are located. One can map the shapes and kinds of land and water in any area.
ESS2:C The Roles of Water in Earth's Surface Processes: Water is found in the ocean, rivers, lakes and ponds. Water exists as solid ice and in liquid form. It carries soil and rocks from one place to another and determines the variety of life forms that can live in a particular location.

Cross Cutting Concepts:

Patterns: Patterns in the natural world can be observed.
Stability and Change: Things may change slowly or rapidly.
Influence of Science, Engineering and Technology on Society and the Natural World: Developing and using technology has impacts on the natural world.
Connections to Nature of Science: Science Addresses Questions About the Natural and Material World. Scientists study the natural and material world.

Reading, Writing and Communicating - 2019

Second Grade, Standard 1. Oral Expression and Listening

| Read the Colorado Essential Skills | Expand Set of GLEs Below

Prepared Graduates:

1. Collaborate effectively as group members or leaders who listen actively and respectfully; pose thoughtful questions, acknowledge the ideas of others; and contribute ideas to further the group’s attainment of an objective.

Grade Level Expectation:

1. Engage in dialogue and learn new information through active listening.

Evidence Outcomes:

Students Can:

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (CCSS: SL.2.1)
- Follow agreed-upon rules for discussions (for example: gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS: SL.2.1a)
- Build on others’ talk in conversations by linking their comments to the remarks of others. (CCSS: SL.2.1b)
- Ask for clarification and further explanation as needed about the topics and texts under discussion. (CCSS: SL.2.1c)
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (CCSS: SL.2.2) *
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (CCSS: SL.2.3)

Academic Contexts and Connections:

Colorado Essential Skills:

Handle impulses and behavior with minimal direction. (Personal Skills, Personal Responsibility)
Recognize emotional response to ideas that differ from own. (Personal Skills, Adaptability/Flexibility)
Ask questions and learn more about careers and other life pursuits. (Professional Skills, Career Awareness)

Essential Questions:

Why is it important to use precise vocabulary in communication?
How do we work with others to present information?
How do we participate in collaborative conversations?

Essential Reasoning Skills:

Thoughtful speakers and listeners share and expand on each other's ideas.

Minimum Skills Competencies:

Evidence Outcomes marked with an asterisk (*) are the minimum competencies identified in the READ Act.

Prepared Graduates:

2. Deliver effective oral presentations for varied audiences and varied purposes.

Grade Level Expectation:

2. Deliver presentations while maintaining focus on topic and be prepared to discuss.

Evidence Outcomes:

Students Can:

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (CCSS: SL.2.4)
Contribute knowledge to a small group or class discussion to develop a topic.
Maintain focus on the topic.
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (CCSS: SL.2.5)
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (CCSS: SL.2.6)
Use content-specific vocabulary to ask questions and provide information. *

Academic Contexts and Connections:

Colorado Essential Skills:

Accurately recognize one's own emotions, thoughts, and values and how they influence behavior. (Personal Skills, Self-Awareness)
Recognize personal characteristics, preferences, thoughts, and feelings. (Personal Skills, Initiative/Self-Direction)
Compare attitudes and beliefs as an individual to others. (Civic/Interpersonal Skills, Global/Cultural Awareness)

Essential Questions:

Why is it important to use precise vocabulary in communication?
How can we present information in different ways?

Essential Reasoning Skills:

Effective communicators maintain focus on a topic.
Effective communicators are able to ask and answer clarifying questions.

Minimum Skills Competencies:

Evidence Outcomes marked with an asterisk (*) are the minimum competencies identified in the READ Act.

