Grade 2 SAILON

(2.1)Scientific processes. The student conducts classroom and field investigations following home and school safety procedures.	(A) demonstrate safe practices during classroom and field investigations; and (B) learn how to use and conserve resources and dispose of materials.
Interactive Student (B) Clean Up the Park (B) Free the Beach	Interactive Teacher
(2.2)Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom.	(A) ask questions about organisms, objects, and events; (B) plan and conduct simple descriptive investigations; (C) compare results of investigations with what students and scientists know about the world; (D) gather information using simple equipment and tools to extend the senses; (E) construct reasonable explanations and draw conclusions using information and prior knowledge; and (F) communicate explanations about investigations.
Interactive Student	Interactive Teacher
(2.3)Scientific processes. The student knows that information and critical thinking are used in making decisions.	(A) make decisions using information; (B) discuss and justify the merits of decisions; and (C) explain a problem in his/her own words and identify a task and solution related to the problem.
Interactive Student	Interactive Teacher
(2.4)Scientific processes. The student uses age- appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured.	(A) collect information using tools including rulers, meter sticks, measuring cups, clocks, hand lenses, computers, thermometers, and balances; and (B) measure and compare organisms and objects and parts of organisms and objects, using standard and non-standard units.
Interactive Student	Interactive Teacher
(2.5)Science concepts. The student knows that organisms, objects, and events have properties and patterns.	(A) classify and sequence organisms, objects, and events based on properties and patterns; and (B) identify, predict, replicate, and create patterns including those seen in charts, graphs, and numbers.
Interactive Student (A) Fun Science (A) Classifying Critters (A) Am I an Insect? [in Spanish] (A) Let's Talk About Insects (A) Backyard Animals (A) American Forest (A) Ocean Animals (A) African River (A) African Grassland Animals	Interactive Teacher
(2.6)Science concepts. The student knows that systems have parts and are composed of organisms and objects.	(A) manipulate, predict, and identify parts that, when separated from the whole, may result in the part or the whole not working, such as flashlights without batteries and plants without leaves; (B) manipulate, predict, and identify parts that, when put together, can do things they cannot do by themselves, such as a guitar and guitar strings; (C) observe and record the functions of plant parts; and (D) observe and record the functions of animal parts.
Interactive Student	Interactive Teacher (A) Plant Parts Salad
(2.7)Science concepts. The student knows that many types of change occur.	(A) observe, measure, record, analyze, predict, and illustrate changes in size, mass, temperature, color, position, quantity, sound, and movement; (B) identify, predict, and test uses of heat to cause change such as melting and evaporation; (C) demonstrate a change in the motion of an object by giving the object a push or a pull; and (D) observe, measure, and record changes in weather, the night sky, and seasons.
Interactive Student	Interactive Teacher
(2.8)Science concepts. The student distinguishes between living organisms and nonliving objects.	(A) identify characteristics of living organisms; and (B) identify characteristics of nonliving objects.
Interactive Student	Interactive Teacher
(2.9)Science concepts. The student knows that living organisms have basic needs.	(A) identify the external characteristics of different kinds of plants and animals that allow their needs to be met; and (B) compare and give examples of the ways living organisms depend on each other and on their environments.
Interactive Student (A) Growing Plants Indoors (A) Growing Plants (A) Plant Maker	Interactive Teacher
(2.10) Science concepts. The student knows that the natural world includes rocks, soil, water, and gases of the atmosphere.	(A) describe and illustrate the water cycle; and (B) identify uses of natural resources.
Interactive Student	Interactive Teacher (A) WaterCycle Animation

(2.1)Scientific processes. The student conducts classroom and field investigations following home and school safety procedures.

(A) demonstrate safe practices during classroom and field investigations; and
(B) learn how to use and conserve resources and dispose of materials.

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

Interactive Teacher

(2.2)Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom.

(A) ask questions about organisms, objects, and events;
(B) plan and conduct simple descriptive investigations;
(C) compare results of investigations with what students and scientists know about the world;
(D) gather information using simple equipment and tools to extend the senses;
(E) construct reasonable explanations and draw conclusions using information and prior knowledge; and
(F) communicate explanations about investigations.

Interactive Student

Interactive Teacher

(2.3)Scientific processes. The student knows that information and critical thinking are used in making decisions.

(A) make decisions using information;
(B) discuss and justify the merits of decisions; and
(C) explain a problem in his/her own words and identify a task and solution related to the problem.

