Grade 2 SAILON

(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures. The student is expected to:	(A) identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately; (B) describe the importance of safe practices; and (C) identify and demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reuse or recycling of paper, plastic, and metal.
Interactive Student (C) Clean Up the Park (C) Free the Beach	Interactive Teacher
(2) Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations. The student is expected to:	(A) ask questions about organisms, objects, and events during observations and investigations; (B) plan and conduct descriptive investigations such as how organisms grow; (C) collect data from observations using simple equipment such as hand lenses, primary balances, thermometers, and non-standard measurement tools; (D) record and organize data using pictures, numbers, and words; (E) communicate observations and justify explanations using student-generated data from simple descriptive investigations; and (F) compare results of investigations with what students and scientists know about the world.
Interactive Student (A) Build your Wild Self (B) Fun Science - What's the Order?	Interactive Teacher
(3) Scientific investigation and reasoning. The student knows that information and critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to:	(A) identify and explain a problem in his/her own words and propose a task and solution for the problem such as lack of water in a habitat; (B) make predictions based on observable patterns; and (C) identify what a scientist is and explore what different scientists do.
Interactive Student	Interactive Teacher
(4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:	(A) collect, record, and compare information using tools, including computers, hand lenses, rulers, primary balances, plastic beakers, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and stopwatches; weather instruments such as thermometers, wind vanes, and rain gauges; and materials to support observations of habitats of organisms such as terrariums and aquariums; and (B) measure and compare organisms and objects using non-standard units that approximate metric units.
Interactive Student	Interactive Teacher
(5) Matter and energy. The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used. The student is expected to:	(A) classify matter by physical properties, including shape, relative mass, relative temperature, texture, flexibility, and whether material is a solid or liquid; (B) compare changes in materials caused by heating and cooling; (C) demonstrate that things can be done to materials to change their physical properties such as cutting, folding, sanding, and melting; and (D) combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties.
Interactive Student (A) Gases, liquids and solids (B) Solids and Liquids (B) Changing State (C) Different Changes	Interactive Teacher
(6) Force, motion, and energy. The student knows that forces cause change and energy exists in many forms. The student is expected to:	(A) investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter; (B) observe and identify how magnets are used in everyday life; (C) trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling down a ramp; and (D) compare patterns of movement of objects such as sliding, rolling, and spinning.
Interactive Student (B) Magnets and Springs (D) Push or Pull (D) Forces in Action	Interactive Teacher
(7) Earth and space. The student knows that the natural world includes earth materials. The student is expected to:	(A) observe and describe rocks by size, texture, and color (B) identify and compare the properties of natural sources of freshwater and saltwater; and (C) distinguish between natural and manmade resources.
Interactive Student	Interactive Teacher
(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:	(A) measure, record, and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data; (B) identify the importance of weather and seasonal information to make choices in clothing, activities, and transportation; (C) explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions; and (D) observe, describe, and record patterns of objects in the sky, including the appearance of the Moon.
Interactive Student (B) Dress the Bear	Interactive Teacher (C) WaterCycle Animation (C) Study Jam - Water Cycle
(9) Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to:	(A) identify the basic needs of plants and animals; (B) identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things; and (C) compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach, lake, and wooded area.
Interactive Student (A, B) Growing Plants Indoors (A, B) Growing Plants	Interactive Teacher (A,B) Plant Growth
(10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:	(A) observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water; (B) observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant; and (C) investigate and record some of the unique stages that insects undergo during their life cycle.
Interactive Student (A) Crunch, Nibble, Gulp, Bite (B) Plant Parts (B) Plant Maker	Interactive Teacher (B) Plant Parts Salad

(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures. The student is expected to:

(A) identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately;
(B) describe the importance of safe practices; and
(C) identify and demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reuse or recycling of paper, plastic, and metal.

Interactive Student
(C) Clean Up the Park
(C) Free the Beach

Interactive Teacher

(2) Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations. The student is expected to:

(A) ask questions about organisms, objects, and events during observations and investigations;
(B) plan and conduct descriptive investigations such as how organisms grow;
(C) collect data from observations using simple equipment such as hand lenses, primary balances, thermometers, and non-standard measurement tools;
(D) record and organize data using pictures, numbers, and words;
(E) communicate observations and justify explanations using student-generated data from simple descriptive investigations; and
(F) compare results of investigations with what students and scientists know about the world.

Interactive Student
(A) Build your Wild Self
(B) Fun Science - What's the Order?

Interactive Teacher

(3) Scientific investigation and reasoning. The student knows that information and critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to:

(A) identify and explain a problem in his/her own words and propose a task and solution for the problem such as lack of water in a habitat;
(B) make predictions based on observable patterns; and
(C) identify what a scientist is and explore what different scientists do.

