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Written Student Learning Plan sample

Written Student Learning Plan sample

Student:  Sally Student, second grade

Cascade Course or Offsite CourseCourse NameWeekly Hours
Offsite CoursePE  5
Offsite CourseMath  5
Offsite CourseELA  5
Cascade CourseCrowhort 1-2  8
Cascade Coursek-3 Musical Theater 2
Cascade Course Martial Arts 2.8
Total Hours Total Hours 27.8

Math

Course NameCourse Description
Grade Level 2 
Subject Math 
Class Description This course continues to build a conceptual foundation in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; and measurement. These courses often require students to develop their numerical fluency, particularly in addition and subtraction, and to solve problems using those operations as well as estimation. 
Learning Materials Math in Focus 2  
Learning Activities Activities include, but are not limited to, daily lesson, practice, projects, reading, discussions and assessments. 
Standards 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 
2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 
2.G.3 Partition 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. 
2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 
2.MD.10 Draw 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 problems4 using information presented in a bar graph. 
2.MD.2 Measure 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. 
2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. 
2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 
2.MD.5 Use 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. 
2.MD.6 Represent 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. 
2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 
2.MD.8 Solve 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? 
2.NBT.1 Understand 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: 
a. 100 can be thought of as a bundle of ten tens — called a “hundred.” 
b. The 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). 
 
2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s. 
2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 
2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 
2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. 
2.NBT.7 Add 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. 
 
2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 
2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. 
2.OA.1 Use 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 
2.OA.2 Fluently add and subtract within 20 using mental strategies.2 By end of 
Grade 2, know from memory all sums of two one-digit numbers. 
 
2.OA.3 Determine 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. 
2.OA.4 Use 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. 
Methods of EvaluationMonthly evaluation in this course will be determined by the certificated teacher, based upon evidence demonstrating work toward mastery in at least one essential learning goal related to the scope and sequence of the course. 
 
Scope and Sequence: 
 
2A: 
Chapter 1: Numbers to 1,000 
Lesson 1: Counting (Show related QSCs) (30Q) 
Lesson 2: Place Value (Show related QSCs) (140Q) 
Lesson 3: Comparing Numbers (Show related QSCs) (210Q) 
Lesson 4: Order and Pattern (Show related QSCs) (210Q) 
Chapter 2: Addition up to 1,000 
Lesson 1: Addition Without Regrouping (Show related QSCs) (30Q) 
Lesson 2: Addition with Regrouping in Ones (Show related QSCs) (90Q) 
Lesson 3: Addition with Regrouping in Tens (Show related QSCs) (90Q) 
Lesson 4: Addition with Regrouping in Ones and Tens (Show related QSCs) (90Q) 
Chapter 3: Subtracting up to 1,000 
Lesson 1: Subtraction Without Regrouping (Show related QSCs) (70Q) 
Lesson 2: Subtraction with Regrouping in Tens and Ones (Show related QSCs) (250Q) 
Lesson 3: Subtraction with Regrouping in Hundreds and Tens (Show related QSCs) (250Q) 
Lesson 4: Subtraction with Regrouping in Hundreds, Tens, and Ones (Show related QSCs) (250Q) 
Lesson 5: Subtraction Across Zeros (Show related QSCs) (250Q) 
Chapter 4: Using Bar Models: Addition and Subtraction 
Lesson 1: Using Part-Part-Whole in Addition and Subtraction (Show related QSCs) (430Q) 
Lesson 2: Adding On and Taking Away Sets (Show related QSCs) (430Q) 
Lesson 3: Comparing Two Sets (Show related QSCs) (430Q) 
Lesson 4: Real-World Problems: Two-Step Problems (Show related QSCs) (430Q) 
Chapter 5: Multiplication and Division 
Lesson 1: How to Multiply (Show related QSCs) (240Q) 
Lesson 2: How to Divide (Show related QSCs) (320Q) 
Lesson 3: Real-World Problems: Multiplication and Division (Show related QSCs) (390Q) 
Chapter 6: Multiplication Tables of 2, 5, and 10 
Lesson 1: Multiplying 2: Skip-counting (Show related QSCs) (240Q) 
Lesson 2: Multiplying 2: Using Dot Paper (Show related QSCs) (240Q) 
Lesson 3: Multiplying 5: Skip-counting (Show related QSCs) (240Q) 
Lesson 4: Multiplying 5: Using Dot Paper (Show related QSCs) (240Q) 
Lesson 5: Multiplying 10: Skip-Counting and Using Dot Paper (Show related QSCs) (240Q) 
Lesson 6: Divide Using Related Multiplication Facts (Show related QSCs) (390Q) 
Chapter 7: Metric Measurement of Length 
Lesson 1: Measuring in Meters (Show related QSCs) (240Q) 
Lesson 2: Comparing Lengths in Meters (Show related QSCs) (300Q) 
Lesson 3: Measuring in Centimeters (Show related QSCs) (240Q) 
Lesson 4: Comparing Lengths in Centimeters (Show related QSCs) (300Q) 
Lesson 5: Real-World Problems: Metric Length (Show related QSCs) (300Q) 
Chapter 8: Mass 
Lesson 1: Measuring in Kilograms (Show related QSCs) (360Q) 
Lesson 2: Comparing Masses in Kilograms (Show related QSCs) (360Q) 
Lesson 3: Measuring in Grams (Show related QSCs) (360Q) 
Lesson 4: Comparing Masses in Grams (Show related QSCs) (360Q) 
Lesson 5: Real-World Problems: Mass (Show related QSCs) (300Q) 
Chapter 9: Volume 
Lesson 1: Getting to Know Volume (Show related QSCs) (210Q) 
Lesson 2: Measuring in Liters (Show related QSCs) (210Q) 
Lesson 3: Real-World Problems: Volume (Show related QSCs) (300Q) 
 
