LANGUAGE ARTS
Phonemic Awareness,
Word Recognition and
Fluency (PA)
PA 1 I can identify rhyming words with the same or different
spelling patterns.
PA 2 I can read words with more than one syllable by sight.
PA 3 I can blend letter sounds together to read words I don’t
know, with one or more syllables.
PA 4 I can use word families to sound out words I don’t know.
PA 6 I can identify the beginning, middle and end sounds in
words.
PA 7 I can identify short or long vowel sounds in words.
PA 8 I can identify a growing number of sight words.
PA 10 I can read passages fluently with changes in my voice,
timing and expression.
Acquisition of
Vocabulary (AV)
Reading Process: Print
Concepts and
Comprehension and
Self-Monitoring
Strategies (RP)
AV 1 I can use word order and in-sentence clues to identify
and understand new words.
AV 2 I can identify words that have similar meanings
(synonyms) and words with opposite meanings
(antonyms).
AV 4 I can read high frequency sight words correctly.
AV 5 I can read words that are spelled alike, but have
different meanings correctly in a sentence. (bow on a
ship/bow of an arrow)
AV 6 I can determine the meaning of compound words, and
how the two words are related.
AV 7 I can identify contractions and common abbreviations,
and connect them to whole words.
AV 8 I can explain the meaning of prefixes (un-, re-, pre-)
and suffixes (-er, –est, –ful, -less).
AV 9 I can use root words (smile) and other forms of the root
word (smiles, smiling, smiled) to determine the meaning
of words.
AV 10 I can use a beginner’s dictionary, glossary and
technology to find the meaning and pronunciation of a
word.
RP 1 I can explain why it is important to read. (to be
informed, read directions, etc.)
RP 2 I can predict content, events and outcomes from
illustrations, clues in the text, or background knowledge.
RP 3 I can compare and contract information in texts.
RP 4 I can summarize a text by recalling the main ideas and
some supporting details.
RP 5 I can create and use graphic organizers like a Venn
diagram and webs to show I understand what I read.
RP 6 I can answer literal, inferential,l and evaluative questions
of grade level readings. (texts, electronic, and visual
media)
RP 7 I can tell when text does not make sense and either look
back or read on to comprehend.
RP 8 I can monitor reading comprehension by identifying
word errors and correcting myself.
I CAN STATEMENTS – GR. 2
Reading Applications:
Information, Technical and
Persuasive Text (RAI)
RAI 1 I can use the table of contents, glossary, caption and
illustrations to find and comprehend.
RAI 2 I can put events from information text in correct order.
RAI 3 I can list who, what, when, where, if and how questions
from informational text, and answer them.
RAI 4 I can find the main ideas and the supporting ideas in
informational text.
RAI 5 I can identify and discuss information in diagrams,
charts, graphs and maps.
RAI 6 I can analyze a set of directions to see if they are in
Reading Applications:
Literary Text (RAL)
Writing Processes (WP)
Writing Applications (WA)
order.
RAL 1 I can compare and contrast different versions of the
same story.
RAL 2 I can describe characters and setting
RAL 3. I can retell the plot of a story.
RAL 4. I can tell the difference between stories, poems,
plays, fairy tales and fables.
RAL 5. I can identify words from texts that appeal to the
senses.
RAL I can identify the theme of a text.
WP 2 I can create a main idea for writing.
WP 3 I can create a purpose and audience for writing.
WP 4 I can use organizational tools (e.g., brainstorming, lists,
webs, and Venn diagrams) to plan writing.
WP 5 I can organize my writing with a clear beginning,
middle, and end.
WP 6 I can use a variety of sentences like statements,
questions, or declaratives.
WP 7 I can include transitional words and phrases.
WP 9 I can use available technology to write stories.
WP 10 I can share my writing to make sure it makes sense,
using a variety of methods (e.g., writer’s circle or author’s
chair, etc.).
WP 11 I can add descriptive words and details and take out
unnecessary information.
