2 Decker Tartick Standards Paper

Key: Bennett’s Goals: William Bennett’s Goals MJ M 2: Morgan and Julie’s 2nd Grade Math Standard MJ S 2: Morgan and Julie’s 2nd Grade Science Standard MJ E 2: Morgan and Julie’s 2nd Grade English Standard MJ SS 2: Morgan and Julie’s 2nd Grade Social Studies Standard NC CG: North Carolina Competency Goals for 2nd Grade NL ENG: National Language Arts English Standards for K-12 NS: National Science Standards for K-12 NSS: National Social Sciences Standards for K-4 NM: National Mathematics Standards for PK-2 VA SOL 2: Virginia Standard of Learning for 2nd Grade

Morgan Decker Julie Tartick Standards Paper Virginia Standards of Learning The Virginia Standards of Learning were approved in June 1995 by the Virginia Board of Education. These standards describe the expectations for learning in grades kindergarten to twelfth grade. Mathematics, science, English and Social Science are the four content areas that are covered in the standards. These standards provide goals for the material teachers are responsible to teach and the things students are responsible to learn. These standards go into great detail about the knowledge and skills that are essential in order to reach the goals set forth. To help maintain up to date goals, the Virginia Board of Education approved a schedule in September 2000 to help maintain evaluations and revisions of each subject every seven years (Failes, 2007). North Carolina Competency Goals The North Carolina Competency Goals were developed by the North Carolina Department of Public Instruction. This agency also implements the state’s public school laws and develops assessments to monitor school success. The Department of Public Instruction is headed by an elected superintendent who functions under the State Board of Education’s policies. The North Carolina Competency goals were created to ensure uniform academic standards consistent with current research and national standards (North Carolina Department of Public Instruction, 2007).

Bennett’s Goals William John Bennett was the secretary of the United States Department of Education. Some are familiar with his book James Madison Elementary School: A Curriculum For American Students that was published in 1988. Through this book, he was able to create outlines of various goals for kindergarten through eighth grade classrooms. The goals cover the seven subject areas of English, Social Science, Mathematics, Science, Foreign Language, Fine Arts, and Physical Education. In the introduction to his book, Bennett states his views on the curriculum during this time period: “It sometimes seems that such curricula are constructed on the assumption that it doesn't really matter what young children study so long as it is frivolous, unchallenging, and easily accessible” (Bennett 9). Bennett came up with these goals to help set a purpose for education and introduce accountability to the education system. National Mathematics Education Standards The National Mathematics Education Standards were developed by the National Council of Teachers of Mathematics. This council is the primary professional organization of kindergarten through 12th grade mathematics teachers. The National Mathematics Education Standards are guidelines for teachers, schools, districts, states, and provinces which address content, teaching, and assessment (Education World, 2007). National Science Education Standards The National Science Education Standards were developed primarily by the National Academy of Science’s National Research Council. Furthermore, a collaboration of teachers, school administrators, parents, curriculum developers, college faculty, scientists, engineers, and government officials participated in the creation of the

standards. These people researched teaching and learning, previous reform efforts, reports of exemplary practices, and used their own experience and insights to develop the National Science Education Standards. The finished result “outlines what students need to know, understand, and be able to do to be scientifically literate at different grade levels” (National Academies Press, 1995). Finally, the National Science Education Standards are continuously reviewed at the national, state, and local level to ensure that they evolve to meet the needs of students, educators, and society. National Social Sciences Education Standards The National Social Sciences Standards were developed by the National Council for the Social Studies. This council, which was founded in 1921, is the largest association in the United States solely devoted to social studies education. The National Council for the Social Studies’ mission is “to provide leadership, service, and support for all social studies educators” (National Council for the Social Studies, 2007). The National Social Sciences Standards incorporate ten themes and describe the content knowledge, intellectual skills, and civic values necessary for becoming a good citizen (Education World, 2007). National English Language Arts Education Standards The National English Language Arts Education Standards were developed by the National Council of Teachers of English. This council was formed in 1911 with the purpose of “advancing teaching, research, and student achievement in English language arts at all scholastic levels” (National Council of Teachers of English, 2007). The National Council of Teachers of English continues to actively research effective methods for teaching English and language arts. The National English Language Arts Education

Standards encourage the development of curricula which provide opportunities and resources to develop language skills (Education World, 2007).

Mathematics Mathematics is a vital subject area in any curriculum. Students must learn the proper use of mathematics including number sense, computation and estimation, measurement, geometry, probability and statistics, and problem solving to succeed in society. Everyday life requires the competent use of mathematics. Furthermore, studying mathematics increases students’ problem solving skills. In fact, “One of the best ways to sharpen your brain, and develop intelligence, is to study mathematics. It challenges and strengthens our mind in a way few other things do” (Math Page, 2007). Number Sense VA SOL 2.1a: The student will read, write, and identify the place value of each digit in a three-digit numeral, using numeration models. NC CG 1.01: The learner will develop number sense for whole numbers through 999. a. The student will connect model, number word, and number using a variety of representations. b. The student will read and write numbers. e. The student will use a variety of models to build understanding of place value (ones, tens, hundreds). Bennett’s Goals: Students learn place value by grouping physical objects. NM NUM PK-2.1b: Students will use multiple models to develop initial understandings of place value and the base-ten number system. MJ M 2.1: The student will recognize, read, and write whole numbers up to 1000. The student will also be able to use a variety of models to identify the place value of each digit in a three digit number.

VA SOL 2.1b: The student will round two-digit numbers to the nearest ten. NC CG: NA Bennett’s Goals: Students round numbers to the nearest tens and hundreds. NM: NA MJ M 2.2: The student will round two-digit numbers to the nearest ten.

VA SOL 2.2: The student will compare two whole numbers between 0 and 999, using symbols (>, <, or =) and words (greater than, less than, or equal to). NC CG 1.01c: The learner will compare and order. Bennett’s Goals: NA NM: NA MJ M 2.3: The student will compare and order numbers up to 1000 using symbols and words.