Interactive Student

Interactive Teacher

(4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:

(A) collect, record, and compare information using tools, including computers, hand lenses, rulers, primary balances, plastic beakers, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and stopwatches; weather instruments such as thermometers, wind vanes, and rain gauges; and materials to support observations of habitats of organisms such as terrariums and aquariums; and
(B) measure and compare organisms and objects using non-standard units that approximate metric units.

Interactive Student

Interactive Teacher

(5) Matter and energy. The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used. The student is expected to:

(A) classify matter by physical properties, including shape, relative mass, relative temperature, texture, flexibility, and whether material is a solid or liquid;
(B) compare changes in materials caused by heating and cooling;
(C) demonstrate that things can be done to materials to change their physical properties such as cutting, folding, sanding, and melting; and
(D) combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties.

Interactive Student
(A) Gases, liquids and solids

(B) Solids and Liquids

(B) Changing State

Interactive Teacher

(6) Force, motion, and energy. The student knows that forces cause change and energy exists in many forms. The student is expected to:

(A) investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter;
(B) observe and identify how magnets are used in everyday life;
(C) trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling down a ramp; and
(D) compare patterns of movement of objects such as sliding, rolling, and spinning.

Interactive Student
(B) Magnets and Springs

(D) Push or Pull

(D) Forces in Action

Interactive Teacher

(7) Earth and space. The student knows that the natural world includes earth materials. The student is expected to:

(A) observe and describe rocks by size, texture, and color
(B) identify and compare the properties of natural sources of freshwater and saltwater; and
(C) distinguish between natural and manmade resources.

Interactive Student

Interactive Teacher

(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:

(A) measure, record, and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data;
(B) identify the importance of weather and seasonal information to make choices in clothing, activities, and transportation;
(C) explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions; and
(D) observe, describe, and record patterns of objects in the sky, including the appearance of the Moon.

Interactive Student
(B) Dress the Bear

Interactive Teacher

(9) Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to:

(A) identify the basic needs of plants and animals;
(B) identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things; and
(C) compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach, lake, and wooded area.

Interactive Student
(A, B) Growing Plants Indoors
(A, B) Growing Plants

Interactive Teacher
(A,B) Plant Growth

(10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:

(A) observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water;
(B) observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant; and
(C) investigate and record some of the unique stages that insects undergo during their life cycle.