WP 12 I can use resources (e.g., word wall, beginner’s
dictionary and word bank) to choose correct words in
writing.
WP 13 I can proofread my writing to make sure it makes
sense using correct spelling, punctuation, capitalization,
and proper grammar.
WP 14 I can use tools (e.g., rubrics, checklists, and
teacher/student feedback) to check the quality of my
writing.
WP 15 I can rewrite and illustrate my writing for display and
for sharing with others.
WA 1 can write stories that with a clear message, details,
descriptive language, and has a logical sequence of
events.
I CAN STATEMENTS – GR. 2
WA 2 I can write responses to stories by comparing one story
WA
Writing Conventions (WC)
to another story, or to people or events in their own
lives.
3 I can write a letter or invitation that includes important
information and has a date, greeting, body, closing, and
signature.
WC 1 I can print legibly, space letters, words and sentences
correctly.
WC 2 I can spell words with consonant blends and digraphs
(e.g., th-, sh-, wh-, ch-).
WC 3 I can spell regularly used and high-frequency words
correctly.
WC 4 I can spell words studied (e.g., word lists, text words)
correctly.
WC 5 I can spell plural words and verb tenses correctly.
WC 6 I can begin to use spelling patterns and rules correctly
(e.g., dropping silent e before adding –ing).
WC 8 I can use periods, question marks, and exclamation
points to end sentences correctly.
WC 9 I can use quotation marks correctly.
WC 11 I can use correct capitalization (e.g., proper nouns,
the first word in a sentence, months, and days).
WC 12 I can use nouns, verbs, and adjectives correctly.
WC 13 I can use singular or plural nouns and verbs that
agree.
WC 14 I can use personal pronouns (e.g., I, me, you, etc.).
WC 15 I can use past and present verb tenses (e.g., “we
were” rather than “we was”).
WC 16 I can use nouns and pronouns that agree (e.g., The
boy or He).
I CAN STATEMENTS – GR. 2
MATHEMATICS
Number, Number Sense
and Operations (NS)
NS 1 I can show that one, two, and three digit numbers have a placevalue of ones, tens, and hundreds by using physical models and
writing numerals.
2 I can tell which numbers are even and odd.
NS
NS 3 I can count money and make change using coins and a dollar bill.
NS 4 I can show and write the value of money using the cent sign and
Measurement (M)
Geometry and Spatial
Sense (G)
with the $ sign.
NS 5 I can show, compare, and order fractions using words, numbers,
and physical models (halves, thirds, fourths, sixths, and eighths).
NS 6 I can model, represent, and explain subtraction as comparison,
take-away, and part-to-whole.
NS 7 I can model, represent, and explain multiplication as repeated
addition, with an array, and skip counting.
NS 8 I can model, represent, and explain division as sharing equally
and as repeated subtraction.
NS 9 I can model and use the commutative property (flip-flops) for
addition.
NS 10 I will know my basic addition and subtraction facts through 18
with fluency.
NS 11 I can add and subtract multiples of ten.
NS 12 I can show multiple strategies for adding and subtracting -2 or
-3 digit numbers.
NS 13 I can use estimation for adding and subtracting numbers using
front-end estimation and decide if my answer makes sense.
M 1 I can identify and use correctly:
 a. Length - centimeters, meters, inches, feet or yards;
 b. Volume - liter, cups, pints, or quarts;
 c. Weight - grams, ounces, or pounds;
 d. Time - hour, half-hour, quarter hours, minutes, and time
designations a.m. or p.m.
M 2 I can use common items for units of measure to make estimates
and comparisons. (width of finger is about 1 centimeter, etc.)
M 3 I can tell the different units of measure, such as inches, feet,
yards, cups, pints, quarts, etc.
M 4 I can tell time to the nearest minute on a digital clock and to the
nearest 5 minutes on an dial (analog) clock.
M 5 I can estimate and measure the length and weight of common
objects, using metric and U.S. units of measurement.
M 6 I can select and use appropriate measurement tools such as a
ruler, measuring cup, or scale.