VA SOL 2.3: The student will identify the ordinal positions first through twentieth, using an ordered set of objects. NC CG 1.01c: The learner will compare and order. Bennett’s Goals: NA NM NUM PK-2.1c: The student will develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections. MJ M 2.4: The student will be able to order and name (using ordinal numbers) twenty numbers or objects. VA SOL 2.4: The student will identify the part of a set and/or region that represents fractions for onehalf, one-third, one-fourth, one-eighth, and one-tenth and write the corresponding fraction. NC CG 1.02: The learner will use area or region models and set models of fractions to explore partwhole relationships in contexts. a. Represent fractions (halves, thirds, fourths) concretely and symbolically. Bennett’s Goals: Students are introduced to fractions. NM NUM PK-2.1f: The student will understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2. MJ M 2.5: The student will understand, represent, identify, and write commonly used fractions such as one-half, one-third, one-fourth, one-eighth, and one-tenth.

VA SOL 2.5a-b: The student will a) count forward by twos, fives, and tens to 100, starting at various multiples of 2, 5, or 10, using mental mathematics, paper and pencil, hundred chart, calculators, and/or concrete objects, as appropriate and b) count backward by tens from 100. NC CG: NA Bennett’s Goals: NA NM: NA MJ M 2.6: The student will use various methods (eg. mental mathematics, paper and pencil, charts, calculators, concrete objects, etc.) to count backwards and forwards by tens to 100. The student will also be able to count forwards by twos and fives to 100. VA SOL 2.5c: The student will group objects by threes and fours. NC CG: NA Bennett’s Goals: Students learn by grouping physical objects. NM NUM PK-2.1: The student will count with understanding and recognize "how many" in sets of objects. MJ M 2.7: The student will group various objects by threes and fours.

VA SOL 2.5d: The student will recognize even and odd numbers, using objects. NC CG 1.06: The learner will define and recognize odd and even numbers. Bennett’s Goals: NA NM: NA MJ M 2.8: The student will understand the difference between even and odd numbers.

Computation and Estimation VA SOL 2.6: The student will recall basic addition facts — i.e., sums to 18 or less — and the corresponding subtraction facts. NC CG 1.04: The learner will develop fluency with multi-digit addition and subtraction through 999 using multiple strategies. a. Strategies for adding and subtracting numbers. b. Estimation of sums and differences in appropriate situations. c. Relationships between operations. Bennett’s Goals: The student will master simple addition and subtraction facts. NM NUM PK-2.3b: The student will develop fluency with basic number combinations for addition and subtraction. MJ M 2.9: The student will use mental computation fluently to recall basic addition and subtraction facts.

VA SOL 2.7a: The student, given two whole numbers whose sum is 99 or less, will estimate the sum. NC CG 1.04b: The learner will develop fluency with multi-digit addition and subtraction through 999 using multiple strategies,. [including] estimation of sums and differences in appropriate situations. Bennett’s Goals: Students estimate solutions to large-number addition and subtraction problems. NM NUM PK-2.3: Students compute fluently and make reasonable estimates. MJ M 2.10: The student will be able to estimate sums.

VA SOL 2.7b: The student, given two whole numbers whose sum is 99 or less, will find the sum, using various methods of calculation (mental computation, concrete materials, and paper and pencil). NC CG 1.04: The learner will develop fluency with multi-digit addition and subtraction through 999 using multiple strategies. Bennett’s Goals: The student will master simple addition and subtraction facts. NM NUM PK-2.3c: The student will use a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators. MJ M 2.11: The student will be able to compute sums up to 100 using multiple strategies, including objects, mental computation, paper and pencil, and calculators.

VA SOL 2.8a: The student, given two whole numbers, each of which is 99 or less, will estimate the difference. NC CG 1.04b: The learner will develop fluency with multi-digit addition and subtraction through 999 using multiple strategies,. [including] estimation of sums and differences in appropriate situations. Bennett’s Goals: Students estimate solutions to large-number addition and subtraction problems. NM NUM PK-2.3: Students compute fluently and make reasonable estimates. MJ M 2.12: The student will be able to estimate differences.

VA SOL 2.8b: The student, given two whole numbers, each of which is 99 or less, will find the difference, using various methods of calculation (mental computation, concrete materials, and paper and pencil). NC CG 1.04: The learner will develop fluency with multi-digit addition and subtraction through 999 using multiple strategies. Bennett’s Goals: The student will master simple addition and subtraction facts. NM NUM PK-2.3c: The student will use a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators. MJ M 2.13: The student will be able to compute difference using multiple strategies, including objects, mental computation, paper and pencil, and calculators

VA SOL 2.9: The student will create and solve one-step addition and subtraction problems using data from simple tables, picture graphs, bar graphs, and practical situations. NC CG 1.03: The learner will create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths (record in fraction form). Bennett’s Goals: The student will master simple addition and subtraction facts. NM NUM PK-2.3b: The student will develop fluency with basic number combinations for addition and subtraction. MJ M 2.14: The student will master simple addition and subtraction facts by creating their own addition and subtraction problems using various sources of data.

VA SOL 2.10: The student, given a simple addition or subtraction fact, will recognize and describe the related facts which represent and describe the inverse relationship between addition and subtraction (e.g., 3 + __ = 7, ___ + 3 = 7; 7 – 3 = __, and 7 – __ = 3). NC CG: NA Bennett’s Goals: The student will master simple addition and subtraction facts. NM NUM PK-2.2a: The student will understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations. MJ M 2.15: The student will recognize and describe the relationship between addition and subtraction using simple addition or subtraction facts.

Measurement VA SOL 2.11: The student will a) count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; and b) identify the correct usage of the cent symbol (¢), dollar symbol ($), and decimal point (.). NC CG: NA Bennett’s Goals: The student will discuss coins and the money system. NM: NA MJ M 2.16: The student will understand the usages of symbols associated with money and be able to count and compare small collections of coins.

