Second Grade

Introduction

The Second Grade Report Card is a tool for the Alameda Unified School District (AUSD) to communicate with you regarding your child’s progress towards achieving California standards. If your child is meeting the expectations outlined in these standards, they will be well prepared for third grade.

Students receive marks that show progress towards end-of-year expectations. Proficiency for each expectation is a score of 3 or higher. Instead of letter grades, students receive marks that describe proficiency levels. Teachers arrive at these marks through formal and informal assessments of your child throughout the school year.

Progress Towards Standards Scale

4 Exceeds standard: Student applies standard in ways that are in-depth and beyond what was taught.

3 Meets standard: Student consistently demonstrates understanding of standard.

2 Approaching standard: Student shows some understanding of the standard.

1 Not yet approaching standard: Student needs more practice in understanding the standard.

Note: The Star Renaissance, the formal assessment tool used in grades 1-5, will measure your student’s progress in reading and math. This assessment tool is only one tool out of many and may be calibrated differently than the one-on-one assessments used in the classroom.

Overview of the Report Cards

Social-Emotional Development

Social-Emotional Development continues to be a large part of your child’s developmental progress in second grade. Your child’s teacher will guide your child through the process of communicating with their peers as they play collaboratively while understanding their emotions. As your child develops throughout their second-grade year, navigating new friendships and seeking social acceptance from peers emerges as a prominent developmental milestone. For some students this may be challenging. Approaching these challenges as learning opportunities will help your child become a more independent person. Second graders continue to develop their social skills and practice using their Toolbox Tools, our social emotional curriculum.

Social-Emotional Competency Scale

C Consistent Practice

I In Progress

G Growth Area

Second Grade: Social Emotional Development

Standard	How can I support my child?
Works/plays collaboratively with others	Involve them in household tasks. Encourage your little one to help you out with everyday household chores. Encourage turn taking. Praise sharing and other kind behavior. Develop learning through dramatic play.
Knows how to communicate emotions	Use this Understanding Feelings document or feelings chart to help identify emotions. Read books together. Read-alouds about feelings.
Works to resolve conflicts with peers	Actively listening to your student is an important part of modeling how to resolve conflicts with peers. Use these toolbox tools to help.
Shows kindness and considers others’ perspectives	Use these social emotional tips at home.
Persists in hard tasks and works with focus	Tips for helping your child focus.

English Language Arts

Second Grade: English Language Arts

Standard	How can I support my child?
Reading Comprehension	Reading Support Reading Tips for Families
Summarizes stories and identifies the central message; identifies the main topic in informational texts	Encourage your student to reread favorite books aloud. Repeated readings improve children’s fluency and comprehension.
Compares and contrasts the main points presented by two texts on the same topic	Practice this skill by discussing how the same fairy tale can be told in different ways. Choose two non-fiction texts on the same topic to read. Then discuss how they are the same and different.
Participates in discussions, asks and answers questions about topics and texts	Read a book together and ask your student: Who is in the story? What happens in the beginning, middle, and end of the story? What is this book about?
Reading Phonics and Decoding Skills
Uses grade level phonics and word-solving strategies to read unfamiliar words in a text	Letter Sound Video Two articles about phonics. Reading with your child The Alphabetic Principle
Reads high frequency words based on trimester expectations
Reads fluently at trimester grade level expectations	Reading with your child
Writing
Writes narratives about events in the correct order; includes details, and provides a concluding statement	Write a story together in English or your home language. Ask your student, “Who are the characters?” “What happens at the beginning, middle, and end?”
Writes informative pieces; introduces the topic, supplies some facts to develop points, and provides a concluding statement	Write facts about an animal directions on how to play a game facts about space how to make something
Writes opinion pieces; introduces a topic, states an opinion supported by reasons, and provides a concluding statement	Write together in any language. What is your favorite color? Why? Do you like sushi or cheeseburgers? Why What is your favorite season? Explain.
Uses grade level conventions and spelling	Improve writing skills at home through collaborative writing together, e.g.,making lists, thank you notes.

Print Our Family Reading Week Chart

English Language Development

The English Language Development (ELD) Section on the report card is only completed for students who are English Learners (ELs). The ELD section includes statements from the California English Language Development Standards, which describe key skills and knowledge needed by students learning English.