Interactive Student
(A) Crunch, Nibble, Gulp, Bite

(B) Plant Parts
(B) Plant Maker

Interactive Teacher

(B) Plant Parts Salad

Language Arts

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(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks).
Interactive Student	Interactive Teacher
(2) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:	(A) decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including: (i) single letters (consonants and vowels); (ii) consonant blends (e.g., thr, spl); (iii) consonant digraphs (e.g., ng, ck, ph); and (iv) vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou); (B) use common syllabication patterns to decode words including: (i) closed syllable (CVC) (e.g., pic-nic, mon-ster); (ii) open syllable (CV) (e.g., ti-ger); (iii) final stable syllable (e.g., sta-tion, tum-ble); (iv) vowel-consonant-silent "e" words (VCe) (e.g., in-vite, cape); (v) r-controlled vowels (e.g., per-fect, cor-ner); and (vi) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal); (C) decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant); (D) read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful); (E) identify and read abbreviations (e.g., Mr., Ave.); (F) identify and read contractions (e.g., haven't, it's); (G) identify and read at least 300 high-frequency words from a commonly used list; and (H) monitor accuracy of decoding.
Interactive Student	Interactive Teacher
(3) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:	(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions; (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and (C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).
Interactive Student	Interactive Teacher
(4) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
Interactive Student I'm Reading - Starfall	Interactive Teacher
(5) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:	(A) use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow); (B) use context to determine the relevant meaning of unfamiliar words or multiple-meaning words; (C) identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning; and (D) alphabetize a series of words and use a dictionary or a glossary to find words.
Interactive Student (B) What's in the Bag? (D) Alphabetical Adventure (D) ABC Insects	Interactive Teacher
(6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:	(A) identify moral lessons as themes in well-known fables, legends, myths, or stories; and (B) compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot.
Interactive Student	Interactive Teacher
(7) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe how rhyme, rhythm, and repetition interact to create images in poetry.
Interactive Student	Interactive Teacher
(8) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to identify the elements of dialogue and use them in informal plays.
Interactive Student	Interactive Teacher
(9) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:	(A) describe similarities and differences in the plots and settings of several works by the same author; and (B) describe main characters in works of fiction, including their traits, motivations, and feelings.
Interactive Student	Interactive Teacher
(10) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to distinguish between fiction and nonfiction.
Interactive Student	Interactive Teacher
(11) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to recognize that some words and phrases have literal and non-literal meanings (e.g., take steps).
Interactive Student Character Scrapbook	Interactive Teacher
(12) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning.
Interactive Student	Interactive Teacher
(13) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and explain the author's purpose in writing the text.
Interactive Student Character Scrapbook	Interactive Teacher
(14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding. Students are expected to:	(A) identify the main idea in a text and distinguish it from the topic; (B) locate the facts that are clearly stated in a text; (C) describe the order of events or ideas in a text; and (D) use text features (e.g., table of contents, index, headings) to locate specific information in text.
Interactive Student	Interactive Teacher
(15) Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. Students are expected to:	(A) follow written multi-step directions; and (B) use common graphic features to assist in the interpretation of text (e.g., captions, illustrations).
Interactive Student (B) Character Scrapbook	Interactive Teacher
(16) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:	(A) recognize different purposes of media (e.g., informational, entertainment); (B) describe techniques used to create media messages (e.g., sound, graphics); and (C) identify various written conventions for using digital media (e.g., e-mail, website, video game).
Interactive Student (A, B) Postcards (A, B) Create a Postcard (C) Create a comic	Interactive Teacher
(17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:	(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas); (B) develop drafts by sequencing ideas through writing sentences; (C) revise drafts by adding or deleting words, phrases, or sentences; (D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and (E) publish and share writing with others.
Interactive Student (A) Postcards (A) Story Starter (A) Poetry Idea Engine (A, B) Create a comic (A, C) Create a Postcard	Interactive Teacher
(18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to	(A) write brief stories that include a beginning, middle, and end; and (B) write short poems that convey sensory details.
Interactive Student (A) Create a comic (B) Shape Poem (B) Poetry Idea Engine	Interactive Teacher
(19) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:	(A) write brief compositions about topics of interest to the student; (B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing); and (C) write brief comments on literary or informational texts.
Interactive Student (A) Create a comic (C) Postcards (C) Create a Postcard	Interactive Teacher
(20) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community.
Interactive Student Create a comic Shape Poem Postcards Create a Postcard Story Starter Poetry Idea Engine	Interactive Teacher
(21) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:	(A) understand and use the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: old, wonderful; articles: a, an, the); (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (v) prepositions and prepositional phrases; (vi) pronouns (e.g., he, him); and (vii) time-order transition words; (B) use complete sentences with correct subject-verb agreement; and (C) distinguish among declarative and interrogative sentences.
Interactive Student (A) Word invasion (A, ii) See 'N Spell: Plurals (A, vi) Pronoun Clubhouse (A vi) Traveling Pronouns (C) Sentence Clubhouse (B) Monkey Business	Interactive Teacher
(22) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:	(A) write legibly leaving appropriate margins for readability; (B) use capitalization for: (i) proper nouns; (ii) months and days of the week; and (iii) the salutation and closing of a letter; and (C) recognize and use punctuation marks, including: (i) ending punctuation in sentences; (ii) apostrophes and contractions; and (iii) apostrophes and possessives.
Interactive Student (C) Comma Confusion (C) Missing Goblet (C) Blown Away game	Interactive Teacher
(23) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:	(A) use phonological knowledge to match sounds to letters to construct unknown words; (B) spell words with common orthographic patterns and rules: (i) complex consonants (e.g., hard and soft c and g, ck); (ii) r-controlled vowels; (iii) long vowels (e.g., VCe-hope); and (iv) vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy); (C) spell high-frequency words from a commonly used list; (D) spell base words with inflectional endings (e.g., -ing and -ed); (E) spell simple contractions (e.g., isn't, aren't, can't); and (F) use resources to find correct spellings.
Interactive Student (A) Word Wizard (A, B) Fearless Frieda (A, B, C) Alien Scavenger Hunt Letter Bug (B) Learn to Read (A) The ABC Game (B) See 'N Spell: Short Vowels (B) See 'N Spell: Long Vowels (B) See 'N Spell: Blends (B) See 'N Spell: More Vowels	Interactive Teacher (A) Blender Game
(24) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:	(A) generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics; and (B) decide what sources of information might be relevant to answer these questions.
Interactive Student	Interactive Teacher
(25) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:	(A) gather evidence from available sources (natural and personal) as well as from interviews with local experts; (B) use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works (e.g., picture dictionaries) to locate information; and (C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).
Interactive Student (C) Alphabet Organizer (C) Ice Cream Graphing	Interactive Teacher (C) Lesson Plan for Alphabet Organizer
(26) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to revise the topic as a result of answers to initial research questions.
Interactive Student	Interactive Teacher
(27) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research.
Interactive Student	Interactive Teacher
(28) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:	(A) listen attentively to speakers and ask relevant questions to clarify information; and (B) follow, restate, and give oral instructions that involve a short related sequence of actions.
Interactive Student (A) Go4English stories	Interactive Teacher
(29) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.
Interactive Student	Interactive Teacher
(30) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.
Interactive Student	Interactive Teacher

Language Arts

(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks).