VA SOL 2.12: The student will estimate and then use a ruler to make linear measurements to the nearest centimeter and inch, including measuring the distance around a polygon in order to determine perimeter. NC CG 2.01a: The learner will estimate and measure using appropriate units. a. Length (meters, centimeters, feet, inches, yards). Bennett’s Goals: Students recognize properties of two- and three-dimensional shapes. NM MEA PK-2.1c: The student will understand how to measure using nonstandard and standard units. MJ M 2.17: The student will understand linear measurement and be able to estimate and measure length.

VA-SOL 2.13: The student, given grid paper, will estimate and then count the number of square units needed to cover a given surface in order to determine area. NC CG: NA Bennett’s Goals: Students recognize properties of two- and three- dimensional shapes. NM MEA PK-2.1a: The student will recognize the attributes of length, volume, weight, area, and time. MJ M 2.18: The student will determine area by estimating and counting the number of grid paper squares required to cover a given surface. VA SOL 2.14: The student will estimate and then count the number of cubes in a rectangular box in order to determine volume. NC CG: NA Bennett’s Goals: Students recognize properties of two- and three- dimensional shapes. NM MEA PK-2.1a: The student will recognize the attributes of length, volume, weight, area, and time. MJ M 2.19: The student will determine volume by estimating and counting the number of cubes in a rectangular box.

VA SOL 2.15: The student will estimate and then determine weight/mass of familiar objects in pounds and/or kilograms, using a scale. NC CG 2: The learner will recognize and use standard units of metric and customary measurement. Bennett’s Goals: NA NM MEA PK-2.1a: The student will recognize the attributes of length, volume, weight, area, and time. MJ M 2.20: The student will estimate and determine weight and mass in pounds and kilograms, using a scale.

VA SOL 2.16: The student will tell and write time to the quarter hour, using analog and digital clocks. NC CG 2: The learner will recognize and use standard units of metric and customary measurement. Bennett’s Goals: NA NM MEA PK-2.1a: The student will recognize the attributes of length, volume, weight, area, and time. MJ M 2.21: The student will tell time to the quarter hour, using both digital and analog clocks. VA SOL 2.17: The student will use actual measuring devices to compare metric and U.S. Customary units (cups, pints, quarts, gallons, and liters) for measuring liquid volume, using the concepts of more, less, and equivalent. NC CG 2: The learner will recognize and use standard units of metric and customary measurement. Bennett’s Goals: NA NM MEA PK-2.2c: The student will use tools to measure. MJ M 2.22: The student will measure liquid volume and compare the units (cups, pints, quarts, gallons, and liters).

VA SOL 2.18: The student will a) use calendar language appropriately (e.g., months, today, yesterday, next week, last week); b) determine past and future days of the week; and c) identify specific dates on a given calendar. NC CG: NA Bennett’s Goals: NA NM: NA MJ M 2.23: The student will understand how to use a calendar correctly.

VA SOL 2.19: The student will read the temperature on a Celsius and/or Fahrenheit thermometer to the nearest 10 degrees. NC CG 2.01b: The learner will estimate and measure using appropriate units. b. Temperature (Fahrenheit) Bennett’s Goals: NA NM MEA PK-2.2c: The student will use tools to measure. MJ M 2.24: The student will measure temperature using Celsius and Fahrenheit thermometers.

Geometry VA-SOL 2.20: The student will identify, describe, and sort three-dimensional (solid) concrete figures, including a cube, rectangular solid (prism), square pyramid, sphere, cylinder, and cone, according to the number and shape of the solid’s faces, edges, and corners. NC CG: NA Bennett’s Goals: Students learn about edges, sides, and angles. NM GEO PK-2.1a: The student will recognize, name, build, draw, compare, and sort two- and threedimensional shapes. MJ M 2.25: The student will identify, describe, draw, build, compare, and sort various two- and three-dimensional shapes based on their attributes.

VA SOL 2.21: The student will identify and create figures, symmetric along a line, using various concrete materials. NC CG 3.03a: The learner will identify and make symmetric figures. Bennett’s Goals: NA NM GEO PK-2.3b: The student will recognize and create shapes that have symmetry. MJ M 2.26: The student will identify and create symmetric figures.

VA SOL 2.22: The student will compare and contrast plane and solid geometric shapes (circle/sphere, square/cube, and rectangle/rectangular solid). NC CG: NA Bennett’s Goals: Students classify models of plane and solid figures. NM GEO PK-2.1a: The student will recognize, name, build, draw, compare, and sort two- and threedimensional shapes. MJ M 2.27: The student will compare and contrast plane and solid geometric shapes.

Probability and Statistics VA SOL 2.23: The student will read, construct, and interpret a simple picture and bar graph. NC CG 4.01: The learner will collect, organize, describe and display data using Venn diagrams (three sets) and pictographs where symbols represent multiple units (2's, 5's, and 10's). Bennett’s Goals: NA NM DATA PK-2.1c: The student will represent data using concrete objects, pictures, and graphs. MJ M 2.28: The student will read, construct, and interpret various graphs.

VA SOL 2.24: The student will record data from experiments, using spinners and colored tiles/cubes, and use the data to predict which of two events is more likely to occur if the experiment is repeated. NC CG 4.02: The learner will conduct simple probability experiments; describe the results and make predictions. Bennett’s Goals: NA NM DATA PK-2.3a: The student will discuss events related to students' experiences as likely or unlikely. MJ M 2.29: The student will conduct probability experiments with spinners and colored tiles. The student will record data from these experiments and predict which of two events is more likely if the experiment were repeated.

Patterns, Functions, and Algebra VA SOL 2.25: The student will identify, create, and extend a wide variety of patterns, using numbers concrete objects and pictures. NC CG 5.01: The learner will identify, describe, translate, and extend repeating and growing patterns. Bennett’s Goals: NA NM ALG PK-2.1b-c: The student will recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another and analyze how both repeating and growing patterns are generated. MJ M 2.30: The student will identify, create, and extend a variety of patterns such as sequences of numbers, shapes, pictures, and sounds.