The California ELD Standards describe a continuum of increasing language proficiency. Emerging (1) students typically progress quickly and are learning English for their immediate needs. At the Expanding (2) level, students are challenged to increase their English skills in more contexts and apply their language skills to more sophisticated settings. At the Bridging (3) level students have moderately developed language skills and are able to apply those skills to reading and are beginning to apply those skills to writing in English. The highest level, Bridging (4), describes students who read, comprehend and write texts in English. The “bridge” describes the transition to full engagement in grade-level academic tasks and activities.

What Can Families Do to Support Children?

Take children on outings, such as programs at public libraries and rec centers, where they can interact with English-speaking children
Actively encourage children’s friendships with English-speaking children
Borrow books from the Alameda Free Library

Additional Resources for Families

Free online resources: textproject.org/classroom-materials/students

FAQs

Summative English Language Proficiency Assessments for California (ELPAC) What is reported on the Report Card?

There are four performance levels that a student can achieve on the Summative ELPAC. These levels are 1, 2, 3, or 4, with four being the highest. The report of results for each student gives the oral language score (a combination of listening and speaking scores), and the written language score (a combination of reading and writing) and the overall score (a combination of the oral and written scores).

What is Summative ELPAC?

What is the purpose of the Summative ELPAC?

What does the Summative ELPAC cover?

When do families receive the results?

For the spring administration of the Summative ELPAC, results are mailed to families each Fall. As a result, report cards display Summative ELPAC scores from the previous school year.

For students new to California, Initial ELPAC is administered in fall to initially place students into English Language Development (ELD) classes. The initial results are given to parents in fall and these students will also be assessed in spring with the Summative ELPAC.

Additional Resources for Families

More information can be found on the CA Department of Education ELPAC Resource page at cde.ca.gov/ta/tg/ep

Second Grade: English Language Development

Applies to Multilingual Learners for Designated and Integrated ELD)

Standard	How can I support my child?
Speaks in all settings by asking relevant questions, and building on others’ ideas	Ask your student to provide evidence for their opinions on various topics, such as extra recess or the cafeteria's lunch options.
Shares opinions using expanded learned phrases in conversations in all settings	Ask your student to practice negotiating Extend their bedtime To watch an extra show Encourage the child to use expanded phrases they've learned, such as "I believe that..." or "In my opinion..." to express their viewpoint persuasively.
Tells about the main points and details from different books and multimedia for their grade level	Ask your student to retell a story they have heard.
Understands and applies how writers and speakers use language	Discuss similarities and differences between your home language and English.
Can read and write words and sentences with some depth	Ask your student to write a letter to give to a family member.

Booklists for children to celebrate a wide range of cultures

More Booklists- Including Bilingual Books (American Indian Heritage, Asian Pacific American Heritage, Hispanic Heritage)

History/Social Studies

Second Grade: History/Social Studies

Standard	How can I support my child?
Differentiates between life now and life in the past	Visit historical sites, museums, or check out age-appropriate books from the library and watch some videos that depict life in different time periods.
Demonstrates map skills by describing the location of people, places and environments, and locating geographic features	Check out these resources for reading a map. How to read a map National Park Service Map Symbols
Understands the role of government, rights, and responsibility of being an informed citizen	BrainPopJr. Informational Video on Local and State Governments
Describes food production and consumption long ago and today	Agricultural Revolution Brainpop
Understands how heroic figures contribute and make a difference	Learn more about Ruby Bridges, Historical Figure. Did you know we have an elementary school in Alameda named after Ruby Bridges?

View these family resources from Inquiry Journeys, our adopted Social Studies curriculum:

Meeting Needs and Wants Unit Tips

Our Changing Landscape Unit Tips

Innovation Unit Tips

Mathematics

Second Grade: Math

Standard

How can I support my child?

