Common Planner
K–12 Standards

Second Grade

Other Mississippi Outcomes for Intellectually Gifted Education Programs sets

Thinking Skills

  • 1

    Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw distinctions, analyze information objectively and critically (reflectively developing a relationship between facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and realistically possible. 

    1. 1

      METACOGNITION

      1. 1

        Analyze abstract thinking skills modeled by othersTS 2.1

      2. 2

        Compose lower-level questions to develop a foundation for higher-level inquiryTS 2.2

      3. 3

        Reflect upon learning experiencesTS 2.3

    2. 2

      CONVERGENT THINKING

      1. 4

        Apply analogical thinking to identify relationships between two familiar items or events to identify an unknownTS 2.4

      2. 5

        Apply deductive reasoning of general to specific information to analyze and organize sets of limited clues and reach logical conclusionsTS 2.5

    3. 3

      CRITICAL THINKING

      1. 6

        Distinguish facts from opinionsTS 2.6

      2. 7

        Inventory, compare, and contrast attributes of varying objects and ideasTS 2.7

      3. 8

        Identify, analyze, and evaluate information in order to make decisions, solve problems, and establish prioritiesTS 2.8

      4. 9

        Appraise implications and consequences of personal actions and decisionsTS 2.9

Creativity

  • 1

    Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s). 

    1. 1

      CREATIVE THINKING

      1. 1

        Demonstrate fluency by brainstorming to generate a large quantity of ideas, thoughts, products, or plans to a given promptCR 2.1

      2. 2

        Demonstrate flexibility by adapting given ideas, thoughts, products, or plans for many different uses  CR 2.2

      3. 3

        Demonstrate originality by using given objects in ways different from their intended purposesCR 2.3

      4. 4

        Elaborate on given ideas, thoughts, products, or plans to create new possibilitiesCR 2.4

      5. 5

        Demonstrate synthesis by combining given ideas, thoughts, products, or plans in unusual waysCR 2.5

    2. 2

      CREATIVE EXPRESSION

      1. 6

        Experiment with various materials and tools to create products related to personal interest or subject matterCR 2.6

      2. 7

        Identify and explain how and where different cultures record and illustrate stories and history of life through artCR 2.7

Information Literacy

  • 1

    Given a real-life situation, the student will identify and define the problem, design a research plan appropriate to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the findings/ solutions, and present the results before an authentic audience.

    1. 1

      INFORMATION LITERACY

      1. 1

        Identify topics for research based on interestsIL 2.1

      2. 2

        Formulate questions for studyIL 2.2

      3. 3

        Analyze topics to determine needed researchIL 2.3

      4. 4

        Interpret research from teacher-approved resourcesIL 2.4

      5. 5

        Assemble information to provide new knowledge or understanding in a particular area IL 2.5

Success Skills

  • 1

    Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting, project management, and time management skills, including controlling impulses and adapting to unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working individually or as a leader or member of a team.

    1. 1

      SUCCESS SKILLS

      1. 1

        Individually demonstrate the ability to maintain self-control of emotions and actions in a variety of situationsSS 2.1

      2. 2

        Individually identify and assess the merit and or importance of personal characteristics, ideas, interests, preferences, and products SS 2.2

    2. 2

      CAREER EXPLORATION

      1. 3

        Identify occupational areas of personal interest and aptitude through classroom experiencesSS 2.3

    3. 3

      LIFE SKILLS

      1. 4

        Demonstrate the ability to accept responsibility for given tasks and consequences for actions in a variety of situationsSS 2.4

      2. 5

        Demonstrate the ability to organize, prioritize, and complete tasks in a timely mannerSS 2.5

    4. 4

      COLLABORATION SKILLS

      1. 6

        As a group leader, effectively work with group members to keep the group on taskSS 2.6

      2. 7

        As a group member, demonstrate effective speaking and listening skillsSS 2.7

Affective (Social and Emotional) Skills

  • 1

    As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole.

    1. 1

      AFFECTIVE SKILLS

      1. 1

        Assess individual learning styles, interests, personality styles, and expression preferencesAS 2.1

      2. 2

        Identify feelings and emotions in selfAS 2.2

      3. 3

        Develop behavioral strategies appropriate to the situationAS 2.3

      4. 4

        Identify and assess strengths and weaknesses as a baseline for improvementAS 2.4

      5. 5

        Analyze, evaluate, and respond appropriately to various forms of body language (non-verbal cues)AS 2.5

      6. 6

        Participate in community-building skillsAS 2.6

      7. 7

        Recognize contributions and achievements of various culturesAS 2.7

Communication Skills

  • 1

    Given the need to retrieve and/or disseminate information, the students will select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information, ideas, feelings, and concepts and correctly interpreting those of others. 

    1. 1

      SPEAKING

      1. 1

        Communicate complete thoughts, give directions and instructions, participate in informal speaking activities and storytelling activitiesCM 2.1

    2. 2

      LISTENING

      1. 2

        Demonstrate effective listening behaviors in formal and informal settings CM 2.2

      2. 3

        Give appropriate feedback and contributions of relevant informationCM 2.3

      3. 4

        Follow oral directions with three or more stepsCM 2.4

    3. 3

      WRITING

      1. 5

        Analyze various types of writing (including poetry)CM 2.5

      2. 6

        Create original written products based on real or imagined circumstances to communicate ideas and feelingsCM 2.6

      3. 7

        Write over short time frames (a single sitting or a few class times)CM 2.7

Frequently asked questions

What grade levels do these standards cover?
Grade 2

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More Mississippi Outcomes for Intellectually Gifted Education Programs sets

Outcomes for Intellectually Gifted Education Programs