VA SOL 2.26: The student will solve problems by completing a numerical sentence involving the basic facts for addition and subtraction. Examples include: 3 + __ = 7, or 9 – __ = 2. Students will create story problems, using the numerical sentences. NC CG 5.02: The learner will write addition and subtraction number sentences to represent a problem and use symbols to represent unknown quantities. Bennett’s Goals: The student will master simple addition and subtraction facts. NM PROB PK-12.1: The student will build new mathematical knowledge through problem solving. MJ M 2.31: The student will master simple addition and subtraction facts by creating story problems with numerical sentences. VA-SOL: NA NC CG 1.03: The learner will create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths (record in fraction form). Bennett’s Goals: Students solve story problems that involve multiplication and division facts. NM PROB PK-12.1: The student will build new mathematical knowledge through problem solving. MJ M 2.32: The student will build mathematical knowledge about multiplication and division by solving story problems that involve multiplication and division facts.

Science Science is also an important subject area in any curriculum. The study of science increases our knowledge of the world. From a Christian perspective, science also increases our knowledge of God and his creative abilities. Psalm 19:1 says, “The heavens declare the glory of God; the skies proclaim the work of his hands” (NIV). Thus, the study of science provides students with a glimpse of the glory of God and teaches them to be responsible stewards of God’s creation. Scientific Reasoning, Investigation, and Logic VA SOL 2.1a: The student will conduct investigations in which observation is differentiated from personal interpretation, and conclusions are drawn based on observations. NC CG: NA Bennett’s Goals: NA NS K-4.1b: Students should develop understanding about scientific inquiry. MJ S 2.1: The student will develop understanding about scientific inquiry by conducting investigations which differentiate observation from personal interpretation. The student will draw conclusions from observations.

VA SOL 2.1b: The student will conduct investigations in which observations are repeated to ensure accuracy. NC CG: NA Bennett’s Goals: NA NS K-4.1b: Students should develop understanding about scientific inquiry. MJ S 2.2: The student will develop understanding about scientific inquiry by conducting investigations in which observations are repeated to ensure accuracy.

VA SOL 2.1c: The student will conduct investigations in which two or more attributes are used to classify items. NC CG: NA Bennett’s Goals: NA NS K-4.1a: Students should develop abilities necessary to do scientific inquiry. MJ S 2.3: The student will develop abilities necessary to do scientific inquiry by classifying items using two or more attributes. VA SOL 2.1d: The student will conduct investigations in which conditions that influence a change are defined. NC CG: NA Bennett’s Goals: NA NS K-4.1b: Students should develop understanding about scientific inquiry. MJ S 2.4: The student will develop understanding about scientific inquiry by conducting investigations in which conditions that influence change are defined. VA SOL 2.1e: The student will conduct investigations in which length, volume, mass, and temperature measurements are made in metric units (centimeters, meters, liters, degrees Celsius, grams, kilograms) and standard English units (inches, feet, yards, cups, pints, quarts, gallons, degrees Fahrenheit, ounces, pounds). NC CG 2.04: The learner will identify and use common tools to measure weather, including the thermometer and rain gauge. Bennett’s Goals: NA NS K-4.1a: Students should develop abilities necessary to do scientific inquiry. MJ S 2.5: The student will develop abilities necessary to do scientific inquiry by measuring length, volume, mass, and temperature in metric and standard English units.

VA SOL 2.1f: The student will conduct investigations in which pictures and bar graphs are constructed using numbered axes. NC CG: NA Bennett’s Goals: NA NS K-4.1a: Students should develop abilities necessary to do scientific inquiry. MJ S 2.6: The student will develop abilities necessary to do scientific inquiry by constructing pictures and bar graphs with numbered axes.

VA SOL 2.1g: The student will conduct investigations in which unexpected or unusual quantitative data are recognized. NC CG: NA Bennett’s Goals: NA NS K-4.1b: Students should develop understanding about scientific inquiry. MJ S 2.7: The student will develop understanding about scientific inquiry by recognizing unexpected and unusual quantitative data. VA SOL 2.1h: The student will conduct investigations in which simple physical models are constructed. NC CG: NA Bennett’s Goals: NA NS K-4.1a: Students should develop abilities necessary to do scientific inquiry. MJ S 2.8: The student will develop abilities necessary to do scientific inquiry by constructing simple physical models.

Force, Motion, and Energy VA SOL 2.2: The student will investigate and understand that natural and artificial magnets have certain characteristics and attract specific types of metals. Key concepts include a) magnetism, iron, magnetic/nonmagnetic, poles, attract/repel; and b) important applications of magnetism including the magnetic compass. NC CG: NA Bennett’s Goals: Students will learn basic ideas about magnets and magnetism. Students construct their own magnetic compasses, use them to determine general directions, and participate in orienteering games and exercise. NS K-4.2c: Students should develop an understanding of light, heat, electricity, and magnetism. MJ S 2.9: The student will develop an understanding of basic magnetism and learn how to use a magnetic compass. VA SOL: NA NC CG: NA Bennett’s Goals: Students will learn about the forces of motion and simple machines and their inventors. NS K-4.2b: Students should develop an understanding of position and motion of objects. MJ S 2.10: The student will understand the forces of motion and how they are used in simple machines.

Matter VA SOL 2.3a: The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts include mass and volume. NC CG 3.01: The learner will identify three states of matter: solid, liquid, and gas. Bennett’s Goals: NA NS K-4.4c: Students should develop an understanding of changes in earth and sky. MJ S 2.11: Students will identify the three states of matter and investigate their mass and volume. VA SOL 2.3b: The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts include processes involved with changes in matter from one state to another (condensation, evaporation, melting, and freezing). NC CG 3.02: The learner will observe changes in state due to heating and cooling of common materials. Bennett’s Goals: NA NS K-4.4c: Students should develop an understanding of changes in earth and sky. MJ S 2.12: Students will identify the three states of matter and understand the processes involved in changing them from one state to another.