Reading, Writing and Communicating - 2019

Second Grade, Standard 2. Reading for All Purposes

| Read the Colorado Essential Skills | Expand Set of GLEs Below

Prepared Graduates:

3. Read a wide range of literary texts to build knowledge and to better understand the human experience.

Grade Level Expectation:

1. Apply specific skills to comprehend and fluently read literary texts.

Evidence Outcomes:

Students Can:

Use Key Ideas and Details to:
- Demonstrate use of self-monitoring comprehension strategies: rereading, checking context clues, predicting, questioning, clarifying, activating schema/background knowledge to construct meaning and draw inferences.
- Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CCSS: RL.2.1) *
- Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (CCSS: RL.2.2)
- Describe how characters in a story respond to major events and challenges. (CCSS: RL.2.3)*
Use Craft and Structure to:
- Describe how words and phrases (for example: regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (CCSS: RL.2.4)
- Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (CCSS: RL.2.5) *
- Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (CCSS: RL.2.6)
- Identify how word choice (for example: sensory details, figurative language) enhances meaning in poetry
Use Integration of Knowledge and Ideas to:
- Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (CCSS: RL.2.7)
- Compare and contrast two or more versions of the same story (for example: Cinderella stories) by different authors or from different cultures. (CCSS: RL.2.9) *
Use Range of Reading and Level of Text Complexity to:
- By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.2.10)

Academic Contexts and Connections:

Colorado Essential Skills:

Read a minimum of 89 words per minute in the spring with fluency. *
Demonstrate flexibility, imagination, and inventiveness in taking on tasks and activities. (Entrepreneurial Skills, Informed Risk Taking)
Identify and explain multiple perspectives (cultural, global) when exploring events, ideas, issues. (Civic/Interpersonal Skills, Global/Cultural Awareness)
Ask questions to develop further personal understanding. (Professional Skills, Self-Advocacy)

Essential Questions:

Why is it important to read accurately and fluently?
How does rereading help us understand?
How does structure affect our understanding of a text?
How does comparing two texts help build our understanding?

Essential Reasoning Skills:

Critical readers ask questions and draw conclusions from pictures and texts.

Minimum Skills Competencies:

Evidence Outcomes marked with an asterisk (*) are the minimum competencies identified in the READ Act.

Prepared Graduates:

4. Read a wide range of informational texts to build knowledge and to better understand the human experience.

Grade Level Expectation:

2. Apply specific skills to comprehend and fluently read informational texts.

Evidence Outcomes:

Students Can:

Use Key Ideas and Details to:
- Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CCSS: RI.2.1)*
- Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. (CCSS: RI.2.2)
- Summarize the main idea using relevant and significant details in a variety of texts. *
- Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (CCSS: RI.2.3)
Use Craft and Structure to:
- Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (CCSS: RI.2.4)
- Know and use various text features (for example: captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (CCSS: RI.2.5) *
- Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (CCSS: RI.2.6) *
- Read text to perform a specific task such as follow a recipe or play a game. *
Use Integration of Knowledge and Ideas to:
- Explain how specific images (for example: a diagram showing how a machine works) contribute to and clarify a text. (CCSS: RI.2.7) *
- Describe how reasons support specific points the author makes in a text. (CCSS: RI.2.8)
- Compare and contrast the most important points presented by two texts on the same topic. (CCSS: RI.2.9) *
Use Range of Reading and Level of Text Complexity to:
- Adjust reading rate according to type of text and purpose for reading.
- By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.2.10) *

Academic Contexts and Connections:

Colorado Essential Skills:

Read a minimum of 89 words per minute in the spring with fluency. *
Demonstrate flexibility, imagination, and inventiveness in taking on tasks and activities. (Entrepreneurial Skills, Informed Risk Taking)
Identify and explain multiple perspectives (cultural, global) when exploring events, ideas, issues. (Civic/Interpersonal Skills, Global/Cultural Awareness)
Articulate the most effective options to access information needed for a specific purpose. (Professional Skills, Information Literacy)

Essential Questions:

Why is it important to read accurately and fluently?
How does re-reading help us understand?
How does structure affect our understanding of a text?
How does comparing two texts help build our understanding?

Essential Reasoning Skills:

Critical readers use text features to interpret informational texts.

Minimum Skills Competencies:

Evidence Outcomes marked with an asterisk (*) are the minimum competencies identified in the READ Act.

Prepared Graduates:

5. Understand how language functions in different contexts, command a variety of word-learning strategies to assist comprehension, and make effective choices for meaning or style when writing and speaking.