Interactive Student

Interactive Teacher

(2) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(A) decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including:
     (i) single letters (consonants and vowels);
     (ii) consonant blends (e.g., thr, spl);
     (iii) consonant digraphs (e.g., ng, ck, ph); and
     (iv) vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou);
(B) use common syllabication patterns to decode words including:
     (i) closed syllable (CVC) (e.g., pic-nic, mon-ster);
     (ii) open syllable (CV) (e.g., ti-ger);
     (iii) final stable syllable (e.g., sta-tion, tum-ble);
     (iv) vowel-consonant-silent "e" words (VCe) (e.g., in-vite, cape);
     (v) r-controlled vowels (e.g., per-fect, cor-ner); and
     (vi) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal);
(C) decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant);
(D) read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful);
(E) identify and read abbreviations (e.g., Mr., Ave.);
(F) identify and read contractions (e.g., haven't, it's);
(G) identify and read at least 300 high-frequency words from a commonly used list; and
(H) monitor accuracy of decoding.

Interactive Student

Interactive Teacher

(3) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions;
(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and
(C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

Interactive Student

Interactive Teacher

(4) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

Interactive Student
I'm Reading - Starfall

Interactive Teacher

(5) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow);
(B) use context to determine the relevant meaning of unfamiliar words or multiple-meaning words;
(C) identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning; and
(D) alphabetize a series of words and use a dictionary or a glossary to find words.

Interactive Student
(B) What's in the Bag?
(D) Alphabetical Adventure
(D) ABC Insects

Interactive Teacher

(6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

(A) identify moral lessons as themes in well-known fables, legends, myths, or stories; and
(B) compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot.

Interactive Student

Interactive Teacher

(7) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe how rhyme, rhythm, and repetition interact to create images in poetry.

Interactive Student

Interactive Teacher

(8) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to identify the elements of dialogue and use them in informal plays.

Interactive Student

Interactive Teacher

(9) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(A) describe similarities and differences in the plots and settings of several works by the same author; and
(B) describe main characters in works of fiction, including their traits, motivations, and feelings.

Interactive Student

Interactive Teacher

(10) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to distinguish between fiction and nonfiction.

Interactive Student

Interactive Teacher

(11) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to recognize that some words and phrases have literal and non-literal meanings (e.g., take steps).

Interactive Student
Character Scrapbook

Interactive Teacher

(12) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning.

Interactive Student

Interactive Teacher

(13) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and explain the author's purpose in writing the text.

Interactive Student
Character Scrapbook

Interactive Teacher

(14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding. Students are expected to:

(A) identify the main idea in a text and distinguish it from the topic;
(B) locate the facts that are clearly stated in a text;
(C) describe the order of events or ideas in a text; and
(D) use text features (e.g., table of contents, index, headings) to locate specific information in text.

Interactive Student

Interactive Teacher

(15) Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

(A) follow written multi-step directions; and
(B) use common graphic features to assist in the interpretation of text (e.g., captions, illustrations).

Interactive Student
(B) Character Scrapbook

Interactive Teacher

(16) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(A) recognize different purposes of media (e.g., informational, entertainment);
(B) describe techniques used to create media messages (e.g., sound, graphics); and
(C) identify various written conventions for using digital media (e.g., e-mail, website, video game).

Interactive Student
(A, B) Postcards
(A, B) Create a Postcard
(C) Create a comic

Interactive Teacher

(17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);
(B) develop drafts by sequencing ideas through writing sentences;
(C) revise drafts by adding or deleting words, phrases, or sentences;
(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and
(E) publish and share writing with others.

Interactive Student
(A) Postcards
(A) Story Starter
(A) Poetry Idea Engine
(A, B) Create a comic
(A, C) Create a Postcard

Interactive Teacher

(18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to

(A) write brief stories that include a beginning, middle, and end; and
(B) write short poems that convey sensory details.

Interactive Student
(A) Create a comic
(B) Shape Poem
(B) Poetry Idea Engine

Interactive Teacher

(19) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

(A) write brief compositions about topics of interest to the student;
(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing); and
(C) write brief comments on literary or informational texts.

Interactive Student
(A) Create a comic
(C) Postcards
(C) Create a Postcard

Interactive Teacher

(20) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community.

Interactive Student
Create a comic
Shape Poem
Postcards
Create a Postcard
Story Starter

Poetry Idea Engine

Interactive Teacher

(21) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:

(A) understand and use the following parts of speech in the context of reading, writing, and speaking:
     (i) verbs (past, present, and future);
     (ii) nouns (singular/plural, common/proper);
     (iii) adjectives (e.g., descriptive: old, wonderful; articles: a, an, the);
     (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully);
     (v) prepositions and prepositional phrases;
     (vi) pronouns (e.g., he, him); and
     (vii) time-order transition words;
(B) use complete sentences with correct subject-verb agreement; and
(C) distinguish among declarative and interrogative sentences.