Life Processes VA SOL 2.4a: The student will investigate and understand that plants and animals undergo a series of orderly changes in their life cycles. Key concepts include some animals (frogs and butterflies) undergo distinct stages during their lives, while others generally resemble their parents. NC CG 1.0l: The learner will describe the life cycle of animals including birth, developing into an adult, reproducing, and aging and death. 1.03: The learner will observe the different stages of an insect life cycle. 1.04: The learner will compare and contrast life cycles of other animals such as mealworms, ladybugs, crickets, guppies or frogs. Bennett’s Goals: Students will learn about life cycles in various organisms. NS K-4.3b: Students should develop an understanding of the life cycles of organisms. MJ S 2.13: The student will develop describe the life cycles of various types of animals, including those that undergo distinct stages and those that resemble their parents.

VA SOL 2.4b: The student will investigate and understand that plants and animals undergo a series of orderly changes in their life cycles. Key concepts include flowering plants undergo many changes, from the formation of the flower to the development of the fruit. NC CG: NA Bennett’s Goals: Students will learn how seeds mature into plants. NS K-4.3b: Students should develop an understanding of the life cycles of organisms. MJ S 2.14: The student will develop describe the life cycles of plants, from seed to flowering plant. VA SOL: NA NC CG: NA Bennett’s Goals: Students learn about the differences between vertebrates and invertebrates. NS K-4.3a: Students should develop an understanding of the characteristics of organisms. MJ S 2.15: The student will describe the difference between vertebrates and invertebrates.

Living Systems VA SOL 2.5: The student will investigate and understand that living things are part of a system. Key concepts include a) living organisms are interdependent with their living and nonliving surroundings; and b) habitats change over time due to many influences. NC CG 1.02: The learner will observe that insects need food, air and space to grow. Bennett’s Goals: Students will learn about seasonal changes. NS K-4.3c: Students will develop an understanding of organisms and environments. MJ S 2.16: The student will understand that living things are interdependent with their environment. The student will recognize that this environment changes due to many influences including the seasons.

Interrelationships in Earth/Space Systems VA SOL 2.6a: The student will investigate and understand basic types, changes, and patterns of weather. Key concepts include temperature, wind, precipitation, drought, flood, and storms. NC CG 2.03: The learner will describe weather using quantitative measures of temperature, wind direction, wind speed, and precipitation. Bennett’s Goals: NA NS K-4.4c: Students should develop an understanding of changes in earth and sky. MJ S 2.17: The student will develop a basic understanding of weather including temperature, wind, precipitation, drought, flood, and storms.

VA SOL 2.6b: The student will investigate and understand basic types, changes, and patterns of weather. Key concepts include the uses and importance of measuring and recording weather data. NC CG 2.04: The learner will identify and use common tools to measure weather, including the wind vane, the anemometer, the thermometer, and the rain gauge. 2.06: The learner will observe and record weather changes over time and relate to time of day and time of year. Bennett’s Goals: NA NS K-4.4c: Students should develop an understanding of changes in earth and sky. MJ S 2.18: The student will understand the importance of measuring and recording weather data. The student will use common tools to record weather changes over time.

VA SOL: NA NC CG: NA Bennett’s Goals: Students learn about the effects of the moon on tides. NS K-4.4c: Students should develop an understanding of changes in earth and sky. MJ S 2.19: The student will understand how the moon affects tides.

Earth Patterns, Cycles, and Change VA SOL 2.7a: The student will investigate and understand that weather and seasonal changes affect plants, animals, and their surroundings. Key concepts include effects on growth and behavior of living things (migration, hibernation, camouflage, adaptation, dormancy). NC CG: NA Bennett’s Goals: Students will learn about seasonal changes. NS K-4.3c: Students will develop an understanding of organisms and environments. MJ S 2.20: The student will understand how weather and seasonal changes affect the living organisms.

VA SOL 2.7b: The student will investigate and understand that weather and seasonal changes affect plants, animals, and their surroundings. Key concepts include weathering and erosion of the land surface. NC CG: NA Bennett’s Goals: Students learn about the Earth’s orbit and its effect on the seasons. NS K-4.4c: Students should develop an understanding of changes in earth and sky. MJ S 2.21: The student will understand how weather and seasonal changes affect the environment.

Resources VA SOL 2.8: The student will investigate and understand that plants produce oxygen and food, are a source of useful products, and provide benefits in nature. Key concepts include a) important plant products (fiber, cotton, oil, spices, lumber, rubber, medicines, and paper); b) the availability of plant products affects the development of a geographic area; and c) plants provide homes and food for many animals and prevent soil from washing away. NC CG 1.02: The learner will observe that insects need food, air and space to grow. Bennett’s Goals: Students learn about how seeds mature into plants. NC K-4.6c: Students should develop understanding of types of resources. MJ S 2.22: The student will understand the importance of plants as a natural resource.

English The student will use prior knowledge in the content area of English and work towards improving and expounding on this knowledge. As Alfred Whitehead said, "Education should turn out the pupil with something he knows well and something he can do well” (2006). The students will have many opportunities to enhance their oral communication skills. The student will develop their vocabulary and reading skills, by reading various fiction and nonfiction texts. The student will expand their writing skills and edit for clarity. Oral Language VA SOL 2.1: The student will demonstrate an understanding of oral language structure. a) Create oral stories to share with others. b) Create and participate in oral dramatic activities. c) Use correct verb tenses in oral communication. d) Use increasingly complex sentence structures in oral communication.

NC CG 4.06: Plan and make judgments about what to include in written products (e.g., narratives of personal experiences, creative stories, skits based on familiar stories, and/or experiences). Bennett’s Goals: Children have frequent opportunities to share their reading and writing with classmates. NL ENG. K-12.4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. MJ E 2.1: The student will successfully communicate to a variety of audiences through stories, skits, and narratives. The student will indicate an understanding of oral language structure.

