2nd Grade Parent Guide

In second grade, students are on a continuum of reading development, aiming to master both word reading skills and comprehension strategies by year-end. To support this growth, tailored instructional materials are essential. For word reading skills, students engage with texts that match their individual reading levels, while comprehension abilities are cultivated through varied group and individual activities using content-rich materials suitable for their age. Engaging in discussions and activities centered around more intricate texts enhances their understanding, even if these texts surpass their independent reading level. Students refine their skills by navigating challenging texts, guided by scaffolded instruction that encourages interaction with content appropriate for their grade. Educators ensure that while text complexity may differ for each student, they all receive necessary support to access grade-level materials. The crux is differentiating texts for fluency in word reading and comprehension while concurrently fostering language skills and knowledge. It's vital to strike a balance between texts aiding word reading accuracy and those enhancing independent reading comprehension, all aimed at bolstering language development and knowledge acquisition. Alongside this, we prioritize teaching phonics and word analysis skills essential for decoding words. Additionally, students are encouraged to read grade-level texts with enough accuracy and fluency to aid comprehension. This multifaceted approach aims not only to strengthen reading skills but also to broaden their understanding of language and the world around them.

A Parent’s Guide to the NYS Next Generation ELA and Math Learning Standards

NYS English Language Arts Standards

• Giraffe Problems by Jory John 
• After the Fall (How Humpty Dumpty Got Back Up Again) by Dan Santat 
• The Patchwork Bike by Maxine Beneba Clarke 
• Fruit Bowl by Mark Hoffman 
• Interrupting Chicken and the Elephant of Surprise by David Ezra Stein 
• Jack (Not Jackie) by Erica Silverman 
• Hey, Wall by Susan Verde 
• Sarabella’s Thinking Cap by Judy Schachner 
• I Am a Bear by Jean-Francoise Dumont 
• King of the Sky Nicola Davies  
• Alma and How She Got Her Name by Juana Martinez-Neal 
• Miss Turie’s Magic Creatures by Joy Keller 
• Quiet Please, Owen McPhee! by Trudy Ludwig 
• My Dog Mouse by Eva Lindstrom 
• Rot, the Cutest in the World by Ben Clanton 
• My Pictures After the Storm by Eric Veille 
• A Hundred Billion Trillion Stars by Seth Fishman  
• The Disgusting Critters Series by Elise Gravel 
• Keith Haring: The Boy Who Just Kept Drawing by Kay Haring 
• A Place to Start a Family: Poems About Creatures That Build by David L. Harrison 
• Jasmine Toguchi series by Debbi Michiko Florence 
• The Bad Guys series by Aaron Blabey 
• Wolfie and Fly by Cary Fagan 
• Dory Fantasmagory series by Abby Hanlon 
• The Zach and Zoe Mysteries by Mike Lupica 
• Narwhal and Jelly books by Ben Clanton 
• My Pet Human by Yasmine Surovec 
• Mac B., Kid Spy series by Mac Barnett 
• Juna’s Jar by Jane Bahk 
• Willie Wins by Almira Astudillo Gilles 

Social Studies is intended to promote civic competence through the integrated study of the social science and humanities. The primary purpose of Social Studies is to help young people to develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.

As a result of their schooling, students will be able to understand the similarities and differences between their community and other United States communities.

Gathering, Interpreting and Using Evidence

• Recognize different forms of evidence used to make meaning in social studies (including primary and secondary sources, such as art, and photographs, artifacts, oral histories, maps and graphs)
• Develop questions about the community

Chronological Reasoning and Causation

• Identify events, changes, causes and effects of the past, present, and future in his/her community life
• Recognize and identify patterns of continuity and change in communities

Comparison and Contextualization

• Compare and contrast past and present communities locally and nationally
• Describe a historical development in his/her community with specific details, including time and place

Geographic Reasoning

• Locate and name landforms, continents, and bodies of water
• Understand how the environment of a community affects how the needs and wants of the people are met there

Economics and Economic Systems

• Describe the resources used to produce goods and provide services in the local community
• Understand communities collect taxes to provide services and that they determine what is needed

Civic Participation 

• Identify rights and responsibilities in the classroom, school, and community
• Understand that citizens participate in decision making, problem solving, and conflict resolution
• Understand that people in a community elect leader

NYSED Social Studies Framework

Mathematics is a language we use to identify, describe, and investigate the patterns and challenges of everyday living. It deals with numbers, quantities, shapes, and data, as well as numerical relationships and operations. Mathematics is a way of approaching new challenges through investigating, reasoning, visualizing, and problem solving with the goal of communicating the relationships observed and problems solved to others.