Interactive Student

Interactive Teacher

(2.4)Scientific processes. The student uses age- appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured.

(A) collect information using tools including rulers, meter sticks, measuring cups, clocks, hand lenses, computers, thermometers, and balances; and
(B) measure and compare organisms and objects and parts of organisms and objects, using standard and non-standard units.

Interactive Student

Interactive Teacher

(2.5)Science concepts. The student knows that organisms, objects, and events have properties and patterns.

(A) classify and sequence organisms, objects, and events based on properties and patterns; and
(B) identify, predict, replicate, and create patterns including those seen in charts, graphs, and numbers.

Interactive Student
(A) Fun Science
(A) Classifying Critters
(A) Am I an Insect? [in Spanish]
(A) Let's Talk About Insects

(A) Backyard Animals

(A) American Forest

(A) Ocean Animals

(A) African River

(A) African Grassland Animals

Interactive Teacher

(2.6)Science concepts. The student knows that systems have parts and are composed of organisms and objects.

(A) manipulate, predict, and identify parts that, when separated from the whole, may result in the part or the whole not working, such as flashlights without batteries and plants without leaves;
(B) manipulate, predict, and identify parts that, when put together, can do things they cannot do by themselves, such as a guitar and guitar strings;
(C) observe and record the functions of plant parts; and
(D) observe and record the functions of animal parts.

Interactive Student

Interactive Teacher

(A) Plant Parts Salad

(2.7)Science concepts. The student knows that many types of change occur.

(A) observe, measure, record, analyze, predict, and illustrate changes in size, mass, temperature, color, position, quantity, sound, and movement;
(B) identify, predict, and test uses of heat to cause change such as melting and evaporation;
(C) demonstrate a change in the motion of an object by giving the object a push or a pull;
and
(D) observe, measure, and record changes in weather, the night sky, and seasons.

Interactive Student

Interactive Teacher

(2.8)Science concepts. The student distinguishes between living organisms and nonliving objects.

(A) identify characteristics of living organisms; and
(B) identify characteristics of nonliving objects.

Interactive Student

Interactive Teacher

(2.9)Science concepts. The student knows that living organisms have basic needs.

(A) identify the external characteristics of different kinds of plants and animals that
allow their needs to be met; and
(B) compare and give examples of the ways living organisms depend on each other and on their environments.

Interactive Student
(A) Growing Plants Indoors
(A) Growing Plants
(A) Plant Maker

Interactive Teacher

(2.10) Science concepts. The student knows that the natural world includes rocks, soil, water, and gases of the atmosphere.

(A) describe and illustrate the water cycle; and
(B) identify uses of natural resources.