2B: 
Chapter 1: Mental Math and Estimation 
Lesson 1: Meaning of Sum (Show related QSCs) (90Q) 
Lesson 2: Mental Addition (Show related QSCs) (90Q) 
Lesson 3: Meaning of Difference (Show related QSCs) (250Q) 
Lesson 4: Rounding Numbers to Estimate (Show related QSCs) (420Q) 
Chapter 2: Money 
Lesson 1: Coins and Bills (Show related QSCs) (460Q) 
Lesson 2: Comparing Amounts of Money (Show related QSCs) (460Q) 
Lesson 3: Real-World Problems: Money (Show related QSCs) (300Q) 
Chapter 3: Fractions 
Lesson 1: Understanding Fractions (Show related QSCs) (320Q) 
Lesson 2: Comparing Fractions (Show related QSCs) (300Q) 
Lesson 3: Adding and Subtracting Like Fractions (Show related QSCs) (670Q) 
Chapter 4: Customary Measurement of Length 
Lesson 1: Measuring in Feet (Show related QSCs) (240Q) 
Lesson 2: Comparing Lengths in Feet (Show related QSCs) (240Q) 
Lesson 3: Measuring in Inches (Show related QSCs) (240Q) 
Lesson 4: Comparing Lengths in Inches (Show related QSCs) (240Q) 
Lesson 5: Real-World Problems: Customary Length (Show related QSCs) (300Q) 
Chapter 5: Time 
Lesson 1: The Minute Hand (Show related QSCs) (210Q) 
Lesson 2: Reading and Writing Time (Show related QSCs) (210Q) 
Lesson 3: Using A.M. and P.M. (Show related QSCs) (NMQ) 
Lesson 4: Elapsed Time (Show related QSCs) (450Q) 
Chapter 6: Multiplication Tables of 3 and 4 
Lesson 1: Multiplying 3: Skip-counting (Show related QSCs) (240Q) 
Lesson 2: Multiplying 3: Using Dot Paper (Show related QSCs) (240Q) 
Lesson 3: Multiplying 4: Skip-counting (Show related QSCs) (240Q) 
Lesson 4: Multiplying 4: Using Dot Paper (Show related QSCs) (240Q) 
Lesson 5: Divide Using Related Multiplication Facts (Show related QSCs) (390Q) 
Chapter 7: Using Bar Models: Multiplication and Division 
Lesson 1: Real-World Problems: Multiplication (Show related QSCs) (390Q) 
Lesson 2: Real-World Problems: Division (Show related QSCs) (390Q) 
Lesson 3: Real-World Problems: Measurement and Money (Show related QSCs) (390Q) 
Chapter 8: Picture Graphs 
Lesson 1: Reading Picture Graphs with Scales (Show related QSCs) (390Q) 
Lesson 2: Making Picture Graphs (Show related QSCs) (390Q) 
Lesson 3: Real-World Problems: Picture Graphs (Show related QSCs) (390Q) 
Chapter 9: Lines and Surfaces 
Lesson 1: Parts of Lines and Curves (Show related QSCs) (NMQ) 
Lesson 2: Flat and Curved Surfaces (Show related QSCs) (EM60Q) 
Chapter 10: Shapes and Patterns 
Lesson 1: Plane Shapes (Show related QSCs) (250Q) 
Lesson 2: Solid Shapes (Show related QSCs) (160Q) 
Lesson 3: Making Patterns (Show related QSCs) (EM50Q)  
Weekly Hours 5 