As a result of their schooling, students will be able to...

Number and Operation

• Understand the digits of a three-digit number represent amounts of hundreds, tens, and ones
• Count within 1000, skip-count by 5’s, 10’s, and 100’s
• Read and write numbers to 1000 in different forms. e.g.: expanded form: 237 = 200+30+7
• Compare two three-digit numbers using >, =, and < symbols to record the results of comparisons
• Fluently add and subtract within 100
• Add up to four two-digit numbers
• Add and subtract within 1000 with and without regrouping
• Use mental math to add or subtract 10 or 100 to a given number

Operations and Algebraic Thinking

• Use addition and subtraction within 100 to solve one step and two step word problems
• Fluently add and subtract within 20 using mental strategies and know all sums within 20 of two one-digit numbers
• Identify odd and even numbers up to 20
• Understand and represent rectangular arrays with up to 5 rows and up to 5 columns

Measurement and Data

• Measure the length of an object to the nearest whole by selecting and using appropriate tools and using various units of measurement
• Estimate and compare lengths using various units of measurement.
• Represent whole numbers on a number line
• Tell and write time from analog and digital clocks
• Count coins up to one dollar
• Draw and interpret picture and bar graphs

Geometry

• Identify polygons and non-polygons
• Partition rectangles and circles into two, three, or four equal parts

A Parent’s Guide to the NYS Next Generation ELA and Math Learning Standards

NYSED Math Standards

The goal of science education is to develop in learners an understanding of the inquiry process as it is related to key concepts and principles of the life, physical, and the earth/space sciences. The curriculum addresses the integration of the sciences with the technology and society as students learn to connect the importance of scientific knowledge to its application in everyday life. 

As a result of their schooling, students will be able to...

Structure and Properties of Matter

• Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. 
• Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
• 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.
• Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

Interdependent Relationships in Ecosystems

• Plan and conduct an investigation to determine if plants need sunlight and water to grow. 
• Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
• Make observations of plants and animals to compare the diversity of life in different habitats.
• Earth’s Systems: Processes that Shape the Earth
• Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
• Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
• Develop a model to represent the shapes and kinds of land and bodies of water in an area.
• Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Engineering Design

• Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
• Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
• Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 

NYSED Science Standards

Science:

Interactive Simulations 

Interactive Simulations 

Interactive Games 

Clearinghouse of Websites 

Animal Games 

Videos 

Math:

Videos 

Math Fact Fluency 

Math Fact Fluency 

Problem Solving Games 

Special Education Programs

A unique education program means specially designed individualized or group instruction to address student’s academic goals in reading, writing, and math.  The Committee on Special Education will determine appropriate program recommendations based on the continuum of services and students’ progress. 

Related Services

Related services are supportive services required to assist a student with a disability and include speech-language pathology, hearing services, vision services, physical therapy, occupational therapy, counseling services, and parent counseling and training.  A student’s need, identified through an evaluation, will provide the basis for written annual goals and appropriate provision of services. 

Resource Room & Consultant Teacher

Resource Room is a special education program where students require specialized supplementary instruction in a small group setting outside the classroom for a portion of the school day.  Resource Room is capped at five students per group.  Consultant Teacher, another special education program, is for students who require additional specially designed individualized or group instruction within regular education classes.  

Integrated Co-Teaching, or “Inclusion”

Integrated Co-Teaching (ICT) is a special education program where students required specially designed instruction in an individualized or small group setting for multiple subjects within regular education classes.  A general education teacher and a special education teacher jointly provide instruction to a class that includes both students with and students without disabilities to meet the diverse learning needs of all students in a class.  ICT is capped at 12 students with a disability.