VA SOL 2.2: The student will continue to expand listening and speaking vocabularies.

a) Use words that reflect a growing range of interests and knowledge. b) Clarify and explain words and ideas orally. c) Follow oral directions with three or four steps. d) Give three-step and four-step directions. NC CG 3.04: Increase oral and written vocabulary by listening, discussing, and composing texts when responding to literature that is read and heard (e.g., read aloud by teacher, literature circles, interest groups, book clubs). Bennett’s Goals: NA NL ENG: NA MJ E 2.2: The student will communicate clearly and listen attentively during group activities. The student will expand vocabulary knowledge by listening and conversing with others.

VA SOL 2.2:

The student will continue to expand listening and speaking vocabularies.

e) Identify and use synonyms and antonyms in oral communication. NC CG 4.02: Use expanded vocabulary to generate synonyms for commonly over used words to increase clarity of written and oral communication. Bennett’s Goals: NA NL ENG: NA MJ E 2.3: The student will effectively communicate with others, while using synonyms and antonyms for clarity of speech.

VA SOL 2.3: The student will use oral communication skills. a) use oral language for different purposes: to inform, to persuade, and to entertain NC CG: NA Bennett’s Goals: NA NL ENG.K-12.12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information. MJ E 2.4: The student will use communication skills to inform, persuade, and entertain.

VA SOL 2.3:

The student will use oral communication skills.

b) Share stories or information orally with an audience. c) Participate as a contributor and leader in a group. d) Summarize information shared orally by others. NC CG 4.04: Use oral communication to identify, organize, and analyze information. Bennett’s Goals: NA NL ENG.K-12.11: Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. MJ E 2.5: The student will use communication skills to share, analyze, and summarize information with various audiences or groups.

Reading VA SOL 2.4: The student will use phonetic strategies when reading and spelling. a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell

words. b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words. c) Decode regular multisyllabic words.

NC CG 1.01: Use phonics knowledge and structural analysis (e.g., knowledge of syllables, suffixes, prefixes, root words) to decode regular multi-syllable words when reading text. NC CG 1.03: Self-monitor decoding by using letter-sound knowledge of all consonants and vowels. Bennett’s Goals: Phonics instruction is completed and students begin to read silently for longer periods of time. NL ENG: NA MJ E 2.6: The student will use information gained through phonics to assist in the areas of reading and spelling.

VA SOL 2.5: The student will use meaning clues and language structure when reading. a) Use information in the story to read words. b) Use knowledge of sentence structure. c) Use knowledge of story structure and sequence.

NC CG 1.04: Apply knowledge of all sources of information (meaning, language, graphophonics) to read a new text silently and independently. 2.02: Use text for a variety of functions, including literary, informational, and practical. Bennett’s Goals: NA NL ENG: NA MJ E 2.7: The student will use clues and language structure as assistance in reading. The student will use previous knowledge of sentence structure, story structure and sequence, and information within the story when reading.

VA SOL 2.6: The student will use language structure to expand vocabulary when reading. a) Use knowledge of prefixes and suffixes. b) Use knowledge of contractions and singular possessives. c) Use knowledge of simple abbreviations. d) Use knowledge of antonyms and synonyms.

NC CG 1.01: Use phonics knowledge and structural analysis (e.g., knowledge of syllables, suffixes, prefixes, root words) to decode regular multi-syllable words when reading text. Bennett’s Goals: Vocabulary and spelling work is done both in the context of readings and in isolation NL ENG: NA MJ E 2.8: The student will use phonics knowledge and structural analysis when reading to help decode multi-syllable words and to expand vocabulary knowledge.

VA SOL 2.7: The student will read fiction and nonfiction, using a variety of strategies independently. a) Preview the selection by using pictures, diagrams, titles, and headings. b) Set purpose for reading. c) Read stories, poems, and passages with fluency and expression. d) Reread and self-correct when necessary.

NC CG 4.03: Read aloud with fluency and expression any text appropriate for early independent readers. Bennett’s Goals: During library visits, students learn to identify books by their titles, authors, and illustrators. NL ENG.K-12.1: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. MJ E 2.9: The student will read fiction and nonfiction texts. The student will preview the text, set a purpose for reading, read the book, and reread or self-correct when needed.

VA SOL 2.8: The student will read and demonstrate comprehension of fiction and nonfiction. a) Make predictions about content. b) Read to confirm predictions. c) Relate previous experiences to the topic. d) Ask and answer questions about what is read. e) Locate information to answer questions. f) Describe characters, setting, and important events in fiction and poetry. g) Identify the problem, solution, and main idea.

NC CG 2.01: Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two by: • determining purpose (reader’s and author’s). • making predictions. • asking questions. • locating information for specific reasons/purposes. • recognizing and applying text structure. • comprehending and examining author’s decisions and word choice. • determining fact and opinion. • recognizing and comprehending figurative language. • making inferences and draw conclusions. Bennett’s Goals: Group reading of imaginative literature emphasizes the development of interpretive skills, making generalizations, drawing inferences, and determining character motivation and plot sequence. NL ENG.K-12.7: NA MJ E 2.10: The student will read and comprehend fiction, nonfiction, poetry, and drama suitable for the second grade. The student will identify the problem, solution, and main idea. The student will a) make predictions, b) read to confirm predictions, c) ask and answer questions about the text, d) describe important aspects about the text.

VA SOL 2.9: The student will demonstrate comprehension of information in reference materials. a) Use a table of contents. b) Use pictures and charts. c) Use dictionaries and indices.

NC CG 2.08: Interpret information from diagrams, charts, and maps. Bennett’s Goals: NA NL ENG: NA MJ E 2.11: The student will use reference materials to interpret information. The student will demonstrate knowledge through the use of diagrams, charts, maps, table of contents, dictionaries, and indices.

Writing VA SOL 2.10: The student will maintain manuscript and begin to make the transition to cursive.