Interactive Student
(A) Word invasion
(A, ii) See 'N Spell: Plurals
(A, vi) Pronoun Clubhouse
(A vi) Traveling Pronouns
(C) Sentence Clubhouse
(B) Monkey Business

Interactive Teacher

(22) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

(A) write legibly leaving appropriate margins for readability;
(B) use capitalization for:
     (i) proper nouns;
     (ii) months and days of the week; and
     (iii) the salutation and closing of a letter; and
(C) recognize and use punctuation marks, including:
     (i) ending punctuation in sentences;
     (ii) apostrophes and contractions; and
     (iii) apostrophes and possessives.

Interactive Student
(C) Comma Confusion
(C) Missing Goblet
(C) Blown Away game

Interactive Teacher

(23) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

(A) use phonological knowledge to match sounds to letters to construct unknown words;
(B) spell words with common orthographic patterns and rules:
     (i) complex consonants (e.g., hard and soft c and g, ck);
     (ii) r-controlled vowels;
     (iii) long vowels (e.g., VCe-hope); and
     (iv) vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy);
(C) spell high-frequency words from a commonly used list;
(D) spell base words with inflectional endings (e.g., -ing and -ed);
(E) spell simple contractions (e.g., isn't, aren't, can't); and
(F) use resources to find correct spellings.

Interactive Student
(A) Word Wizard
(A, B) Fearless Frieda
(A, B, C) Alien Scavenger Hunt Letter Bug
(B) Learn to Read
(A) The ABC Game
(B) See 'N Spell: Short Vowels
(B) See 'N Spell: Long Vowels
(B) See 'N Spell: Blends
(B) See 'N Spell: More Vowels

Interactive Teacher
(A) Blender Game

(24) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A) generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics; and
(B) decide what sources of information might be relevant to answer these questions.

Interactive Student

Interactive Teacher

(25) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

(A) gather evidence from available sources (natural and personal) as well as from interviews with local experts;
(B) use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works (e.g., picture dictionaries) to locate information; and
(C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).

Interactive Student
(C) Alphabet Organizer
(C) Ice Cream Graphing

Interactive Teacher
(C) Lesson Plan for Alphabet Organizer

(26) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to revise the topic as a result of answers to initial research questions.

Interactive Student

Interactive Teacher

(27) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research.

Interactive Student

Interactive Teacher

(28) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen attentively to speakers and ask relevant questions to clarify information; and
(B) follow, restate, and give oral instructions that involve a short related sequence of actions.

Interactive Student
(A) Go4English stories

Interactive Teacher

(29) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.

Interactive Student

Interactive Teacher

(30) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.