Interactive Student

Interactive Teacher
(A) WaterCycle Animation

Language Arts

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(2.1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences.	(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3); (B) respond appropriately and courteously to directions and questions (K-3); (C) participate in rhymes, songs, conversations, and discussions (K-3); (D) listen critically to interpret and evaluate (K-3); (E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3); and (F) identify the musical elements of literary language such as its rhymes, repeated sounds, or instances of onomatopoeia (2-3).
Interactive Student (C) Create your Scenario (D,E) Go4English stories (F) Cream Cake Mystery
(2.2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures.	(A) connect experiences and ideas with those of others through speaking and listening (K-3); and (B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3.
Interactive Student.
(2.3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions.	(A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3); (B) use verbal and nonverbal communication in effective ways such as making announcements, giving directions, or making introductions (K-3); (C) ask and answer relevant questions and make contributions in small or large group discussions (K-3); (D) present dramatic interpretations of experiences, stories, poems, or plays (K-3); and (E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3).
Interactive Student (B)(D)(E)(F) Create your Scenario
(2.4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words.	(A) use vocabulary to describe clearly ideas, feelings, and experiences (K-3); (B) clarify and support spoken messages using appropriate props such as objects, pictures, or charts (K-3); and (C) retell a spoken message by summarizing or clarifying (K-3).
Interactive Student (B) Create your Scenario
(2.5) Reading/word identification. The student uses a variety of word identification strategies.	(A) decode by using all letter-sound correspondences within a word (1-3); (B) blend initial letter - sounds with common vowel spelling patterns to read words (1-3); (C) recognize high frequency irregular words such as said, was, where, and is (1-2); (D) identify multisyllabic words by using common syllable patterns (1-3); (E) use structural cues to recognize words such as compound, base words, and inflections such as -s, -es, -ed, and -ing (1-2); (F) use structural cues such as prefixes and suffixes to recognize words, for example, un- and -ly (2); (G) use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3); and (H) read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).
Interactive Student (A) Learn to Read (B) 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 (B) Blender Game
(2.6) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels.	(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (2); (B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" second grader reads approximately 70 wpm) (2); (C) read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (2); (D) self-select independent-level reading by drawing on personal interests, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3); and (E) read silently for increasing periods of time (2- 3).
Interactive Student	Interactive Teacher
(2.7) Reading/variety of texts. The student reads widely for different purposes in varied sources.	(A) read classic and contemporary works (2-8); (B) read from a variety of genres for pleasure and to acquire information from both print and electronic sources (2-3); and (C) read to accomplish various purposes, both assigned and self-selected (2-3).
Interactive Student	Interactive Teacher
(2.8) Reading/vocabulary development. The student develops an extensive vocabulary.	(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2); (B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3); (C) develop vocabulary through reading (2-3); and (D) use resources and references such as beginners' dictionaries, glossaries, available technology, and context to build word meanings and to confirm pronunciation of words (2-3).
Interactive Student (A,B) What's in the Bag?	Interactive Teacher
(2.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently.	(A) use prior knowledge to anticipate meaning and make sense of texts (K-3); (B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3); (C) retell or act out the order of important events in stories (K-3); (D) monitor his/her own comprehension and act purposefully when comprehension breaks down such as rereading, searching for clues, and asking for help (1-3); (E) draw and discuss visual images based on text descriptions (1-3); (F) make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3); (G) identify similarities and differences across texts such as in topics, characters, and problems (1-2); (H) produce summaries of text selections (2-3); and (I) represent text information in different ways, including story maps, graphs, and charts (2-3).
Interactive Student (C) Story Scramble (E) What's in the Bag?	Interactive Teacher
(2.10) Reading/literary response. The student responds to various texts.	(A) respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama (2-3); (B) demonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, and using available technology (2-3); (C) support interpretations or conclusions with examples drawn from text (2-3); and (D) connect ideas and themes across texts (1-3).
Interactive Student	Interactive Teacher
(2.11) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts.	(A) distinguish different forms of texts, including lists, newsletters, and signs and the functions they serve (K-3); (B) identify text as written for entertainment (narrative) or for information (expository) (2); (C) distinguish fiction from nonfiction, including fact and fantasy (K-3); (D) recognize the distinguishing features of familiar genres, including stories, poems, and informational texts (1-3); (E) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8); (F) understand and identify simple literary terms such as title, author, and illustrator across a variety of literary forms (texts) (2); (G) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2); (H) analyze characters, including their traits, relationships, and changes (1-3); (I) identify the importance of the setting to a story's meaning (1-3); and (J) recognize the story problem(s) or plot (1-3).
Interactive Student	Interactive Teacher
(2.12) Reading inquiry/research. The student generates questions and conducts research using information from various sources.	(A) identify relevant questions for inquiry such as "Why do birds build different kinds of nests?" (K- 3); (B) use alphabetical order to locate information (1- 3); (C) recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3); (D) use multiple sources, including print such as an encyclopedia, technology, and experts, to locate information that addresses questions (2-3); (E) interpret and use graphic sources of information such as maps, charts, graphs, and diagrams (2-3); (F) locate and use important areas of the library media center (2-3); (G) demonstrate learning through productions and displays such as murals, written and oral reports, and dramatizations (2-3); and (H) draw conclusions from information gathered (K-3).
Interactive Student (B) Library (B) Alphabet Organizer (H) XWord Madness	Interactive Teacher (B) Lesson Plan for Alphabet Organizer
(2.13) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of culture.	(A) connect life experiences with the life experiences, language, customs, and culture of others (K-3); and (B) compare experiences of characters across cultures (K-3).
Interactive Student	Interactive Teacher
(2.14) Writing/purposes. The student writes for a variety of audiences and purposes, and in various forms.	(A) write to record ideas and reflections (K-3); (B) write to discover, develop, and refine ideas (1- 3); (C) write to communicate with a variety of audiences (1-3); and (D) write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain (1-3).
Interactive Student (A) Create your Scenario (A) Shape Poem (C) Postcards	Interactive Teacher
(2.15) Writing/penmanship/capitalization/punctuation. The student composes original texts using the conventions of written language such as capitalization and penmanship to communicate clearly.	(A) gain increasing control of aspects of penmanship such as pencil grip, paper position, stroke, and posture, and using correct letter formation, appropriate size, and spacing (2); (B) use word and letter spacing and margins to make messages readable (1-2); (C) use basic capitalization and punctuation correctly such as capitalizing names and first letters in sentences, using periods, question marks, and exclamation points (1-2); and (D) use more complex capitalization and punctuation with increasing accuracy such as proper nouns, abbreviations, commas, apostrophes, and quotation marks (2).
Interactive Student (C) Sentence Clubhouse (D) Comma Confusion	Interactive Teacher
(2.16) Writing/spelling. The student spells proficiently.	(A) use resources to find correct spellings, synonyms, and replacement words (1-3); (B) write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) (1-3); (C) write with more proficient spelling of inflectional endings, including plurals and verb tenses (1-2); and (D) write with more proficient use of orthographic patterns and rules such as keep/cap, sack/book, out/cow, consonant doubling, dropping e, and changing y to i (2).
Interactive Student (B) Word Wizard	Interactive Teacher
(2.17) Writing/grammar/usage. The student composes meaningful texts applying knowledge of grammar and usage.	(A) use singular and plural forms of regular nouns (2); (B) compose complete sentences in written texts and use the appropriate end punctuation (1-2); (C) compose sentences with interesting, elaborated subjects (2-3); and (D) edit writing toward standard grammar and usage, including subject-verb agreement; pronoun agreement, including pronouns that agree in number; and appropriate verb tenses, including to be, in final drafts (2-3).
Interactive Student (A) See 'N Spell: Plurals (B) Sentence Clubhouse (D) Pronoun Clubhouse	Interactive Teacher
(2.18) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing.	(A) generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts (2-3); (B) develop drafts (1-3); (C) revise selected drafts for varied purposes, including to achieve a sense of audience, precise word choices, and vivid images (1-3); (D) edit for appropriate grammar, spelling, punctuation, and features of polished writings (2- 3); (E) use available technology for aspects of writing, including word processing, spell checking, and printing (2-3); and (F) demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form and "publishing" them for audiences (2- 3).
Interactive Student (C) Shape Poem (D) Dungeon Escape Spelling	Interactive Teacher
(2.19) Writing/evaluation. The student evaluates his/her own writing and the writing of others.	(A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3); (B) respond constructively to others' writing (1-3); (C) determine how his/her own writing achieves its purposes (1-3); (D) use published pieces as models for writing (2-3); (E) review a collection of his/her own written work to monitor growth as a writer (2-3).
Interactive Student (D)(E)(G)(ESL) Create your Scenario	Interactive Teacher
(2.20) Writing/inquiry/research. The student uses writing as a tool for learning and research.	(A) write or dictate questions for investigating (2- 3); (B) record his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3); (C) take simple notes from relevant sources such as classroom guests, information books, and media sources (2-3); and (D) compile notes into outlines, reports, summaries, or other written efforts using available technology (2-3).
Interactive Student (C)(ESL) Create your Scenario	Interactive Teacher