NC CG 5.07: Use legible manuscript handwriting. Bennett’s Goals: Cursive writing is introduced. NL ENG: NA MJ E 2.12: The student will perfect manuscript handwriting and begin transitioning to cursive writing.

VA SOL 2.11: The student will write stories, letters, and simple explanations. a) Generate ideas before writing. b) Organize writing to include a beginning, middle, and end. c) Revise writing for clarity.

NC CG 4.06: Plan and make judgments about what to include in written products (e.g., narratives of personal experiences, creative stories, skits based on familiar stories and/or experiences). 4.07: Compose first drafts using an appropriate writing process: • planning and drafting. • rereading for meaning. • revising to clarify and refine writing with guided discussion. Bennett’s Goals:…student writing assignments include stories, poems, letters, and simple book reports. NL ENG: NA MJ E 2.13: The student will compose stories, letters, explanations, poems, and book reports. The student will begin the writing process by planning and organizing. The student will reread and revise for clarity.

VA SOL 2.11: The student will write stories, letters, and simple explanations d) Use available technology. NC CG 4.09: Use media and technology to enhance the presentation of information to an audience for a specific purpose. Bennett’s Goals: NA NL ENG.K-12.8: Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. MJ E 2.14: The student will use available technology and resources when composing stories, letters, and simple explanations.

VA SOL 2.12: The student will edit writing for correct grammar, capitalization, punctuation, and spelling. a) Recognize and use complete sentences. b) Use and punctuate declarative, interrogative, and exclamatory sentences. c) Capitalize all proper nouns and the word I. d) Use singular and plural nouns and pronouns. e) Use apostrophes in contractions, including don’t, isn’t, and can’t. f) Use correct spelling for high-frequency sight words, including compound words and regular

plurals. NC CG 5.02: Attend to spelling, mechanics, and format for final products in one’s own writing. 5.03: Use capitalization, punctuation, and paragraphs in own writing. 5.05: Use editing to check and confirm correct use of conventions; • complete sentences. • correct word order in sentences. Bennett’s Goals: Instruction in grammar covers word order, pronouns and their antecedents, adjectives, contractions, and possessives. NL ENG: NA MJ E 2.15: The student will use an appropriate writing process, by rereading and editing writings. The student will specifically focus on grammar, capitalization, punctuation and spelling when editing. The student will make necessary revisions to clarify writing.

Social Science The goals for second grade will introduce the history and contributions from various countries that have greatly influenced the United States. The students will also understand how to use and interpret maps. The students will understand the various resources that are used to produce goods and services. The student will understand how contributions from American leaders and people of different ethnicity have influenced the United States of America. Just as Maureen Stout states, “History and social sciences are not taught for the sake of the knowledge alone but are now used primarily to teach kids about their own culture and history” (The Illinois Loop, 2006). These standards will in fact help the students understand their own culture and history. History VA SOL 2.1: The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language. NC CG 3.06: Identify individuals of diverse cultures and describe on their contributions to society. Bennett’s Goals: NA NSS USH. K-4.4: Understand selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe. MJ SS 2.1: The student will identify and describe the contributions of Asia and Africa on the present world.

VA SOL 2.2: The student will compare the lives and contributions of American Indians (First Americans), with emphasis on the Powhatan of the Eastern Woodlands, the Sioux of the Plains, and the Pueblo people of the Southwest. NC CG: NA Bennett’s Goals: NA NSS USH. K-4.3: Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage. MJ SS 2.2: The student will understand the contributions of American Indians (First Americans) in various regions of the United States. The student will understand the differences made by the lives and contributions from these Indians.

VA SOL 2.3: The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population. NC CG 4.01: Analyze the effects of change in communities and predict future changes. Bennett’s Goals: Timelines are used to promote a more concrete understanding of the past, present, and future. NSS USH: NA MJ SS 2.3: The student will identify the change in communities over time and predict future changes. The student will construct a timeline of past, present, and future to create a solid understanding of the various periods of time. The student will specifically focus on the community in the aspects of buildings, jobs, transportation, and population.

Geography VA SOL 2.4: The student will develop map skills by a) locating China and Egypt on world maps; b) locating the regions of the Powhatan, Sioux, and Pueblo Indians on United States maps; c) comparing the climate, land, and plant life of these regions; d) describing how people in these regions adapt to their environment. NC CG : NA Bennett’s Goals: NA NSS: NA MJ SS 2.4: The student will develop map skills by finding China and Egypt on world maps. The student will locate the regions of Powhatan, Sioux, and Pueblo Indians on United States maps.

VA SOL 2.5: The student will develop map skills by a) locating the equator, the seven continents, and the four oceans on maps and globes; b) locating selected rivers (James River, Mississippi River, Rio Grande), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States. NC CG 5.01: NA Bennett’s Goals: NA NSS G.K-12.1 : Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. MJ SS 2.5: The student will understand how to use maps and globes. The student will specifically locate the equator, the seven continents, the four oceans, major rivers in the United States, selected mountain ranges in the United States, and the Great Lakes.

VA SOL 2.6: The student will demonstrate map skills by constructing simple maps, using title, map legend, and compass rose. NC CG 5.05: Interpret maps, charts, and pictures of locations. Bennett’s Goals: Further geography instruction teaches student to recognize cardinal directions, map symbols, and physical and cultural distinctions among urban, suburban, and rural areas. NSS G.K-12.1: Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. MJ SS 2.6: The student will understand how to read and construct simple maps. The student will recognize and use legends, titles, and compass rose. The student will understand the difference of urban, suburban, and rural areas.

Economics VA SOL 2.7: The student will describe the differences between natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings). NC CG 6.01: Identify natural resources and cite ways people conserve and replenish natural resources. 7.02 : Distinguish between goods produced and services provided in communities. 7.03 : Describe different types of employment and ways people earn income. Bennett’s Goals: NA NSS EC. K-4.1: Productive resources are the natural resources, human resources, and capital goods available to make goods and services. Natural resources, such as land, are “gifts of nature”, they are present without human effort directed toward producing goods and services. Capital goods are goods that are produced and used to make other goods and services. Human capital refers to the quality of labor resources, which can be improved through investments in education, training, and health. K4.13: Labor is a human resource that is used to produce goods and services. People can earn income by exchanging their human resources (physical or mental work) for wages or salaries. MJ SS 2.7: The student will recognize and understand the difference between natural resources, human resources, and capital resources.