Mathematical Reasoning

Reasons about problems, explains thinking, and considers thinking of others

Mathematical Concepts and Skills

Fluently adds and subtracts within 20 using mental strategies

Play card games (#1,5, 6, 8, 9, 10, 15, 18, 19, 26)

Use addition and subtraction within 100 to solve one-and-two step word problems involving situations where the unknown is in different positions

K-2 word problem chart

Read Draw Write

Read the problem (2x and visualize)
Draw a picture, model or diagram to show how the numbers relate to each other.
Write an equation and solve
Write your answer in a sentence

Fluently add and subtract within 100 using strategies based on place value and properties of operations

Use this chart to review the different methods to add and subtract

Place value chart with place value disks
Arrow way
Decomposition (number bond)
Number line
Standard algorithm (vertical way)
Which is their favorite way to add/subtract? (It could be different than the ways above)
Why does that way work for them?
Have them explain how they solve problems 34 + 28, or 73 - 55.

Counts, reads, compares and writes numbers to 1000

Discuss the meaning of hundreds, tens and ones

How many ones make 1 ten?
How many tens make 1 hundred?
How many hundreds make 1 thousand?
Compare game
Each player rolls a die three times and create the greatest (or smallest) number you can with the 3 numbers.
Compare the numbers- the person with the greatest (or smallest) number wins the round.
Ask your child how they know that number is the greatest or smallest using place value words (hundreds, tens, ones)

Understands place value to 1000 and can mentally add or subtract 10 or 100 from a number

Mentally subtract 10 or 100 video

Mentally add 10 or 100 video

Adds and subtracts within 1000 using concrete models or drawings and strategies based on place value and properties of operations

Addition video

Subtraction video

Solves word problems involving dollars, quarters, dimes, nickels, and pennies

Your child only needs to add coins with coins and dollars with dollars. They don’t need to add mixed dollars and coins.

Example: 2 quarters, a dime, 3 pennies…how much?

Example: 3 five dollar bills, 4 ten dollar bills, 9 one dollar bills…how much?

Practice having them identify the coin’s name and value and adding groups of coins.

USMint games and activities

Coins Song

Measures length using appropriate tools such as rulers, yardsticks, and measuring tapes; estimates and records units in inches, feet, centimeters, and meters

Your child only needs to measure to the whole unit (inches, feet, centimeters, or meters), not partial units (halves or fourths)

Use measuring tools at home to measure different objects.

Practice estimation skills

Help your child find 10 inches on a ruler.
What can they use as a benchmark for 10 inches? (from their elbow to the top of their fingers?
Now find 3 things in the house that are about 10 inches.
Repeat with different units (10 centimeters, a yard, etc)

Writes and tells time to the nearest five minutes

Practice using clocks at home or a digital clock

Number Rock song

Count by fives on an analog clock to find the time.

Help you child distinguish between the hour and minute hand and how you would write the time.

Partitions rectangles and circles into equal shares and describes them as halves, thirds, and fourths

Partitioning shapes into equal shares video

Students can fold and eventually cut paper squares into halves and fourths.
How many different ways they can make halves and fourths with a square.
Are there as many ways to partition a circle equally into 4 shares as a square??
How do I know that the parts are equal when I fold circles and squares

Uses tables, picture graphs, bar graphs, and line plots to show and understand data

When you see graphs and tables, talk to your child about the data

What does this graph show?
Why do you think they made this graph?
Tell me about the parts of the graph?

Uses addition to find the total number of objects arranged in a rectangular array, and writes and equation

Build arrays

Gather up to 25 objects (coins, small sticky notes, etc.) Discuss “rows” and “columns”
Give your student a number of objects (within 25) to build arrays and add them using repeated addition (there must be the same in each row and column)
Create different arrays for your child to add using repeated addition (3 + 3 + 3 = 9)

Summer Math Support

ST Math Summer Letter

Summer Math Activities

Science

Second Grade: Science

Standard

How can I support my child?

Asks and identifies questions that can be answered by an investigation

Uses scientific models to represent relationships, such as size and pattern in the natural and man-made world

Plans and conducts investigations collaboratively, and evaluates different ways of collecting data to best answer a question

Designs or builds a device that solves a specific problem, and provides evidence to support their design decision

1. Encourage Curiosity and Questioning

Ask Open-Ended Questions: Prompt your child to think critically and explore scientific concepts by asking open-ended questions such as, "What do you think will happen if we do this?" or "Why do you think that happens?"
Explore Everyday Phenomena: Relate science to everyday life by exploring phenomena around the house, garden, or neighborhood. For example, discuss the changing seasons, how plants grow, or how different materials react to water.

