Social Studies Syllabus

Science Syllabus

Math Syllabus

ELA-Writing Syllabus

ELA-Reading Syllabus

PE/Health Syllabus

Music Syllabus

Computer Syllabus

Christian Living Syllabus

Chinese Syllabus

Art Syllabus


Christian Living

In Grade 2, the students are about to embark on a special journey of understanding the Catholic Church’s uniqueness. The students will learn more about what it means to be a member of the Church Community. The introductory session will help the students begin to think of themselves as a special community within the Church. As they get acquainted, they will discover common interests and experiences. They will begin to appreciate their unique talents and gifts which can help them become a community. They will learn how throughout his public ministry, Jesus focused on building up and teaching the small community of disciples to be one with him- a family and a community bonded by love, respect, and faith.


Language Arts

The goal of Language Arts is to help develop strong readers, writers, communicators and thinkers among the students. The second grade English language arts curriculum continues to expand the foundation of literacy through each of the language arts.  Literacy skills are a major emphasis throughout the year.  In reading, children decode unknown multi-syllable words through phonic and structural analysis and monitor their own reading.  In oral reading, they work on fluency by phrasing accurately, reading with an understanding of punctuation, and reading at a good rate with a smooth flow.  In writing, children create simple stories, personal narratives, and research reports that utilize compare and contrast or cause and effect organizational patterns.  They compose fairly readable second drafts using appropriate grammar and spelling conventions, and they employ appropriate steps of the writing process.  Through listening, speaking, and viewing, the children retell a story heard or viewed in class, capturing major story events, main ideas, and supporting ideas; conduct a brief interview; and give a news report. Through the use of classic and contemporary literature and other texts (e.g., adventure stories, legends, folktales, personal narratives, realistic fiction, journals, reports, diaries) from our common culture and other cultures around the world, second graders explore a variety of topics in the units of study.



Learning is an active process resulting from hands and minds on explorations in which learners construct their own knowledge. Students have an opportunity to learn at their own and explore the world. Teachers find out what students know, and use literature, photographs, real objects, a demonstration, or a “hands-on” activity to introduce a concept, and to set up a problem to be explored. All facets of learning will be built and reinforced upon the experiences provided by the activity. At the end, students will apply their new understanding to real-world examples as teachers help students see science as part of technology, society, personal experience and life in general.


Social Studies

Social Studies in the second grade will help the students understand the course in a wider scope; it includes History (the stories of our past), Economics (the way we meet our needs), Geography (how and where we live), Citizenship (the ways we interact in our society), and Culture (the ways people express themselves). With an emphasis on map skills, they study the geography of the community, its connections to neighboring communities and the world beyond. They begin to explore how people make a living in their local community and how goods and services move in and out of the local area and internationally as well.  In this course, students will be reinforced with the map skills they have learned in the previous grade and will be introduced to other skills (like reading different kinds of graphs, diagram, identifying boundaries, how to use the ruler properly, using a map scale to find out the distance between places) wherein other subject areas (especially math) will be integrated. Furthermore, students will realize that every situation has been an effect or the cause of another situation and how they affect the lives of people of different communities. Thus, the goal of this course is to let students appreciate and respect the different people, places and cultures of the world.



The second-grade math curriculum builds on the foundations developed in the previous grade. The construction of mathematical knowledge continues through the use of concrete manipulative materials and problem-solving discoveries. Students acquire knowledge and skills and develop an understanding of Mathematics from their own experience. This means that students will be provided with a wide range of varied meaningful experiences through applying Math in real life contexts and situations, where children will become actively involved in learning. In this way, students will be gradually aided in gaining understanding of the abstract and symbolic. Throughout this course, students will work individually and in groups with an emphasis on the importance of communication, mathematical risk-taking, and the value of diverse approaches to solving problems.















Reading: Literature – Grade 2

Key Ideas and Details

  • ELA-Literacy.RL.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • ELA-Literacy.RL.2.2Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
  • ELA-Literacy.RL.2.3Describe how characters in a story respond to major events and challenges.

Craft and Structure

  • ELA-Literacy.RL.2.4Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • ELA-Literacy.RL.2.5Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
  • ELA-Literacy.RL.2.6Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Integration of Knowledge and Ideas

  • ELA-Literacy.RL.2.7Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
  • (RL.2.8 not applicable to literature)
  • ELA-Literacy.RL.2.9Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Range of Reading and Level of Text Complexity

  • ELA-Literacy.RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.


Reading: Informational Text – Grade 2

Key Ideas and Details

  • ELA-Literacy.RI.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • ELA-Literacy.RI.2.2Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
  • ELA-Literacy.RI.2.3Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Craft and Structure

  • ELA-Literacy.RI.2.4Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
  • ELA-Literacy.RI.2.5Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
  • ELA-Literacy.RI.2.6Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Integration of Knowledge and Ideas

  • ELA-Literacy.RI.2.7Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
  • ELA-Literacy.RI.2.8Describe how reasons support specific points the author makes in a text.
  • ELA-Literacy.RI.2.9Compare and contrast the most important points presented by two texts on the same topic.

Range of Reading and Level of Text Complexity

  • ELA-Literacy.RI.2.10By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.


Reading: Foundational Skill – Grade 2

Phonics and Word Recognition





  • ELA-Literacy.RF.2.4Read with sufficient accuracy and fluency to support comprehension.
    • ELA-Literacy.RF.2.4aRead grade-level text with purpose and understanding.
    • ELA-Literacy.RF.2.4bRead grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
    • ELA-Literacy.RF.2.4cUse context to confirm or self-correct word recognition and understanding, rereading as necessary.