English Language Arts

Course NameCourse Description
Course NameELA 
Grade LevelSecond
Subject ELA 
Class Description This course includes the four aspects of language use: reading, writing, speaking, and listening. These courses may build students’ skills in independent reading and writing by increasing reading and writing fluency, vocabulary, and recognition of word and language patterns. They may also introduce or reinforce the rules of grammar. 
Learning Materials Explode the Code; Handwriting Without Tears 
Learning Activities Activities include, but are not limited to: reading, writing, grammar, comprehension work, discussion, projects, and assessments. 
Standards2.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
2.L.03 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
2.L.04 Determine 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.
2.L.05 Demonstrate understanding of word relationships and nuances in word meanings.
2.L.06 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
2.RF.01 Demonstrate understanding of the organization and basic features of print.
2.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
2.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.
2.RF.04 Read with sufficient accuracy and fluency to support comprehension.
2.RI.01 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2.RI.02 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
2.RI.03 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
2.RI.04 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
2.RI.05 Know 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.
2.RI.06 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
2.RI.07 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
2.RI.08 Describe how reasons support specific points the author makes in a text.
2.RI.09 Compare and contrast the most important points presented by two texts on the same topic.
2.RI.10 By 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.
2.RL.01 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2.RL.02 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
2.RL.03 Describe how characters in a story respond to major events and challenges.
2.RL.04 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
2.RL.05 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
2.RL.06 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
2.RL.07 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
2.RL.09 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
2.RL.10 By 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.
2.SL.01 Participate in collaborative conversations with diverse partners about
grade 2 topics and texts with peers and adults in small and larger groups.

2.SL.03 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood
2.SL.04 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
2.SL.05 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
2.SL.06 Produce complete sentences when appropriate to task and situation.
2.W.01 Write 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.
2.W.02 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
2.W.03 Write 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.
2.W.05 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
2.W.06 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
2.W.07 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
2.W.08 Recall information from experiences or gather information from provided sources to answer a question.
Learning Activities: Activities include, but are not limited to: reading, writing, grammar, comprehension work, discussion, projects, and assessments.
2.SL.01 Participate in collaborative conversations with diverse partners about
grade 2 topics and texts with peers and adults in small and larger groups.

2.SL.03 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood
2.SL.04 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
2.SL.05 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
2.SL.06 Produce complete sentences when appropriate to task and situation.
 
Methods of EvaluationMonthly evaluation in this course will be determined by the certificated teacher, based upon evidence demonstrating work toward mastery in at least one essential learning goal related to the scope and sequence of the course. September: Student will read daily to improve fluency, decoding and comprehension. Student will work on the writing process to improve work in brainstorming, draft, revising and editing.

October: Student will read daily to improve fluency, decoding and comprehension. Student will work on the writing process to improve work in brainstorming, draft, revising and editing.

November: Student will read daily to improve fluency, decoding and comprehension. Student will work on the writing process to improve work in brainstorming, draft, revising and editing.