2. Facilitate Hands-On Activities

Conduct Simple Experiments: Perform easy, safe science experiments at home, such as mixing baking soda and vinegar to observe a chemical reaction or planting seeds to watch them grow.
Build and Create Together: Use common household items to build simple machines or create models (like making a paper plane or constructing a bridge with straws). These activities help children understand engineering principles and the design process.

3. Foster Observation and Recording Skills

Observation Journals: Encourage your child to keep a science journal where they can draw, write, and record their observations of the natural world. This practice helps develop their ability to notice details and track changes over time.
Graphing and Charting: Help your child create simple graphs or charts to represent data they collect from their experiments or observations. For instance, they can track the growth of a plant or the weather over a week and represent it visually.

Interesting Websites to Explore

Library of Congress Everyday Mysteries

Exploratorium Science Activities

Smart Videos for Curious Minds

NASA for Kids

Physical Education

Second Grade Trimester 1:

Students demonstrate motor skills and movement patterns needed to perform a variety of physical activities.	Students will demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activity.
Students assess and maintain a level of physical fitness to improve health and performance.	Students demonstrate knowledge of physical fitness concepts, principles and strategies to improve health and performance.
Students demonstrate and utilize knowledge of psychological and sociological concepts, principles and strategies that apply to the learning and performance of physical activities.	During the first trimester of Second grade students experience PE through guided play and exploration of personal space, class expectations and play structure safety. They will develop skills necessary to play recess games and navigate the play structure safely. Developing locomotor skills will be emphasized throughout the year. Tossing, catching, throwing and bouncing small objects will be covered. We are learning about physical fitness and running laps. We perform curl-ups, trunk lifts, sit and reach stretches , and hold push-up positions twice each week. Students who receive a 3 are generally performing within expected benchmark norms. In addition to benchmarks our grades include participation and effort. Absences directly affect participation and may lower a student grade. Students should demonstrate sharing and cooperation in physical activities in the first trimester of first grade.

Second Grade Trimester 2:

Students demonstrate motor skills and movement patterns needed to perform a variety of physical activities.	Students will demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activity.
Students assess and maintain a level of physical fitness to improve health and performance.	Students demonstrate knowledge of physical fitness concepts, principles and strategies to improve health and performance.
Students demonstrate and utilize knowledge of psychological and sociological concepts, principles and strategies that apply to the learning and performance of physical activities.	During the 2nd trimester of second grade in Physical Education we learned about movement skills to be used in simple cooperative team games. We continue to develop locomotor skills. Students are developing spatial awareness and boundaries while moving in different directions and speeds. We are refining the proper mechanics of rolling a ball to target, kicking stationary and moving balls. We are tossing and catching with small, soft objects. Cooperatively we are learning how to turn a jump rope with a partner. Individually we are learning how to jump rope continuously. We continue to learn about physical fitness and running

Second Grade Trimester 3:

Students demonstrate motor skills and movement patterns needed to perform a variety of physical activities.	Students will demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activity.
Students assess and maintain a level of physical fitness to improve health and performance.	Students demonstrate knowledge of physical fitness concepts, principles and strategies to improve health and performance.
Students demonstrate and utilize knowledge of psychological and sociological concepts, principles and strategies that apply to the learning and performance of physical activities.	During the third trimester of second grade in Physical Education we refine the proper mechanics of dribbling a ball continuously with one hand, tossing and catching a small object and throwing and catching a small ball. We begin to explore underhand and overhand movement patterns. We revisit striking a moving and/or stationary object. Throughout the year we continue to develop locomotor skills through play and cooperative games. Students will explore dance through guided instruction. Students will have an increased awareness of aerobic exercise and how it affects the body. We continue to learn about physical fitness. We perform curl-ups, trunk lifts, sit and reach stretches, and hold push-up positions twice each week. Students who receive a 3 are generally performing within expected benchmark norms. In addition, our grades include participation and effort. Absences directly affect participation and may lower a student grade. Students should continue to demonstrate sharing and cooperation in physical activities in the third trimester of second grade.

Visual and Performing Arts

In Alameda we celebrate the famous artist Maya Lin who aptly said, “Art is very tricky because it’s what you do for yourself.”