Grade Level Expectation:

3. Apply knowledge of complex spelling patterns (orthography) and word meanings (morphology) to decode words with accuracy.

Evidence Outcomes:

Students Can:

Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.2.3)
- Distinguish long and short vowels when reading regularly spelled one-syllable words. (CCSS: RF.2.3a) *
- Know spelling-sound correspondences for additional common vowel teams. (CCSS: RF.2.3b) *
- Read multisyllabic words accurately and fluently. *
- Decode regularly spelled two-syllable words with long vowels. (CCSS: RF.2.3c) *
- Decode words with common prefixes and suffixes. (CCSS: RF.2.3d) *
- Identify words with inconsistent but common spelling-sound correspondences. (CCSS: RF.2.3e) *
- Read grade-appropriate irregularly spelled words. (adapted from CCSS: RF.2.3f) *
Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.2.4)
- Read grade-level text with purpose and understanding. (CCSS: RF.2.4a)
- Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.2.4b)
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.2.4c) *
- Read grade-level text accurately and fluently, attending to phrasing, intonation, and punctuation. *
Compare formal and informal uses of English. (CCSS: L.2.3a)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. (CCSS: L.2.4)
- Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.2.4a)
- Determine the meaning of the new word formed when a known prefix is added to a known word (for example: happy/unhappy, tell/retell). (CCSS: L.2.4b) *
- Use a known root word as a clue to the meaning of an unknown word with the same root (for example: addition, additional). (CCSS: L.2.4c) *
- Use knowledge of the meaning of individual words to predict the meaning of compound words (for example: birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). (CCSS: L.2.4d) *
- Create new words by combining base words with affixes to connect known words to new words. *
- Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. (CCSS: L.2.4e)
Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.2.5)
- Identify real-life connections between words and their use (for example: describe foods that are spicy or juicy). (CCSS: L.2.5a)
- Distinguish shades of meaning among closely related verbs (for example: toss, throw, hurl) and closely related adjectives (for example: thin, slender, skinny, scrawny). (CCSS: L.2.5b)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (for example: When other kids are happy that makes me happy). (CCSS: L.2.6)
Determine which strategies should be used to decode multisyllabic words.

Academic Contexts and Connections:

Colorado Essential Skills:

Read a minimum of 89 words per minute in the spring with fluency. *
Demonstrate a willingness to try new things. (Entrepreneurial Skills, Informed Risk Taking)
Handle impulses and behavior with minimal direction. (Personal Skills, Personal Responsibility)
Resist distractions, maintain attention, and continue the task at hand through frustration or challenges. (Personal Skills, Perseverance/Resilience)
The student must demonstrate all of the phonemic awareness skill competencies outlined in Kindergarten and First grade. *

Essential Questions:

How do prefixes and suffixes change the meaning of a word?
How does understanding the parts of words help us decide what they mean?
How do we understand what words mean?

Essential Reasoning Skills:

Critical readers use appropriate strategies to determine and understand texts.

Minimum Skills Competencies:

Evidence Outcomes marked with an asterisk (*) are the minimum competencies identified in the READ Act.

Reading, Writing and Communicating - 2019

Second Grade, Standard 3. Writing and Composition

| Read the Colorado Essential Skills | Expand Set of GLEs Below

Prepared Graduates:

6. Craft arguments using techniques specific to the genre.

Grade Level Expectation:

1. Write pieces on a topic or book that state opinions and give supporting reasons.

Evidence Outcomes:

Students Can:

Introduce the topic or book they are writing about. (CCSS: W.2.1)
State an opinion. (CCSS: W.2.1)
Supply reasons that support the opinion. (CCSS: W.2.1)
Use linking words (for example: because, and, also) to connect opinion and reasons. (CCSS: W.2.1)
Provide a concluding statement or section. (CCSS: W.2.1)

Academic Contexts and Connections:

Colorado Essential Skills:

Accurately recognize one's own emotions, thoughts, and values and how they influence behavior. (Personal Skills, Self-Awareness)
Recognize personal characteristics, preferences, thoughts, and feelings. (Personal Skills, Initiative/Self-Direction)
Compare attitudes and beliefs as an individual to others. (Civic/Interpersonal Skills, Global/Cultural Awareness)

Essential Questions:

Why is it important for us to know who will be reading our work?
What words do we use to convince others of our opinions?
How do we structure our writing effectively?