VA SOL 2.8: The student will distinguish between the use of barter and money in the exchange for goods and services. NC CG 7.04: Identify the sources and use of revenue in the community. Bennett’s Goals: NA NSS EC.K-4.5: Exchange is trading goods and services with people for other goods and services or for money. The oldest form of exchange is barter the direct trading of goods and services between people. K-4.11: People consume goods and services, not money; money is useful primarily because it can be used to buy goods and services. MJ SS 2.8: The student will explain the use of barter and money for goods and services. The students will understand that barter is the oldest form of exchange.

VA SOL 2.9: The student will explain that scarcity (limited resources) requires people to make choices about producing and consuming goods and services. NC CG 6.01: Identify natural resources and cite ways people conserve and replenish natural resources. Bennett’s Goals: NA NSS EC.K-4.1: People make choices because they can’t have everything they want. Whenever a choice is made, something is given up. MJ SS 2.9: The student will identify and explain that people cannot have everything they want, because of limited resources. The student will describe that both producers and consumers must make choices when dealing with goods and services.

Civics

VA SOL 2.10: The student will explain the responsibilities of a good citizen, with emphasis on a) respecting and protecting the rights and property of others; b) taking part in the voting process when making classroom decisions; c) describing actions that can improve the school and community; d) demonstrating self-discipline and self-reliance; e) practicing honesty and trustworthiness. NC CG 1.01: Identify and describe attributes of responsible citizenship. 1.02 : Demonstrate responsible citizenship in the school, community, and other social environments. 1.03: Analyze and evaluate the effects of responsible citizenship in the school, community, and other social environments. 1.04: Identify responsible course of action in given situations and assess the consequences of irresponsible behavior. 2.05: Identify examples of responsible citizen participation in society and social environments. Bennett’s Goals: Civics instruction focuses on the duties and privileges of citizenship, and voting and elections. NSS C.K-4.5: What are important responsibilities of Americans? What dispositions or traits of character are important to the preservation and improvement of American democracy? How can American participate in their government? MJ SS 2.10: The student will understand the responsibilities of a good citizen. The student will understand how a good citizen a) respect others b) demonstrate self-discipline c) show trustworthiness, d) and participate in the voting process.

VA SOL 2.11: The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King, Jr. as Americans whose contributions improved the lives of other Americans. NC CG 3.06: Identify individuals of diverse cultures and describe on their contributions to society. Bennett’s Goals: Students expand their understanding of the past through a study of the lives and accomplishments of important American leaders (e.g., George Washington, James Madison, Abraham Lincoln. Susan B. Anthony, and Martin Luther King Jr.) and famous scientists an inventors (e.g., Benjamin Franklin, the Wright Brothers, Henry Ford, Thomas Edison, Alexander Graham Bell, and George Washington Carver. NSS CG: NA MJ SS 2.11: The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Martin Luther King Jr., Hellen Keller, Jackie Robinson, the Wright Brothers, Alexander Graham Bell, and George Washington Carver as Americans who helped improve the lives of others. The students will explain how these important leaders, scientists, and inventors affected society with their contributions.

VA SOL 2.12: The student will understand that the United States is a land of people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles. NC CG 3.06: Identify individuals of diverse cultures and describe on their contributions to society. Bennett’s Goals: Students explore their own family backgrounds and discuss the customs, beliefs, and geography of their ancestors’ homelands. NSS C.K-4.2: What are the benefits of diversity in the United States? How can people work together to promote the values and principles of American democracy?

MJ SS 2.12: The student will understand that American was and is a nation of people with diverse backgrounds, customs, and traditions. The student will explain how individuals in the United States contribute, work together, and are united as Americans.

Conclusion Standards are an important part of any curriculum. Standards ensure academic unity and excellence by creating specific goals for every classroom. Thus, it is important for all educators to be familiar with state and national standards. This knowledge allows them to develop quality curriculums based upon proven practices and goals.

References Bennett, W. J. (1988). James Madison Elementary School: A Curriculum for American Students. Bond, K. (2006). Inspirational Quotes for Teachers and Learners. Retrieved September 18, 2007, from http://www3.telus.net/linguisticsissues/quotes.HTM. Education World. Retrieved September 17, 2007, from http://www.educationworld.com Failes, S. Standards of Learning Resources. Retrieved September 14, 2007, from http://www.rockingham.k12.va.us/vasol/sol.htm. The Illinois Loop. (2006). Quotes on Education. Retrieved September 18, 2007, from http://www.illinoisloop.org/quotes.html. The Math Page. Retrieved September 17, 2007, from http://www.members.aol.com/mathobservations/mathematics.html A Model Curriculum for the First 8 Grades: Guidelines From `James Madison Elementary School. Retrieved September 16, 2007, from http://bb7.liberty.edu/courses/1/EDUC410_001_200740/content/_1469189_1/s_G oals.doc?bsession=9749673&bsession_str=session_id=9749673,user_id_pk1=333 97,user_id_sos_id_pk2=1,one_time_token= The National Academies Press. Retrieved September 17, 2007, from http://www.nap.edu National Council for the Social Studies. Retrieved September 17, 2007, from http://www.ncss.org The National Council of Teachers of English. Retrieved September 17, 2007, from http://www.ncte.org

The National Council of Teachers of Mathematics. Retrieved September 17, 2007, from http://www.nctm.org North Carolina Department of Public Instruction. Retrieved September 17, 2007, from http://www.dpi.state.nc.us Virginia Standards of Learning. Retrieved September 16, 2007, from http://www.pen.k12.va.us/go/Sols/home.shtml