Language Arts

(2.1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences.

(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);
(B) respond appropriately and courteously to directions and questions (K-3);
(C) participate in rhymes, songs, conversations, and discussions (K-3);
(D) listen critically to interpret and evaluate (K-3);
(E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3); and
(F) identify the musical elements of literary language such as its rhymes, repeated sounds, or instances of onomatopoeia (2-3).

Interactive Student
(C) Create your Scenario
(D,E) Go4English stories
(F) Cream Cake Mystery

(2.2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures.

(A) connect experiences and ideas with those of others through speaking and listening (K-3); and
(B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3.

Interactive Student.

(2.3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions.

(A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3);
(B) use verbal and nonverbal communication in effective ways such as making announcements, giving directions, or making introductions (K-3);
(C) ask and answer relevant questions and make contributions in small or large group discussions (K-3);
(D) present dramatic interpretations of experiences, stories, poems, or plays (K-3); and
(E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3).

Interactive Student
(B)(D)(E)(F) Create your Scenario

(2.4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words.

(A) use vocabulary to describe clearly ideas, feelings, and experiences (K-3);
(B) clarify and support spoken messages using appropriate props such as objects, pictures, or charts (K-3); and
(C) retell a spoken message by summarizing or clarifying (K-3).

Interactive Student
(B) Create your Scenario

(2.5) Reading/word identification. The student uses a variety of word identification strategies.