Essential Reasoning Skills:

Critical writers can convince others of their opinion.

Prepared Graduates:

7. Craft informational/explanatory texts using techniques specific to the genre.

Grade Level Expectation:

2. Write informative/explanatory texts organized around main ideas which are supported by relevant details, facts, and definitions.

Evidence Outcomes:

Students Can:

Introduce a topic. (CCSS: W.2.2)
Use facts and definitions to develop points, including relevant details when writing to questions about texts. (adapted from CCSS: W.2.2)
Provide a concluding statement or section. (CCSS: W.2.2)
Write letters and "how-to's" (for example: procedures, directions, recipes) that follow a logical order and appropriate format.
Organize informational texts using main ideas and specific supporting details.
Apply appropriate transition words to writing.
Writers use technology to support the writing process.

Academic Contexts and Connections:

Colorado Essential Skills:

Recognize that problems can be identified and possible solutions can be created. (Entrepreneurial Skills, Critical Thinking/Problem Solving)
Identify key attributes of a variety of information products (e.g., books, newspapers, online or print articles, social media). (Professional Skills, Information Literacy)
Find information through the use of technologies. (Professional Skills, Use Information and Communications Technologies)

Essential Questions:

What are different forms of informational writing?
Why is it important for us to know who will be reading our work?
How is report writing different from storytelling?

Essential Reasoning Skills:

Critical writers can use facts to inform others.

Prepared Graduates:

8. Craft narratives using techniques specific to the genre.

Grade Level Expectation:

3. Write real or imagined narratives that describe events in sequence and provide a sense of closure.

Evidence Outcomes:

Students Can:

Include details to describe actions, thoughts, and feelings. (CCSS: W.2.3)
Use temporal words to signal event order. (CCSS: W.2.3)
Provide a sense of closure. (CCSS: W.2.3)
Write simple, descriptive poems.
Write with precise nouns, active verbs, and descriptive adjectives.
Apply knowledge about structure and craft gained from mentor text to narrative writing.
Develop characters both internally (thoughts and feelings) and externally (physical features, expressions, clothing).

Academic Contexts and Connections:

Colorado Essential Skills:

Demonstrate curiosity, imagination, and eagerness to learn more. (Entrepreneurial Skills, Creativity/Innovation)
Demonstrate a willingness to try new things. (Entrepreneurial Skills, Inquiry/Analysis)
Accurately recognize one's own emotions, thoughts, and values and how they influence behavior. (Personal Skills, Self-Awareness)

Essential Questions:

How do literary genres differ in form and substance?
Why is it important for us to know who will be reading our work?
How do we structure our writing effectively?

Essential Reasoning Skills:

Critical writers identify the purposes of writing a narrative.
Critical writers use text structures to convey meaning.

Prepared Graduates:

9. Demonstrate mastery of their own writing process with clear, coherent, and error-free polished products.

Grade Level Expectation:

4. Use a process to revise and edit so that thoughts and ideas are communicated clearly with appropriate spelling, capitalization, grammar, and punctuation.

Evidence Outcomes:

Students Can:

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.2.1)
- Use collective nouns (for example: group). (CCSS: L.2.1a)
- Use reflexive pronouns (for example: myself, ourselves). (CCSS: L.2.1c)
- Form and use the past tense of frequently occurring irregular verbs (for example: sat, hid, told). (CCSS: L.2.1d)
- Use adjectives and adverbs, and choose between them depending on what is to be modified. (CCSS: L.2.1e)
- Apply accurate subject-verb agreement while writing.
- Produce, expand, and rearrange complete simple and compound sentences (for example: The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). (CCSS: L.2.1f)
- Vary sentence beginnings.
- Spell high-frequency words correctly.
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.2.2)
- Capitalize holidays, product names, and geographic names. (CCSS: L.2.2a)
- Use commas in greetings and closings of letters. (CCSS: L.2.2b)
- Use an apostrophe to form contractions and frequently occurring possessives. (CCSS: L.2.2c)
- Generalize learned spelling patterns when writing words (for example: cage → badge; boy → boil). (CCSS: L.2.2d)
- Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (CCSS: L.2.2e)
- With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (CCSS: W.2.5)
- With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (CCSS: W.2.6)