Interactive Student

Interactive Teacher

(1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation.	(A) explain the significance of various community, state, and national celebrations such as Memorial Day, Independence Day, and Thanksgiving; and (B) identify and explain the significance of various community, state, and national landmarks such as the county courthouse and state and national capitol buildings.
Interactive Student	Interactive Teacher (B) Symbols of US Government
(2) History. The student understands the concepts of time and chronology.	(A) describe the order of events by using designations of time periods such as ancient times and modern times; (B) use vocabulary related to chronology, including past, present, and future; (C) create and interpret timelines; and (D) describe and measure calendar time by days, weeks, months, and years.
Interactive Student	Interactive Teacher
(3) History. The student understands how various sources provide information about the past.	(A) name several sources of information about a given period or event; and (B) compare various interpretations of the same time period using evidence such as photographs and interviews.
Interactive Student	Interactive Teacher
(4) History. The student understands how historical figures and ordinary people helped to shape our community, state, and nation.	(A) identify contributions of historical figures such as Henrietta King and Thurgood Marshall who have influenced the community, state, and nation; (B) identify historic figures such as Amelia Earhart and Robert Fulton who have exhibited a love of individualism and inventiveness; and (C) explain how local people and events have influenced local community history.
Interactive Student	Interactive Teacher
(5) Geography. The student uses simple geographic tools such as maps, globes, and photographs.	(A) use symbols, find locations, and determine directions on maps and globes; and (B) draw maps to show places and routes.
Interactive Student (B) Map Symbols	Interactive Teacher
(6) Geography. The student understands the locations and characteristics of places and regions.	(A) identify major landforms and bodies of water, including continents and oceans, on maps and globes; (B) locate the community, Texas, the United States, and selected countries on maps and globes; and (C) compare information from different sources about places and regions.
Interactive Student (A) Geospy (A) Landforms Interactive (A) Continent Assembler (A) Coastal Features Jigsaw (A) Coastal Features (A) Rivers Jigsaw (B) US Map Game (C) USA Geographical Regions - Quiz	Interactive Teacher (C) USA Geographical Regions
(7) Geography. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns.	(A) describe how weather patterns, natural resources, seasonal patterns, and natural hazards affect activities and settlement patterns; and (B) explain how people depend on the physical environment and its natural resources to satisfy their basic needs.
Interactive Student	Interactive Teacher
(8) Geography. The student understands how humans use and modify the physical environment.	(A) identify ways in which people depend on the physical environment, including natural resources, to meet basic needs; (B) identify ways in which people have modified the physical environment such as building roads, clearing land for urban development, and mining coal; (C) identify consequences of human modification of the physical environment such as the use of irrigation to improve crop yields; and (D) identify ways people can conserve and replenish natural resources.
Interactive Student	Interactive Teacher
(9) Economics. The student understands the importance of work.	(A) explain how work provides income to purchase goods and services; and (B) explain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money, and where to live and work.
Interactive Student (A) Goods or Services	Interactive Teacher
(10) Economics. The student understands the roles of producers and consumers in the production of goods and services.	(A) distinguish between producing and consuming; (B) identify ways in which people are both producers and consumers; and (C) trace the development of a product from a natural resource to a finished product.
Interactive Student	Interactive Teacher
(11) Government. The student understands the purpose of governments.	(A) identify functions of governments; (B) identify some governmental services in the community such as libraries, schools, and parks and explain their value to the community; and (C) describe how governments establish order, provide security, and manage conflict.
Interactive Student	Interactive Teacher
(12) Government. The student understands the role of public officials.	(A) compare the roles of public officials including mayor, governor, and president; and (B) identify ways that public officials are selected, including election and appointment to office.
Interactive Student (A) Name that President	Interactive Teacher
(13) Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people.	(A) identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good; (B) identify historic figures such as Florence Nightingale, Paul Revere, and Sojourner Truth who have exemplified good citizenship; and (C) identify ordinary people who exemplify good citizenship.
Interactive Student	Interactive Teacher
(14) Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity.	(A) identify selected patriotic songs such as America the Beautiful; (B) identify selected symbols such as state and national birds and flowers and patriotic symbols such as the U.S. and Texas flags and Uncle Sam; and (C) explain how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom.
Interactive Student (A) Name those Patriotic Songs (B) American Symbols	Interactive Teacher (C) Symbols of US Government
(15) Culture. The student understands the significance of works of art in the local community.	(A) identify selected stories, poems, statues, paintings, and other examples of the local cultural heritage; and (B) explain the significance of selected stories, poems, statues, paintings, and other examples of the local cultural heritage.
Interactive Student	Interactive Teacher
(16) Science, technology, and society. The student understands how science and technology have affected life, past and present.	(A) describe how science and technology have changed communication, transportation, and recreation; and (B) explain how science and technology have changed the ways in which people meet basic needs.
Interactive Student (A) What Has Changed (A) Dynamo's Transportation History	Interactive Teacher
(17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.	(A) obtain information about a topic using a variety of oral sources such as conversations, interviews, and music; (B) obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer software, literature, reference sources, and artifacts; (C) use various parts of a source, including the table of contents, glossary, and index, as well as keyword computer searches, to locate information; (D) sequence and categorize information; and (E) interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting.
Interactive Student (D) What's the order?	Interactive Teacher
(18) Social studies skills. The student communicates in written, oral, and visual forms.	(A) express ideas orally based on knowledge and experiences; and (B) create written and visual material such as stories, poems, maps, and graphic organizers to express ideas.
Interactive Student (B) Animal Inquiry	Interactive Teacher (B) Lesson Plan for Animal Inquiry
(19) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.	(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