Special Class

Special Class is a special education program where students with disabilities have been grouped together with similar individual needs and academic goals for the purpose of being provided specially designed instruction in a small-sized class without general education students.  Students in a special class are exposed to the general education curriculum and are on a Regents pathway to graduation.  

Supplementary Aids and Services

Supplementary aids and services are other supports (i.e., additional personnel, assistive technology, instructional modifications) that are provided in regular education classes, Specials, and in extracurricular and nonacademic settings to enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate in accordance with the least restrictive environment. 

English as a New Language Services and Programs:

The district offers two programs for eligible and identified English Language Learners (ELLs).

ENL: In an English as a New Language (ENL) program, English Language Arts and content-area instruction are taught in English using specific ENL instructional strategies by a NYS certified ESOL teacher.  This program typically serves ELL students from many different home/primary language backgrounds whose only common language is English and therefore cannot participate in a bilingual program. In an ENL program, there are two components to deliver instructional services, Stand-Alone and Integrated ENL services.  

Stand-Alone: Stand Alone ENL is a separate time devoted to English language acquisition and English language development. The required amount of stand-alone ENL instruction depends on the English proficiency level of each student.

Integrated: In an integrated ENL class, an ESOL certified teacher provides services during the students' content area classes alongside their classroom teacher. Some content area classes that are integrated include English Language Arts, Social Studies, Science, and/or Mathematics.  Students receive core content area and English language development instruction, including the use of the home/primary language as support as well as appropriate ELL instructional supports to enrich comprehension. 

Transitional Bilingual Education Program: Bilingual education uses the student’s native language (Spanish) as a tool of instruction while they begin learning English. This model is for English language learners who speak the same language.

The language goal of the program is for English language learners to learn English as quickly as possible and achieve success in their current academic placement and in the future. 

For more information on our Bilingual & English as a New Language Related Services please visit our Bilingual, ENL & World Languages Department Webpage.

NYSED Bilingual & English as a New Language Resources

Central Islip Bilingual, ENL and World Language Department

Information literacy is a skill necessary for today’s world of rapidly increasing information. Students will have to assimilate more information than has appeared in the last 150 years.

As a result of their schooling, students will be able to:

Information Literacy

• Identify the difference between fiction and nonfiction, and between fact and opinion.
• Learn a simple research process (What do I need? Where do I find it? How do I use it? What did I learn?), identify information from a variety of formats, both print and nonprint.
• Listen to a variety of high-quality children’s literature, representing a variety of genres, and understand the roles of author and illustrator.
• Actively listen when books are read aloud or viewed and be able to retell a story in correct sequence, identifying beginning, middle, and end.
• Begin to search in the library computer catalog and locate books in ABC author order in the collection.

Technology: Computers

• Introduce proper input techniques
• Identify and practice basic Internet safety rules
• Review hardware components appropriate for specific tasks (mouse, keyboard, printer, and monitor)
• Demonstrate understanding and use of symbols such as hourglass icon, cursor, scroll bar, desktop, and task bar
• Introduce how to use basic operation commands (opening and closing programs, save, log-on)
• Introduce how to prepare documents that include a variety of media
• Introduce kid friendly search engines, address bar, back and refresh button
• Work collaboratively with a team using information technology resources
• Adhere to safety and security policies
• Review why personal information should not be shared. Explain the risks and dangers of sharing personal information

Physical Education Programs offer students the opportunity to enhance their minds and bodies.

As a result of their schooling, students will be able to...

Physical Skills

• Practice fundamental movement skills, locomotor, non-locomotor manipulatives, body management, movement concepts and developmental games as well as basic skill techniques

Knowledge

• Understand personal fitness/healthy lifestyles/lifelong fitness, health and skill-related fitness, wellness and fitness principles as well as personal fitness goals

Physical Activity

• Practice safety, invasion games, locomotor activities, basic skill and team building

Intrinsic Value

• Practice character building, self-expression, motivation, participation, persistence, personal goals, cooperation, and confidence building

NYSED Physical Education Standards

The elementary art curriculum focuses on integrating aesthetics, studio art, collaboration, connections to literature, and art history in an engaging, creative, and imaginative environment emphasizing the Elements of Art and Principles of Design.