M 7 I can make and test predictions about measurement using
different units to measure length or volume.
S 1 I can identify, describe, compare, and sort three-dimensional
objects based on their shape, number of faces, edges, corners
and angles.
S 2 I can predict what new shapes will be formed by combining or
cutting apart existing shapes.
S 3 I can recognize two and three-dimensional shapes from different
I CAN STATEMENTS – GR. 2
Patterns, Functions,
and Algebra (P)
Data Analysis and
Probability (DA)
positions.
S 4 I can identify and determine whether two-dimensional shapes are
congruent (same shape and size) or similar (same shape but
different size) by laying one on top of the other.
S 5 I can create and identify objects that are symmetrical.
P 1 I can extend number patterns and create similar patterns by using
objects or shapes to show the numbers.
P 2 I can use patterns to make predictions and fill in the missing parts
of a pattern.
P 3 I can make new patterns using pattern rules and describe the rule
of my patterns.
P 4 I can use objects, pictures or symbols to show a math problem.
P 5 I can understand equal numbers and extend a number pattern
using symbols. (4+5=9 and 9=4+5 and 4+5=3+6)
P 6 I can use symbols to show unknown numbers in addition or
subtraction equations and find the value of these symbols. ( +
 = 10,  - 2 = 4)
P 7 I can describe quality and quantity changes, especially in addition
or subtraction. (A student grows taller versus a student growing
two inches in one year.)
DA 1 I can ask questions, use observations, interviews and surveys to
collect information and organize it into charts, picture graphs,
and bar graphs.
DA 2 I can read, understand, and make comparisons and predictions
using information from charts, line plots, picture graphs, and bar
graphs.
DA 3 I can read and make simple timelines to sequence events.
DA 4 I can write sentences to describe and compare data on a chart
or graph..
DA 7 I can identify some of the possible outcomes of a simple
experiment and tell which outcomes are most likely, equally
likely, or least likely to happen.
DA 8 I can use models and pictures to show possible arrangements of
2 or 3 objects.
I CAN STATEMENTS – GR. 2
SCIENCE
Earth and Space
Sciences (ES)
ES 1 I can tell that there are more stars in the sky than anyone can
count.
ES 2 I can watch and explain how the sun, moon, and stars all look
like they move slowly across the sky.
ES 3 I can watch and describe how the moon looks a little different
every day but looks the same in about four weeks.
ES 4 I can describe how seasons repeat in a pattern or cycle, but the
weather can change throughout the day.
ES 5 I can tell about the weather by measuring the temperature and
reporting precipitation.
Life Science (LS)
LS 1 I can describe the basic needs (air, water, food, living space, and
shelter) that all living things need.
LS 2 I can explain there are different environments with their own
plants and animals.
LS 3 I can explain that living things live only in environments that
have what they need.
LS 4 I can tell how living things can be alike and different.
LS 5 I can tell why all living things need food in order to have energy.
LS 6 I can explain the different structures of plants and animals that
help them live in different places.
LS 7 I can compare the habitats of many different kinds of Ohio plants
LS
LS
Physical Science (PS)
and animals and tell some of the ways animals depend on plants
and each other.
8 I can compare the activities of Ohio’s animals and plants during
the different seasons by telling about changes in their body
coverings.
9 I can compare Ohio plants during different seasons and describe
how their looks change.
PS 1 I can explore how things make sounds.
PS 2 I can explore and describe the different sounds made by
vibrating objects.
PS 3 I can use a flashlight to show how light travels in a straight line
until it hits an object.
Science & Technology
(ST)
ST 1 I can explain how making and using technology involves good
ST
ST
ST
Scientific Inquiry (SI)
and bad risks.
2 I can look at why people make new products or invent new ways
to meet their needs or wants.
3 I can predict how building or trying something new might affect
other people and the environment.
4 I can explain using words, pictures, and writing how to design
something new.
SI 1 I can ask “How can I?” or “How can we?” questions.
SI 2 I can explore and investigate my own or my classmates’ “How?”