Since art is a very subjective area to grade a student on, our priority is to ensure that children have exposure and experience with the arts.

Art Ideas for Home

Best Art Ideas for 2024

40 of the Best Art Activities for Kids

Art Hub for Kids (How to Draw Lessons)

Music

Students with Individualized Education Plans (IEPs) Q&A

Do teachers provide Progress Reports* on IEP Goals as well as a Standards-Based Report Card**?

Can an IEP team determine that a Standards-Based Report Card is not needed?

The IEP team on an individualized case-by-case basis will determine this decision. The team must determine the most appropriate method of grading the student and indicate so in the IEP. If the IEP team makes this determination, then it must determine what the most appropriate way is to provide meaningful information to parents on student’s progress, which may be a detailed report of a student’s progress on IEP goals.

Who provides the grades on a student’s Standards-Based Report Card?

The General Education teacher is responsible for providing grades on the report card, and may do so in consultation with a child’s Special Education teacher. Likewise, the Special Education teacher is responsible for providing Progress Reports on IEP goals, and may do so in consultation with a child’s General Education teacher. Additionally, the Special Teacher provides Progress Reports on IEP goals to families at the same time as the report card (i.e. at the end of each trimester).

Should the teacher indicate on a report card that the student has a disability?

Do accommodations affect grades (Proficiency Levels) on a Report Card?

No. Accommodations do NOT affect Report Card grades. An accommodation is a change to the teaching or testing procedures, student response, or other attributes in order to provide a student with access to information and to create an equal opportunity to demonstrate knowledge and skills. An accommodation does not fundamentally alter or lower the standard or expectation of the course, standard or test.

Do modifications affect grades (Proficiency Levels) on a Report Card?

Yes. Modifications affect Report Card grades (Proficiency Levels). If a modification has been made in the curriculum, then a student’s grade must reflect the achievement in the modified curriculum, as long as modified grades are available to all students. However, the District cannot modify grades based on the student’s special education status.

Modifications are practices and procedures that change the nature of the task or target skill. A modification is WHAT the student is expected to learn and/or demonstrate. While a student may be working on modified course work, the subject area remains the same as the rest of the class.

When students are unable to meet grade level standards, then the curriculum content may be modified per the student's IEP. Grading proficiency levels should be based on the standards a student is working on.

How does behavior, attendance, and task completion factor into a student’s grade?

Standards based grading is based on mastery of standards. Therefore, behavior, attendance, and incomplete work should not be incorporated into a student’s grade.

*Progress Reports indicate progress on the IEP goals designed to designate necessary learning for a student to access and progress in the general education curriculum.

**Report Cards provide measures of a student’s progress in the general education curriculum and are provided to parents to indicate their child’s progress or level of achievement in specific classes, course content, or curriculum.

Adapted from Riverside SELPA “Guidelines for Grading Students with Disabilities” p. 10-20

Get the Most Out of Your Conference:

LEARN MORE

LEARN MORE

Conferencing with your child’s teacher is an important opportunity to discuss your child’s progress.

Steps for Accessing Report Cards in Aeries

Before the conference:

Confirm your scheduled conference time. If rescheduling becomes necessary, promptly communicate with the teacher to arrange an alternative time.
Familiarize yourself with your child’s work.
Engage your child in a discussion about their school progress.
Reflect on your child’s strengths and areas needing improvement.
Compile a list of questions regarding your child’s development and strategies for addressing challenges. For instance:

Is my child meeting the expected milestones for this point in the school year?
In which subjects or skills is my child excelling?
How is their attendance?
What support strategies can be implemented for upcoming assignments?

During the conference:

Prepare for an interactive dialogue to gain insights into your child’s academic, social, and emotional growth. Additionally, provide the teacher with insights into your child's home environment.
Request access to data pertaining to your child’s attendance.
Ask about your child’s student work and data from assessments to support the grades given.
Collaborate with the teacher to establish goals and devise a plan tailored to ensure your child’s success.
Document the agreed-upon strategies for supporting your child.
Arrange for further discussions if needed, beyond the allocated time frame.
Seek guidance from the teacher on the most effective means of ongoing communication.

After the conference:

Share the conference insights with your child.
Follow up with the teacher to monitor your child’s progress and the implementation of the devised plan.