Art skills/fine motor skills are taught as scaffolded skills based on the appropriate development of the young artist, and accommodations are made for students to reach their individual goals.  

• Exploring Materials: Students will use drawing tools to create different types of lines and line widths, patterns such as cross-hatching. They will manipulate clay and/or other materials to create a 3D form. Paper weaving, folding & curling will be introduced
• Use of Design Principles and Elements of art: Students will continue to explore lines, 2D and 3D shapes, patterns, and texture. They will further their study of color, recognize colors on a color wheel and mix primary colors to create secondary colors
•  Cultural connections: Students will continue to explore worldly examples that coincide with the principles and elements studied to create their own art. Students will compare to past artists studied
• Cross-curriculum connections: Students will use literature to explore art ideas or learn about famous artists. Students will create artwork which connects to math, science, or social studies topics
• Reflections: Students will continue to critique their work and the work of others. Higher-level vocabulary will be used when discussing art. Terms such as movement, foreground, middle ground, and the background will be introduced

NYSED Visual Arts Standards

Our art and music programs help our students build perseverance and achievement, teach responsibility, expose students to history and culture, help improve coordination, reading, math, and social skills, as well as nurture self-expression and creativity.  The arts connect us to the world and open our eyes to new ways of seeing. 

Elementary Music Department Benchmarks & Skills

Music Appreciation

• Students will learn about history and genre throughout their experiences, building knowledge of key musical terms, analyzing melody and harmony, rhythm, and form.  Students will learn to read, write, and compose music as well

Movement

• Reinforcing body awareness with various movement activities

Improvisation

• Exploring creativity through movement, rhythm, and pitch

Performance

• Giving opportunities for students to learn to sing, as well as use the recorder, ukulele, and world drumming, as a foundation to performing within an ensemble

Central Islip K-12 Full Music Curriculum

NYSED Music Standards & Resources

NYSSMA Frequently Asked Questions

Math World

Math Magician -You get to choose the rule to use and add as fast as you can!
Number Line -Add numbers by seeing how they "bounce" on a number line.
Sum Sense -This is a STOP THE CLOCK game! Arrange the numbers to make the addition sentence true.
Addition Grid-Drag the number to the chart to show all the ways to make that sum.
Ten Frame -Use a ten frame to add numbers, subtract, and compare numbers.
Math Lines (make a ten) -Shoot the ball at a number that makes a ten.
Save the Whale (make a ten) -Can you save the whale? You'll need to find all the ways to make 10.
Adding 9 -To add 9, add 10 first then subtract 1...so easy!
Adding Ten -Add 10 to the number shown and fire at the submarine!
Doubles -Choose the correct number that doubles the one shown.
Dart Board Doubles -Can you aim for the right doubles fact?
Number Balance -Add clips to the balance on each side. You must make each side equal the same in order to balance the scale.

Compare groups of coins.
Coin Value Game
Counting Money
Spending Spree -Put the correct amount in the box and earn fish for your fish bowl!

What TIME is it?!

Choose the time the clock shows. 
Read a calendar 
STOP THE CLOCK! (to the half hour) -Drag the times on the digital clocks to the analog clocks.
Analog Clock -Use this website to help you learn how to read a clock and tell time!
STOP THE CLOCK! (15 minute intervals) -Drag the digital clocks to the matching analog clocks.
STOP THE CLOCK! (5 minute intervals) -Drag the digital clocks to the matching analog clocks.
Telling Time -Help Marvin Tell Time!

Reading Games

What IS main idea??? -An animated movie about main idea in paragraphs, stories and nonfiction.
What's the BIG Idea? (game) -A fun game that asks you to fine the main idea of a paragraph. Then you get to solve a riddle!
What's the BIG Idea? (game 2) -Just like the game above but with different paragraphs!
Slam Dunk Nouns -If you choose correctly you make a basket and rack up points!
Nouns (mini quiz) -Test your knowledge...which word is the noun?
Snappy Words - A child friendly version of Wordle

Verb Viper -Help the viper eat the correct word (is or are) to match the nouns. Complete levels and advance stages!

Pronoun Clubhouse -Build the clubhouse of your choice by typing the correct pronoun to take place of the nouns.