Academic Contexts and Connections:

Colorado Essential Skills:

Resist distractions, maintain attention, and continue the task at hand through frustration or challenges. (Personal Skills, Perseverance/Resilience)
Articulate task requirements and identify deadlines. (Professional Skills, Task/Time Management)
Find information through the use of technologies. (Professional Skills, Use Information and Communications Technologies)

Essential Questions:

How can spelling change the meaning of a word?
How can punctuation change the meaning of a sentence?
How do we use technology to support the writing process?
How do authors stay focused on one topic throughout a piece of writing?
How do we structure our writing effectively?

Essential Reasoning Skills:

Critical writers utilize the conventions of Standard English to convey their message.

Reading, Writing and Communicating - 2019

Second Grade, Standard 4. Research Inquiry and Design

| Read the Colorado Essential Skills | Expand Set of GLEs Below

Prepared Graduates:

10. Gather information from a variety of sources; analyze and evaluate its quality and relevance; and use it ethically to answer complex questions.

Grade Level Expectation:

1. Participate in shared research and inquiry, gathering information from a variety of resources to answer questions.

Evidence Outcomes:

Students Can:

Participate in shared research and writing projects. For example: read a number of books on a single topic to produce a report; record science observations. (CCSS: W.2.7)
Identify a variety of resources and the information they might contain (for example: dictionary, trade book, library databases, internet web page).
Identify a specific question and gather information for purposeful investigation and inquiry.
Use text features to locate and interpret information. For example: table of contents, illustrations, diagrams, headings and bold type.
Use a variety of multimedia sources to answer questions of interest.
Ask primary questions of depth and breadth.
Recall information from experiences or gather information from provided sources to answer a question. (CCSS: W.2.8)

Academic Contexts and Connections:

Colorado Essential Skills:

Recognize that problems can be identified and possible solutions can be created. (Entrepreneurial Skills, Critical Thinking/Problem Solving)
Identify key attributes of a variety of information products (e.g., books, newspapers, online or print articles, social media). (Professional Skills, Information Literacy)
Find information through the use of technologies. (Professional Skills, Use Information and Communications Technologies)

Essential Questions:

How do we ensure our research is relevant and accurate?
Why is it important for us to include others' points of view in our research?

Essential Reasoning Skills:

Researchers use information to support their thinking.
Researchers use a variety of reference materials to support learning new information.
Researchers analyze critical questions to locate resources to answer questions.

Social Studies - 2019

Second Grade, Standard 1. History

| Read the Colorado Essential Skills | Expand Set of GLEs Below

Prepared Graduates:

1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes how history is viewed, constructed, and interpreted.

Grade Level Expectation:

1. Ask questions and discuss ideas taken from primary and secondary sources.

Evidence Outcomes:

Students Can:

Explain that the nature of history involves stories of the past preserved in various sources.
Explain the past through primary and secondary sources. For example: images, and oral or written accounts.
Explain the information conveyed by historical timelines.
Identify community and regional historical artifacts and generate questions about their functions and significance.
Create timelines to understand the development of important community traditions and events.

Academic Contexts and Connections:

Colorado Essential Skills:

Identify key attributes of a variety of information products. For example: books, newspapers, online or print articles, social media. (Professional Skills: Information Literacy)
Demonstrate curiosity about events and people from the past using primary and secondary sources. (Entrepreneurial Skills: Creativity/Innovation)

Inquiry Questions:

How can two people understand the same event differently?
Why is it important to use more than one source for information?
How can putting events in order by time help describe the past?
What kinds of tools and sources do historical thinkers use to investigate the past?

Nature and Skills of History:

Historical thinkers gather firsthand accounts of history through a variety of sources, including differing accounts of the same event.
Historical thinkers use primary sources to investigate the past.

