Grade 2 Curriculum


SVSU PSA teachers created a themed pacing guide for those who want to teach the four content areas in a concentrated way. There is a thematic overview that combines ELA, science, mathematics, and social studies GLCEs into one document.

Each content area has its own pacing guide that is linked to the thematic overview.

Essential questions, assessments, and resource ideas are linked to the original theme, organized by units.

The original pacing guides for math, ELA, science, and social studies that are NOT linked thematically are still available below.




Pacing Guides Aligned with Common Core Standards: (Revised 2013)

Sample Activities (for Michigan Curriculum Frameworks):




Pacing Guides: (Aligned to Common Core State Standards - Revised April 2011)

Sample Activities (for Michigan Curriculum Frameworks):




Pacing Guides: (Next Generation Science Standards - May 2014)

Pacing Guides: (Grade Level Content Expectations - April 2010)

Sample Activities (for Michigan Curriculum Frameworks):




Pacing Guides: (May 2008)

Sample Activities (for Michigan Curriculum Frameworks):




Content Expectations: (May 2010)

Scope and Sequence (May 2010)

Pacing Guides: (April 2012)

Assessments and Activities: Novice Low (January 2012)

  1. Novice Low Assessments and Activities are located in the elementary grades (K-5)
  2. Novice High Assessments and Activities are located in the middle grades (6-8)
  3. Intermediate Assessments and Activities are located in the high grades (9-12)




Michigan Educational Technology Standards PK-2 (METS) (133kB) October 2009

Pacing Guides: (May 2012)

Technology Tools:



FINE ARTS (Music & Visual Arts)

Content Standards and Benchmarks: (March 2012)

The Visual Arts curriculum is formed around four levels of instruction instead of each grade. The decision to use levels of instruction for the curriculum was based on the realities and constraints that teachers face in this curriculum area.  These include variable amounts of time allotted to students for Visual Arts, inconsistent time at different schools (or even levels within a school), and numbers of faculty to teach, etc. As an example, some schools might only have classes at the Middle or High School level. In this case, a teacher might start with Level One or Two, since this may be the students' first exposure to a Visual Arts class.

Scope and Sequence: (May 2012)

Assessments and Activities: (May 2013)

The coding system used in these Assessments and Activities documents correlates to the Michigan Standards in the document titled Standards, Benchmarks, and Content Expectations for Visual Arts, Music, Dance, and Theater. The codes are as follows:

“C” = Create in Strand I. Strand I has five benchmarks: 1. Problem Seeking, 2. Exploring, 3. Analytical Choices, 4. Application Choices, and 5. Aesthetic Choices.

“P” = Perform in Strand II. Strand II has four benchmarks: 1. Techniques, 2. Elements, 3. Principles, and 4. Intellectual Methods.

“R” = Respond in Strand III. Strand III has four benchmarks: 1. Observe, 2. Describe, 3. Reflect, and 4. Analyze.

The overarching code is called the VPAA (Visual, Performing, and Applied Arts).