(A) decode by using all letter-sound correspondences within a word (1-3);
(B) blend initial letter - sounds with common vowel spelling patterns to read words (1-3);
(C) recognize high frequency irregular words such as said, was, where, and is (1-2);
(D) identify multisyllabic words by using common syllable patterns (1-3);
(E) use structural cues to recognize words such as compound, base words, and inflections such as -s, -es, -ed, and -ing (1-2);
(F) use structural cues such as prefixes and suffixes to recognize words, for example, un- and -ly (2);
(G) use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3); and
(H) read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).

Interactive Student
(A) Learn to Read
(B) 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
(B) Blender Game

(2.6) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels.

(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (2);
(B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" second grader reads approximately 70 wpm) (2);
(C) read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (2);
(D) self-select independent-level reading by drawing on personal interests, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3); and
(E) read silently for increasing periods of time (2- 3).

Interactive Student

Interactive Teacher

(2.7) Reading/variety of texts. The student reads widely for different purposes in varied sources.

(A) read classic and contemporary works (2-8);
(B) read from a variety of genres for pleasure and to acquire information from both print and electronic sources (2-3); and
(C) read to accomplish various purposes, both assigned and self-selected (2-3).

Interactive Student

Interactive Teacher

(2.8) Reading/vocabulary development. The student develops an extensive vocabulary.

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2);
(B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3);
(C) develop vocabulary through reading (2-3); and
(D) use resources and references such as beginners' dictionaries, glossaries, available technology, and context to build word meanings and to confirm pronunciation of words (2-3).

Interactive Student
(A,B) What's in the Bag?

Interactive Teacher

(2.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently.

(A) use prior knowledge to anticipate meaning and make sense of texts (K-3);
(B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3);
(C) retell or act out the order of important events in stories (K-3);
(D) monitor his/her own comprehension and act purposefully when comprehension breaks down such as rereading, searching for clues, and asking for help (1-3);
(E) draw and discuss visual images based on text descriptions (1-3);
(F) make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3);
(G) identify similarities and differences across texts such as in topics, characters, and problems (1-2);
(H) produce summaries of text selections (2-3); and
(I) represent text information in different ways, including story maps, graphs, and charts (2-3).

Interactive Student
(C) Story Scramble
(E) What's in the Bag?

Interactive Teacher

(2.10) Reading/literary response. The student responds to various texts.

(A) respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama (2-3);
(B) demonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, and using available technology (2-3);
(C) support interpretations or conclusions with examples drawn from text (2-3); and
(D) connect ideas and themes across texts (1-3).

Interactive Student

Interactive Teacher

(2.11) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts.

(A) distinguish different forms of texts, including lists, newsletters, and signs and the functions they serve (K-3);
(B) identify text as written for entertainment (narrative) or for information (expository) (2);
(C) distinguish fiction from nonfiction, including fact and fantasy (K-3);
(D) recognize the distinguishing features of familiar genres, including stories, poems, and informational texts (1-3);
(E) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8);
(F) understand and identify simple literary terms such as title, author, and illustrator across a variety of literary forms (texts) (2);
(G) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2);
(H) analyze characters, including their traits, relationships, and changes (1-3);
(I) identify the importance of the setting to a story's meaning (1-3); and
(J) recognize the story problem(s) or plot (1-3).

Interactive Student

Interactive Teacher

(2.12) Reading inquiry/research. The student generates questions and conducts research using information from various sources.

(A) identify relevant questions for inquiry such as "Why do birds build different kinds of nests?" (K- 3);
(B) use alphabetical order to locate information (1- 3);
(C) recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3);
(D) use multiple sources, including print such as an encyclopedia, technology, and experts, to locate information that addresses questions (2-3);
(E) interpret and use graphic sources of information such as maps, charts, graphs, and diagrams (2-3);
(F) locate and use important areas of the library media center (2-3);
(G) demonstrate learning through productions and displays such as murals, written and oral reports, and dramatizations (2-3); and
(H) draw conclusions from information gathered (K-3).

Interactive Student
(B) Library
(B) Alphabet Organizer
(H) XWord Madness

Interactive Teacher

(B) Lesson Plan for Alphabet Organizer

(2.13) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of culture.

(A) connect life experiences with the life experiences, language, customs, and culture of others (K-3); and
(B) compare experiences of characters across cultures (K-3).

Interactive Student

Interactive Teacher

(2.14) Writing/purposes. The student writes for a variety of audiences and purposes, and in various forms.

(A) write to record ideas and reflections (K-3);
(B) write to discover, develop, and refine ideas (1- 3);
(C) write to communicate with a variety of audiences (1-3); and
(D) write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain (1-3).