Disciplinary, Information, and Media Literacy:

Apply disciplinary concepts such as perspective to create accounts of the past.
Listen for main idea and sequence of events in a social studies text.
Analyze different texts (including experiments, simulations, video, or multimedia texts) to compare and contrast competing theories, points of view, and arguments in the discipline.

Prepared Graduates:

2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.

Grade Level Expectation:

2. People of various cultures influence neighborhoods and communities over time.

Evidence Outcomes:

Students Can:

Organize historical events of neighborhoods and/or communities chronologically.
Compare and contrast neighborhoods and/or communities, both past and present, through their people and events.
Give examples of people and events that brought important changes to a neighborhood and/or community.
Compare and contrast the differences within one neighborhood and/or community.
Analyze the interactions and contributions of various people and cultures that have lived in or migrated to neighborhoods and/or communities.

Academic Contexts and Connections:

Colorado Essential Skills:

Recognize and describe cause-and-effect relationships and patterns in everyday experiences. (Entrepreneurial Skills: Inquiry/Analysis)
Recognize and describe patterns within and between neighborhoods and communities. (Entrepreneurial Skills: Inquiry/Analysis)
Investigate to make observations and draw conclusions about neighborhoods and communities. (Entrepreneurial Skills/Inquiry/Analysis)

Inquiry Questions:

What are the cultural attributes of a neighborhood or community?
How can understanding the past impact decision-making today?
How have events and ideas from the past shaped the identity of communities and neighborhoods today?

Nature and Skills of History:

Historical thinkers investigate relationships between the past and present.
Historical thinkers organize findings in chronological order as one way to examine and describe the past.
Historical thinkers examine concepts of change, continuity, and causation in order to explain the past.

Disciplinary, Information, and Media Literacy:

Apply disciplinary concepts such as change, continuity, and causation to create accounts of neighborhoods and communities in the past.
Demonstrate positive social behaviors when using technology.
Begin to identify differing perspectives.

Social Studies - 2019

Second Grade, Standard 2. Geography

| Read the Colorado Essential Skills | Expand Set of GLEs Below

Prepared Graduates:

3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.

Grade Level Expectation:

1. Use geographic terms and tools to describe places and spaces.

Evidence Outcomes:

Students Can:

Use map keys, legends, symbols, intermediate directions, and a compass rose to locate and describe spaces and places.
Identify and locate various physical features on a map.
Identify the hemispheres, equator, and poles on a globe.
Identify and locate cultural, human, political, and natural features using map keys and legends.

Academic Contexts and Connections:

Colorado Essential Skills:

Identify key attributes of a variety of geographic tools. For example: globes, maps, and GPS.
Find information through the use of geographic technologies. For example: GPS and satellite imagery.

Inquiry Questions:

How do you define, organize, and think about the space around you?
What is a human feature versus a physical feature?
Why do we use geographic tools such as maps, globes, grids, symbols, and keys?
How would you describe a setting without using geographic words?
How can using the wrong geographic tool or term cause problems?

Nature and Skills of Geography:

Spatial thinkers use visual representations of the environment.
Spatial thinkers identify data and reference points to understand space and place.

Disciplinary, Information, and Media Literacy:

Construct maps, graphs and other representations of familiar places.
Describe spaces and places and the relationships and interactions that shape them using geographic tools. For example: maps, graphs, photographs, and other representations.
Use maps, globes and other geographic models to identify cultural and environmental characteristics of places.
Analyze and use information presented visually in a text (for example, graphs, charts, flowcharts, diagrams, models, tables) that support the words in a text.
Analyze different texts (including experiments, simulations, video, or multimedia texts) to compare and contrast competing theories, points of view, and arguments in the discipline.

Prepared Graduates:

4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.

Grade Level Expectation:

2. People in communities manage, modify, and depend on their environment.

Evidence Outcomes:

Students Can:

Explain how communities manage and use nonrenewable and renewable resources.
Explain how community is defined by physical boundaries and resources.
Explain why people settle in certain areas.
Identify examples of how human activity influences cultural and environmental characteristics of a place over time.