Writing – Grade 2

Text Types and Purposes

  • ELA-Literacy.W.2.1Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and,also) to connect opinion and reasons, and provide a concluding statement or section.
  • ELA-Literacy.W.2.2Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
  • ELA-Literacy.W.2.3Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Production and Distribution of Writing

  • (W.2.4 begins in grade 3)
  • ELA-Literacy.W.2.5With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  • ELA-Literacy.W.2.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Research to Build and Present Knowledge

  • ELA-Literacy.W.2.7Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
  • ELA-Literacy.W.2.8Recall information from experiences or gather information from provided sources to answer a question.





Speaking and Listening – Grade 2

Comprehension and Collaboration

  • ELA-Literacy.SL.2.1Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
    • ELA-Literacy.SL.2.1aFollow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
    • ELA-Literacy.SL.2.1bBuild on others’ talk in conversations by linking their comments to the remarks of others.
    • ELA-Literacy.SL.2.1cAsk for clarification and further explanation as needed about the topics and texts under discussion.
  • ELA-Literacy.SL.2.2Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
  • ELA-Literacy.SL.2.3Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Presentation of Knowledge and Ideas

  • ELA-Literacy.SL.2.4Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
  • ELA-Literacy.SL.2.5Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
  • ELA-Literacy.SL.2.6Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)


Language – Grade 2

Conventions of Standard English

  • ELA-Literacy.L.2.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • ELA-Literacy.L.2.1aUse collective nouns (e.g., group).
    • ELA-Literacy.L.2.1bForm and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
    • ELA-Literacy.L.2.1cUse reflexive pronouns (e.g., myself, ourselves).
    • ELA-Literacy.L.2.1dForm and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
    • ELA-Literacy.L.2.1eUse adjectives and adverbs, and choose between them depending on what is to be modified.
    • ELA-Literacy.L.2.1fProduce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
  • ELA-Literacy.L.2.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • ELA-Literacy.L.2.2aCapitalize holidays, product names, and geographic names.
    • ELA-Literacy.L.2.2bUse commas in greetings and closings of letters.
    • ELA-Literacy.L.2.2cUse an apostrophe to form contractions and frequently occurring possessives.
    • ELA-Literacy.L.2.2dGeneralize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
    • ELA-Literacy.L.2.2eConsult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Knowledge of Language

Vocabulary Acquisition and Use

  • ELA-Literacy.L.2.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
    • ELA-Literacy.L.2.4aUse sentence-level context as a clue to the meaning of a word or phrase.
    • ELA-Literacy.L.2.4bDetermine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
    • ELA-Literacy.L.2.4cUse a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
    • ELA-Literacy.L.2.4dUse knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
    • ELA-Literacy.L.2.4eUse glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
  • ELA-Literacy.L.2.5Demonstrate understanding of word relationships and nuances in word meanings.
    • ELA-Literacy.L.2.5aIdentify real-life connections between words and their use (e.g.,describe foods that are spicy or juicy).
    • ELA-Literacy.L.2.5bDistinguish shades of meaning among closely related verbs (e.g.,toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
  • ELA-Literacy.L.2.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).


Math: Operations and Algebraic Thinking – Grade 2

Represent and solve problems involving addition and subtraction.

  • Math.Content.2.OA.A.1Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

Add and subtract within 20.

  • Math.Content.2.OA.B.2Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.

Work with equal groups of objects to gain foundations for multiplication.

  • Math.Content.2.OA.C.3Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
  • Math.Content.2.OA.C.4Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.


Math: Numbers and Operations in Base 10 – Grade 2

Understand place value.

  • Math.Content.2.NBT.A.1Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
    • Math.Content.2.NBT.A.1a100 can be thought of as a bundle of ten tens — called a “hundred.”
    • Math.Content.2.NBT.A.1bThe numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
  • Math.Content.2.NBT.A.2Count within 1000; skip-count by 5s, 10s, and 100s.
  • Math.Content.2.NBT.A.3Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
  • Math.Content.2.NBT.A.4Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Use place value understanding and properties of operations to add and subtract.

  • Math.Content.2.NBT.B.5Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
  • Math.Content.2.NBT.B.6Add up to four two-digit numbers using strategies based on place value and properties of operations.
  • Math.Content.2.NBT.B.7Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
  • Math.Content.2.NBT.B.8Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
  • Math.Content.2.NBT.B.9Explain why addition and subtraction strategies work, using place value and the properties of operations.1


Math: Measurement and Data – Grade 2

Measure and estimate lengths in standard units.

  • Math.Content.2.MD.A.1Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
  • Math.Content.2.MD.A.2Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
  • Math.Content.2.MD.A.3Estimate lengths using units of inches, feet, centimeters, and meters.
  • Math.Content.2.MD.A.4Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Relate addition and subtraction to length.

  • Math.Content.2.MD.B.5Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
  • Math.Content.2.MD.B.6Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.

Work with time and money.

  • Math.Content.2.MD.C.7Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
  • Math.Content.2.MD.C.8Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?




Represent and interpret data.

  • Math.Content.2.MD.D.9Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
  • Math.Content.2.MD.D.10Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.


Math: Geometry – Grade 2

Reason with shapes and their attributes.

  • Math.Content.2.G.A.1Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
  • Math.Content.2.G.A.2Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
  • Math.Content.2.G.A.3Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.