(2.1) Number, operation, and quantitative reasoning. The student understands how place value is used to represent whole numbers.	The student is expected to use concrete models to represent, compare, and order whole numbers (through 999), read the numbers, and record the comparisons using numbers and symbols (>, <, =).
Interactive Student Number Line Express 123Order Squigly's Apples Base blocks Numbers to Words 50-100 Comparing Numbers	Interactive Teacher Base 10 Games Base Blocks Grouping 10s Spending Spree
(2.2)Number, operation, and quantitative reasoning. The student uses fraction words to name parts of whole objects or sets of objects.	(A) name fractional parts of a whole object (not to exceed twelfths) when given a concrete representation; and (B) name fractional parts of a set of objects (not to exceed twelfths) when given a concrete representation.
Interactive Student (A) Pizza Party (A) Beginning Fractions (A) Fraction Pies (A) Cross the River	Interactive Teacher (A) Pizza Party (A) Visualizing Fractions (A, B) Study Jams - Fractions
(2.3)Number, operation, and quantitative reasoning. The student adds and subtracts whole numbers to solve problems.	(A) recall and apply basic addition facts (sums to 18); (B) select addition or subtraction and solve problems using two-digit numbers, whether or not regrouping is necessary; and (C) determine the value of a collection of coins less than one dollar.
Interactive Student (A) Count Us In, Game 8: Bowling Subtraction (A) Add 'Em Up (A) Take It Away (A) Kids Math Level 1: Addition (A) Spacey Math (A) Snakes and Ladders (A) Addition Dartboard (A) Alien Addition (A) Jet Ski Addition (A) Island Chase Subtraction (A) Art of Math (A) War Pretzels (B) Save the Apples (B) Space Shuttle Launch (B) Robot Calculator (B) Tunnel Blaster - add (B) Test the Toad (B) Math Golf (choose Putt) (B) Math Fries (B) Speed Math (B) Minus Mission (B) Fridge Magnets Subtraction (B) Math Popper (B) Minus Mission (C) Spending Spree (C) Cash Out	Interactive Teacher (A) FlashCards for Kids (B) Addition Surprise from Harcourt Math
(2.4)Number, operation, and quantitative reasoning. The student models multiplication and division.	(A) model, create, and describe multiplication situations in which equivalent sets of concrete objects are joined; and (B) model, create, and describe division situations in which a set of concrete objects is separated into equivalent sets.
Interactive Student	Interactive Teacher
(2.5)Patterns, relationships, and algebraic thinking. The student uses patterns in numbers and operations.	(A) find patterns in numbers such as in a 100s chart; (B) use patterns in place value to compare and order whole numbers through 999; (C) use patterns to develop strategies to remember basic addition facts; and (D) solve subtraction problems related to addition facts (fact families) such as 8 + 9 = 17, 9 + 8 = 17, 17 - 8 = 9, and 17 - 9 = 8.
Interactive Student (B) The Frog Palace (B) Add 'Em Up (C) Addition Surprise (D) Take it Away (D) Inverse Relationships	Interactive Teacher (A) Skip Calculator
(2.6)Patterns, relationships, and algebraic thinking. The student uses patterns to describe relationships and make predictions.	(A) generate a list of paired numbers based on a real-life situation such as number of tricycles related to number of wheels; (B) identify patterns in a list of related number pairs based on a real-life situation and extend the list; and (C) identify, describe, and extend patterns to make predictions and solve problems.
Interactive Student (A) Pattern Mania (A) Color Patterns (A) Simon Says (C) Rhino Raider	Interactive Teacher (B) Skip Calculator
(2.7)Geometry and spatial reasoning. The student uses attributes to identify, compare, and contrast shapes and solids.	(A) identify attributes of any shape or solid; (B) use attributes to describe how two shapes or two solids are alike or different; and (C) cut geometric shapes apart and identify the new shapes made.
Interactive Student (A) Shape Sorter (primary games) (B) Shape Sorter (Shodor) (B) Shape Invaders	Interactive Teacher (A) Buzzing Shapes
(2.8) Geometry and spatial reasoning. The student recognizes that numbers can be represented by points on a line.	The student is expected to use whole numbers to locate and name points on a line.
Interactive Student	Interactive Teacher
(2.9) Measurement. The student recognizes and uses models that approximate standard units (metric and customary) of length, weight, capacity, and time.	(A) identify concrete models that approximate standard units of length, capacity, and weight; (B) measure length, capacity, and weight using concrete models that approximate standard units; and (C) describe activities that take approximately one second, one minute, and one hour.
Interactive Student (B) Invisible Ape (B) Fish Tales (B) Measure It (C)Born Thinker SmileyClock	Interactive Teacher
(2.10) Measurement. The student uses standard tools to measure time and temperature.	(A) read a thermometer to gather data; and (B) describe time on a clock using hours and minutes.
Interactive Student (B) JayZeebear's Clock (B) What Time is it? (B) Count Us In, Game 10: Match Clocks (B) Clockworks (B) Bedtime Bandits (uses arrow keys and spacebar) (B) Clockworks (BBC)	Interactive Teacher Analog/Digital Clock Big Purple Clock Time for Time Tell the Time Analog Clock
(2.11) Probability and statistics. The student organizes data to make it useful for interpreting information.	(A) construct picture graphs and bar-type graphs; (B) draw conclusions and answer questions based on picture graphs and bar-type graphs; and (C) use data to describe events as more likely or less likely such as drawing a certain color crayon from a bag of seven red crayons and three green crayons.
Interactive Student (A) I am Special (A) Bar Graph Generator (B) Interpreting Data (C) Gumballs	Interactive Teacher (A) Kids Graphing Page (A) Data Grapher
(2.12) Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school.	(A) identify the mathematics in everyday situations; (B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C) select or develop an appropriate problem- solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and (D) use tools such as real objects, manipulatives, and technology to solve problems.
Interactive Student (A)Tens of Word Problems (A) Word Problem Baseball (B) Paw Paw Alphabet Bears (D) Fox, Chicken, Corn (D) Alphabet Zoo (A,B,C,D) Grand Slam Math	Interactive Teacher (D) Interactive Abacus
(2.13) Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language.	(A) explain and record observations using objects, words, pictures, numbers, and technology; and (B) relate informal language to mathematical language and symbols.
Interactive Student	Interactive Teacher
(2.14) Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world.	The student is expected to reason and support his or her thinking using objects, words, pictures, numbers, and technology.