Academic Contexts and Connections:

Colorado Essential Skills:

Recognize problems within a community related to the environment and their respective solutions. (Entrepreneurial Skills: Critical Thinking/Problem Solving).
Make observations and draw conclusions about the relationship between a community and their environment. (Entrepreneurial Skills: Inquiry/Analysis).

Inquiry Questions:

How do available resources and their uses create change in a community?
Are renewable and nonrenewable resources managed well? How do you know?
Why are physical features often used as boundaries?
What are the various groups in a community and how are they alike and different?
How do you choose if you should recycle, reduce, reuse, or throw something away?

Nature and Skills of Geography:

Spatial thinkers compare information and data and recognize that environmental factors influence change in communities.
Geographic thinkers study the uneven distribution and management of resources.
Geographic thinkers recognize that problems can be identified and possible solutions can be created.
Geographic thinkers identify and reflect upon personal connections to community systems.
Geographic thinkers understand that they must manage resources in the environment such as conserving water, safeguarding clean air, managing electricity needs, and reducing the amount of waste.
Geographic thinkers, within communities, collaborate to modify, manage, and depend on the environment. For example: elected officials decide how to manage resources, and communities may limit hunting, water usage, or other activities.
Geographic technology is used to gather, track, and communicate how resources might be managed or modified. For example: ski areas track snowfall rates, analyze data for avalanche danger and even create snow.

Disciplinary, Information, and Media Literacy:

Describe how human activities affect the cultural and environmental characteristics of spaces or places.
Generate questions to guide research, gather information from print and digital sources, determine biases and credibility of sources, cite sources accurately, and use evidence to answer their research question.
Demonstrate positive social behaviors when using technology.
Synthesize information from multiple sources to demonstrate understanding of a topic.

Social Studies - 2019

Second Grade, Standard 3. Economics

| Read the Colorado Essential Skills | Expand Set of GLEs Below

Prepared Graduates:

5. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.

Grade Level Expectation:

1. Resources are scarce, so individuals may not have access to the goods and services they want.

Evidence Outcomes:

Students Can:

Explain scarcity.
Identify goods and services and recognize examples of each.
Give examples of choices people make when resources are scarce.
Identify possible solutions when there are limited resources and unlimited wants.

Academic Contexts and Connections:

Colorado Essential Skills:

Demonstrate an understanding of cause and effect related to personal decisions. (Civic/Interpersonal Skills: Character)
Recognize problems that arise from scarcity and their respective solutions. (Entrepreneurial Skills: Critical Thinking/Problem Solving)

Inquiry Questions:

How does scarcity affect purchasing decisions?
What goods and services do you use?
How are resources used in various communities?
What are some ways to find out about the goods and services used in other communities?

Nature and Skills of Economics:

Economic thinkers analyze choices that individuals make to predict patterns and determine demand.
Economic thinkers analyze how goods and services are produced and priced.
Economic thinkers analyze scarcity of resources and its impact on the cost of goods and services.

Disciplinary, Information, and Media Literacy:

Apply disciplinary concepts such as decision-making, exchange, and markets to determine the benefits and costs of a particular choice.

Prepared Graduates:

6. Apply economic reasoning skills to make informed personal financial decisions (PFL).

Grade Level Expectation:

2. Investigate costs and benefits to make informed financial decisions (PFL).

Evidence Outcomes:

Students Can:

Assess priorities when making financial decisions.
Classify goals as short-term or long-term.
Differentiate the monetary value for a variety of goods and services.
Acknowledge that non-monetary value varies from person to person for goods and services.
Predict positive and negative consequences when making financial decisions.
Use addition and subtraction within 100 to solve word problems about making financial decisions.

Academic Contexts and Connections:

Colorado Essential Skills:

Identify consequences (positive and negative) of a financial decision. (Entrepreneurial Skills: Inquiry/Analysis)
Understand how to reduce risk depending on the financial choices they make (Entrepreneurial Skills: Informed Risk Taking)
Demonstrate an understanding of cause and effect related to different financial decisions. (Civic/Interpersonal Skills: Character)

Inquiry Questions:

How do individuals make and analyze the consequences of financial decisions?
What strategies can help individuals achieve their short-term goals and long-term goals?