Interactive Student
(A) Create your Scenario
(A) Shape Poem
(C) Postcards

Interactive Teacher

(2.15) Writing/penmanship/capitalization/punctuation. The student composes original texts using the conventions of written language such as capitalization and penmanship to communicate clearly.

(A) gain increasing control of aspects of penmanship such as pencil grip, paper position, stroke, and posture, and using correct letter formation, appropriate size, and spacing (2);
(B) use word and letter spacing and margins to make messages readable (1-2);
(C) use basic capitalization and punctuation correctly such as capitalizing names and first letters in sentences, using periods, question marks, and exclamation points (1-2); and
(D) use more complex capitalization and punctuation with increasing accuracy such as proper nouns, abbreviations, commas, apostrophes, and quotation marks (2).

Interactive Student
(C) Sentence Clubhouse

(D) Comma Confusion

Interactive Teacher

(2.16) Writing/spelling. The student spells proficiently.

(A) use resources to find correct spellings, synonyms, and replacement words (1-3);
(B) write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) (1-3);
(C) write with more proficient spelling of inflectional endings, including plurals and verb tenses (1-2); and
(D) write with more proficient use of orthographic patterns and rules such as keep/cap, sack/book, out/cow, consonant doubling, dropping e, and changing y to i (2).

Interactive Student
(B) Word Wizard

Interactive Teacher

(2.17) Writing/grammar/usage. The student composes meaningful texts applying knowledge of grammar and usage.

(A) use singular and plural forms of regular nouns (2);
(B) compose complete sentences in written texts and use the appropriate end punctuation (1-2);
(C) compose sentences with interesting, elaborated subjects (2-3); and
(D) edit writing toward standard grammar and usage, including subject-verb agreement; pronoun agreement, including pronouns that agree in number; and appropriate verb tenses, including to be, in final drafts (2-3).

Interactive Student
(A) See 'N Spell: Plurals

(B) Sentence Clubhouse
(D) Pronoun Clubhouse

Interactive Teacher

(2.18) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing.

(A) generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts (2-3);
(B) develop drafts (1-3);
(C) revise selected drafts for varied purposes, including to achieve a sense of audience, precise word choices, and vivid images (1-3);
(D) edit for appropriate grammar, spelling, punctuation, and features of polished writings (2- 3);
(E) use available technology for aspects of writing, including word processing, spell checking, and printing (2-3); and
(F) demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form and "publishing" them for audiences (2- 3).

Interactive Student
(C) Shape Poem
(D) Dungeon Escape Spelling

Interactive Teacher

(2.19) Writing/evaluation. The student evaluates his/her own writing and the writing of others.

(A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3);
(B) respond constructively to others' writing (1-3);
(C) determine how his/her own writing achieves its purposes (1-3);
(D) use published pieces as models for writing (2-3);
(E) review a collection of his/her own written work to monitor growth as a writer (2-3).

Interactive Student
(D)(E)(G)(ESL) Create your Scenario

Interactive Teacher

(2.20) Writing/inquiry/research. The student uses writing as a tool for learning and research.

(A) write or dictate questions for investigating (2- 3);
(B) record his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3);
(C) take simple notes from relevant sources such as classroom guests, information books, and media sources (2-3); and
(D) compile notes into outlines, reports, summaries, or other written efforts using available technology (2-3).

Interactive Student
(C)(ESL) Create your Scenario

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	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) Continent Assembler (A) Coastal Features Jigsaw (A) Coastal Features (A) Rivers Jigsaw (B) US Map Game	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 Name those Patriotic Songs (A)	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	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.

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) Texture Fun (C) Etch-a-sketch (A,B,C) The Art Zone	Interactive Teacher (A) Carmines' Background Adventure (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	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.

(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	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	Interactive Teacher (A) Pizza Party (A) Visualizing 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) FlashCards for Kids (A) Kids Math Level 1: Addition (A) Spacey Math (A) Snakes and Ladders (A) Addition Dartboard (A) Alien Addition (B) Math Dojo (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 Facts (B) Math Popper (C) Spending Spree (C) Cash Out	Interactive Teacher (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 (C) Skip Counting (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)	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 (C)Born Thinker SmileyClock (C) LittleFingers Feeding Time	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) Time Flies (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)	Interactive Teacher
(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 (B) Interpreting Data (C) Gumballs	Interactive Teacher (A) Kids Graphing Page
(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 (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.