Art
(1) Perception. The student develops and organizes ideas from the environment.	(A) identify variations in objects and subjects from the environment, using the senses; and (B) identify art elements such as color, texture, form, line, and space and art principles such as emphasis, pattern, and rhythm.
Interactive Student (B) Henry's Egg Factory (B) Color - Primary & Secondary (B) Color - Warm and Cool (B) Color - Complimentary (B) Shape (B) Lines	Interactive Teacher (B) Art Games
(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill.	(A) express ideas and feelings in artworks, using a variety of colors, forms, and lines; (B) create effective compositions, using design elements and principles; and (C) identify and practice skills necessary for producing drawings, paintings, prints, constructions, and modeled forms, using a variety of art materials.
Interactive Student (C) Etch-a-sketch (A,B,C) The Art Zone	Interactive Teacher (A, B, C) Art Games
(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement.	(A) identify stories and constructions in a variety of artworks; (B) compare ways individuals and families are depicted in different artworks; and (C) identify different kinds of jobs in art.
Interactive Student	Interactive Teacher
(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others.	(A) define reasons for preferences in personal artworks; and (B) identify ideas in original artworks, portfolios, and exhibitions by peers and artists.
Interactive Student	Interactive Teacher
Music
(1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry.	(A) identify instruments visually and aurally; (B) use music terminology to explain sounds and performances; and (C) identify music forms such as AB and ABA.
Interactive Student (A) Instruments of the Orchestra	Interactive Teacher
(2) Creative expression/performance. The student performs a varied repertoire of music.	(A) sing or play a classroom instrument independently or in groups; and (B) sing songs from diverse cultures and styles or play such songs on a musical instrument.
Interactive Student	Interactive Teacher
(3) Creative expression/performance. The student reads and writes music notation.	(A) read and write simple music notation, using a system (letters, numbers, syllables); and (B) read and write music that incorporates basic rhythmic patterns in simple meters.
Interactive Student	Interactive Teacher
(4) Creative expression/performance. The student creates and arranges music within specified guidelines.	(A) create rhythmic phrases; and (B) create melodic phrases.
Interactive Student (A) Counting Music (B) What's Pitch? (B) The Composerizer (B) Pitch and Volume	Interactive Teacher
(5) Historical/cultural heritage. The student relates music to history, to society, and to culture.	(A) identify music from various periods of history and culture; (B) sing songs and play musical games from diverse cultures; and (C) identify relationships between music and other subjects.
Interactive Student	Interactive Teacher
(6) Response/evaluation. The student responds to and evaluates music and musical performance.	(A) distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances; and (B) show appropriate audience behavior during live performances.
Interactive Student	Interactive Teacher
Theatre
(1) Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre.	(A) react to sensory experiences; (B) expand spatial awareness in dramatic play, using expressive and rhythmic movement; (C) participate in dramatic play, using actions, sounds, and dialogue; and (D) role-play, imitate, and recreate dialogue.
Interactive Student	Interactive Teacher
(2) Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations.	(A) demonstrate safe use of movement and voice; (B) role-play in real life and imaginative situations through narrative pantomime, dramatic play, and story dramatization; (C) create dramatizations of limited-action stories, using simple pantomime and puppetry; and (D) dramatize poems and songs, using simple pantomime and puppetry.
Interactive Student	Interactive Teacher
(3) Creative expression/performance. The student applies design, directing, and theatre production concepts and skills.	(A) select aspects of the environment for use in dramatic play; (B) adapt the environment for dramatic play, using simple materials; (C) plan dramatic play; and (D) cooperate and interact with others in dramatic play.
Interactive Student	Interactive Teacher
(4) Historical/cultural heritage. The student relates theatre to history, society, and culture.	(A) imitate life experiences from various historical periods in dramatic play; and (B) identify diverse cultural dimensions in dramatic play.
Interactive Student	Interactive Teacher
(5) Response/evaluation. The student responds to and evaluates theatre and theatrical performances.	(A) identify and apply appropriate audience behavior; (B) react to and begin to evaluate dramatic activities; (C) employ music, creative movement, and visual components in dramatic play; and (D) observe the performance of artists and identify theatrical vocations.
Interactive Student	Interactive Teacher