December: Student will read daily to improve fluency, decoding and comprehension. Student will work on the writing process to improve work in brainstorming, draft, revising and editing.

January: Student will read daily to improve fluency, decoding and comprehension. Student will work on the writing process to improve work in brainstorming, draft, revising and editing.

February: Student will read daily to improve fluency, decoding and comprehension. Student will work on the writing process to improve work in brainstorming, draft, revising and editing.

March: Student will read daily to improve fluency, decoding and comprehension. Student will work on the writing process to improve work in brainstorming, draft, revising and editing.

April: Student will read daily to improve fluency, decoding and comprehension. Student will work on the writing process to improve work in brainstorming, draft, revising and editing.

May: Student will read daily to improve fluency, decoding and comprehension. Student will work on the writing process to improve work in brainstorming, draft, revising and editing.

June: Student will read daily to improve fluency, decoding and comprehension. Student will work on the writing process to improve work in brainstorming, draft, revising and editing.
Weekly Hours5

Pysical Education

Course NameCourse Description
Grade LevelTwo
SubjectHealth/PE 
Class DescriptionThe student will participate in various physical activities in order to promote improvement of fundamental and complex motor skills, social skills and overall health. These activities may include, but are not limited to: walking, running, hiking, biking, basketball, football, softball, group games, swimming, rock climbing, aerobics, and electronic games/sports.
Learning Materials Written Student Learning Plan Sample? 
No curriculum is needed. 
Learning Activities The student will engage in physical activities for 5 hours per week, or an average of 40 minutes to an hour each day. The student will record this physical activity in a logbook each week.  
Standards 1.1.1 Demonstrates mature form in locomotor skills that contribute to movement proficiency. 
 
1.1.2 Demonstrates mature form in non-locomotor skills that contribute to movement proficiency. 
 
1.1.5 Understands movement concepts. 
 
1.2.1 Understands safety rules and procedures in a variety of physical activities necessary to maintain a safe-learning environment. 
 
1.2.2 Applies social skills necessary for effective participation in physical activities. 
 
1.1.1 Demonstrates mature form in locomotor skills that contribute to movement proficiency. 
 
1.1.2 Demonstrates mature form in non-locomotor skills that contribute to movement proficiency. 
 
1.1.5 Understands movement concepts. 
 
1.2.2 Applies social skills necessary for effective participation in physical activities. 
 
 
1.1.1 Demonstrates mature form in locomotor skills that contribute to movement proficiency.  
Methods of Evaluation Monthly evaluation in this course will be determined by the certificated teacher, based upon evidence demonstrating work toward mastery in at least one essential learning goal related to the scope and sequence of the course. 
 
Timeline/Goals: 
 
September: Log activities for weeks 1-4 
 
1.1.1 Demonstrates mature form in locomotor skills that contribute to movement proficiency. 
 
October: Log activities for weeks 5-8  
 
1.1.2 Demonstrates mature form in non-locomotor skills that contribute to movement proficiency. 
 
November: Log activities for weeks 9-11 
 
1.1.5 Understands movement concepts. 
 
December: Log activities for weeks 12-15 
 
1.2.1 Understands safety rules and procedures in a variety of physical activities necessary to maintain a safe-learning environment. 
 
January: Log activities for weeks 16-20 
 
1.2.2 Applies social skills necessary for effective participation in physical activities. 
 
February: Log activities for weeks 21-23 
 
1.1.1 Demonstrates mature form in locomotor skills that contribute to movement proficiency. 
 
March: Log activities for weeks 24-27  
 
1.1.2 Demonstrates mature form in non-locomotor skills that contribute to movement proficiency. 
 
April: Log activities for weeks 28-30  
 
1.1.5 Understands movement concepts. 
 
May: Log activities for weeks 31-34  
 
1.2.2 Applies social skills necessary for effective participation in physical activities. 
 
June: Log activities for weeks 35-36 
 
1.1.1 Demonstrates mature form in locomotor skills that contribute to movement proficiency. 
 
Weekly Hours 5