SI 3
questions.
I can follow the correct safety rules when I’m doing an
I CAN STATEMENTS – GR. 2
investigation.
SI 4 I can use evidence to answer questions like “What do you think?”
or “How do you know?”
SI 5 I can recognize that answers are given from observations, events,
and phenomena.
SI 6 I can use the correct tools and instruments, or equipment, to
safely gather scientific information.
SI 7 I can use tools like a ruler, balance, or thermometer to measure
SI 8
SI 9
properties of objects.
I can use whole numbers to order, count, identify, measure, and
describe things and experiences.
I can share reasons (explanations) with others, and give them a
chance to ask questions and share other possible reasons.
I CAN STATEMENTS – GR. 2
SOCIAL STUDIES
History (H)
People in Societies (PS)
I can measure time using days, weeks, months, and years.
 2. I can list the days of the week and months of the year in order.
 3. I can place events in the correct order on a time line.
 4. I can use things from the past to answer questions about how
people used to live.
 5. I can identify the jobs that people did in the past and
compare/contrast those jobs to present jobs.
 6. I can identify and describe how science and technology have
changed:
 a. Communication in our daily lives from past to present;
 b. Transportation of our daily lives from the past to present.
 7. I can tell how some individuals have made a difference in other’s
lives:
 a. Social and political leaders in the U.S.; (Like George
Washington, Martin Luther King, Jr., and others)
 b. Explorers, inventors, and scientists. (Line Thomas
Edison, Neil Armstrong, and others)
I can describe the cultural practices and products of people on different
continents.
 2. I can tell how language, stories, folktales, music, and art are
ways in which people from other cultures express themselves.
 3. I can explain how different cultures have played an important
part in the U.S. heritage.
 4. I can describe the roles that important people like artists,
inventors, scientists, architects, explorers, and political leaders
have played in the cultural heritage of the U.S.
Geography (G)
. I can read and describe a variety of maps.
 2. I can make a map with a title and map key that explains all
symbols that are used.
 3. I can name and find the continents and oceans.
 4. I can find and name landforms (plateaus, islands, hills,
mountains, valleys) and bodies of water (creeks, ponds, lakes,
oceans) in photographs, maps, and 3-D models.
 5. I can compare how land is used in urban, suburban, and rural
areas.
 6. I can tell how people have used and changed the land by building
roads and clearing land for buildings.
Economics (E)
I can explain how resources can be used in different ways.
 2. I can explain how people are both buyers and sellers of goods
and services.
 3. I can understand that most people work in jobs in which they
produce goods or services.
 4. I can explain why people in different parts of the world earn a
living in different ways.
 5. I can tell how money is used to buy goods and services and how
different countries use different forms of money.
I CAN STATEMENTS – GR. 2
Government (G)
I can identify leaders such as the mayor, governor, and president and
explain that people elect them.
 2. I can tell why a government is necessary to make and enforce
laws, give leadership, give services, handle disputes, and give
order to groups such as schools and communities.
 3. I can explain the importance of Washington’s Monument,
Jefferson Memorial, and the Lincoln Memorial and why we have
each landmark.
 4. I can explain why we have rules where people work.
 5. I can predict the consequences of following or not following rules
in different places.
Citizenship Rights and
Responsibilities
. I can model and tell how to work in a group and why it is important to
work together, be polite, and respect others in your group.
 2. I can show how to follow the rules in a school setting.
 3. I can be a good citizen by:
 a. Being honest;
 b. Being confident;
 c. Respecting the rights of others;
 d. Never giving up;
 e. Showing a love of my country.
Social Studies Skills
and Methods
I can find information from oral, visual, and print sources.
 2. I can identify where I get information (people, printed materials,
and electric sources).
 3. I can predict the next event in a sequence.
 4. I can tell the difference between fact and fiction in a variety of
materials.
 5. I can communicate with others in writing.
 6. I can solve problems and put information together by myself and
with others.
I CAN STATEMENTS – GR. 2