Nature and Skills of Economics:

Financially capable individuals use good decision-making tools in planning their spending and saving.
Financially capable individuals make financial decisions based on responsible evaluation of the consequences.
Financially capable individuals make purchase decisions based on such things as quality, price, and personal goals. For example, you decide whether to spend money on candy or the movies.

Disciplinary, Information, and Media Literacy:

Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Compare the benefits and costs of individual choices.
Identify positive and negative incentives that influence the decisions people make.
Present arguments or information in a logical sequence with a clear claim, supportive evidence, and effective presence that builds credibility.

Social Studies - 2019

Second Grade, Standard 4. Civics

| Read the Colorado Essential Skills | Expand Set of GLEs Below

Prepared Graduates:

7. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.

Grade Level Expectation:

1. Advocate for ideas to improve communities.

Evidence Outcomes:

Students Can:

Compare ways that people may express their ideas and viewpoints in ways that are effective and respectful to others.
Analyze how people in diverse groups monitor and influence decisions in their community.
Describe ways in which you can take an active part in improving your school or community.
Identify and compare examples of civic responsibilities that are important to privileged and marginalized individuals, families, and communities. For example: voting and representation.
Describe the characteristics that enable a community member to responsibly and effectively engage in the community.

Academic Contexts and Connections:

Colorado Essential Skills:

Identify and reflect upon personal connections to community systems. (Civic/Interpersonal Skills: Civic Engagement)
Model positive behaviors for others. (Professional Skills: Leadership)

Inquiry Questions:

What are beliefs that help people live together in communities?
What civic responsibilities do you think are important?
How can different cultures and beliefs influence a community?
What are responsible ways to advocate ideas in a community?

Nature and Skills of Civics:

Civic-minded individuals show responsibility for the well-being of oneself, family, and school community.
Civic-minded individuals listen and participate as a member of a group.
Civic-minded individuals collaborate to responsibly advocate for the ideas they think will improve society. For example: a group lobbies the city council to create a new park or employ more firefighters.

Disciplinary, Information, and Media Literacy:

Use technology resources for problem solving, communication, and illustration of thoughts and ideas.
Compare and contrast the most important points presented by two texts on the same topic.
Write opinion pieces in which students introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
Write informative/explanatory texts in which students introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Present arguments or information in a logical sequence with a clear claim, supportive evidence, and effective presence that builds credibility.

Prepared Graduates:

8. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.

Grade Level Expectation:

2. Identify and compare multiple ways that people understand and resolve conflicts and differences.

Evidence Outcomes:

Students Can:

Analyze ways that diverse individuals, groups and communities work through conflict and promote equality, justice, and responsibility.
Compare examples of power and authority and identify strategies that could be used to address an imbalance. For example: anti-bullying, mediation, and deliberation.
Identify and give examples of appropriate and inappropriate uses of power and the consequences.
Demonstrate skills to understand and resolve conflicts or differences.

Academic Contexts and Connections:

Colorado Essential Skills:

Compare attitudes and beliefs as an individual to others. (Civic/Interpersonal Skills: Global/Cultural Awareness).
Appropriately express a range of emotions to communicate personal ideas/needs. (Personal Skills: Self-Awareness).

Inquiry Questions:

What happens when someone uses power unwisely?
What are good ways to solve differences?
What do equality, justice, and responsibility look like in the world?

Nature and Skills of Civics:

Civic-minded individuals examine how culture influences the disposition of rules, laws, rights, and responsibilities.
Civic-minded individuals understand that power and authority shape individual participation.

Disciplinary, Information, and Media Literacy:

Begin to identify differing perspectives.
Use technology resources for problem solving, communication, and illustration of thoughts and ideas.
Analyze different texts (including experiments, simulations, video, or multimedia texts) to compare and contrast competing theories, points of view, and arguments in the discipline.

Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us