Second Grade Curriculum at a Glance

Reading

Writing

Students at this level use general skills and Students at this level use the skills and strategies of the writing process while strategies of the reading process to incorporating aspects and conventions of writing. understand and interpret a variety of literary texts Students will be able to:

• Uses meaning clues, headings, and story structure to aid comprehension and make predictions about content, action, events • Uses basic elements of structural analysis to decode unknown words including, contractions, syllables, basic prefixes, and suffixes • Uses word banks and dictionaries to determine word meaning • Uses self-­‐correction strategies, including reading for context clues • Knows setting, main characters, main events, sequence, problems, and resolution in stories • Knows the theme of a story • Relates story conflicts to personal experiences • Understands supporting details of expository information • Summarizes information found in texts and retell information to make connections

Students will be able to: • Uses the skills and strategies of the writing process to draft, revise, edit, and publish written work • Writes questions to generate ideas • Rereads own writing • Rearranges sentences to improve sequence and clarify meaning • Varies sentence types (complex, compound, simple) • Adds descriptive details • Deletes extraneous information • Incorporates suggestions from peers • Sharpens focus of writing • Edits for grammar, punctuation, capitalization • Indents paragraphs • Uses technology to publish work • Helps classmates apply grammatical and mechanical conventions • Uses strategies to organize written work and Includes a beginning, middle and end • Makes lists to describe familiar persons, places, objects, experiences • Writes in a variety of forms or genres, including poems, informational reporting, paragraph, and script/dialogue • Writes to entertain • Understands and applies the concept of a declarative, interrogative, and exclamatory sentence • Spells r-­‐controlled patterns, contractions, compound words, prefixes and suffixes • Begins to learn correct spelling for irregular words • Uses dictionary and other resources to spell words • Applies capitalization, various types of punctuation, commas in a series of words, and quotation marks • Understands the concept of a noun, verb, adjective, adverb, and words that answer when and why questions • Uses a variety of sources to gather information including charts and indexes

Speaking & Listening

Students at this level use listening and speaking strategies for different purposes.

Students will be able to:

• Makes contributions in class and group discussions and connects ideas with those of others • Follows rules of conversation and group discussion and responds appropriately to comments in a conversation or group discussion • Uses level-­‐appropriate vocabulary in speech, including synonyms, antonyms, homonyms, word analogies, and common figures of speech • Recites and responds to familiar stories, poems, and rhymes with patterns and describes setting and plot • Discriminates separate syllables in a word

Process

PROBLEM SOLVING

REASONING AND PROOF

Students will be able to:

Students will be able to:

• Identify questions to be answered when solving a problem.

• Identify what is known and unknown in a problem and recognize when information is missing.

• Choose from a variety of problem-­‐solving strategies such as drawing pictures, manipulating objects, using numbers, or acting out the situation.

COMMUNICATION

AND REPRESENTATION

Students will be able to:

Content

CONNECTIONS

Students will be able to:

• Use inquiry • Draw logical techniques to • conclusions solve about math mathematical problems problems

• Use physical • Discuss the materials, steps used to models, solve a math pictures, or problem writing to

represent and communicate • Justify and mathematical explain the ideas solutions using • Identify and physical translate key models words and •

phrases that imply mathematical operations

• Explain what they did to solve a problem.

Apply math thinking and modeling to solve problems that arise in other disciplines, such as rhythm in music and motion in science

Identify math used in everyday life

COUNTING AND CARDINALITY

NUMBERS and OPERATIONS in BASE TEN

Students will be able to: Students

MEASUREMENT AND DATA

• Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

• Understand that each successive number name refers to quantity that is one larger.

• Count to answer “how many?”

• Identify whether one group of objects is greater than, less than, or equal to the number of objects in another group.

• Compare two numbers

between 1 and 10 presented as written numerals.

GEOMETRY

Students will be

• When counting objects, say the will be able able to: number names in order, pairing

to: each object with one and only ▪ Describe

one number name and each measurable • M ake o r number name with one and only attributes of break a part one object.

numbers from 11 to 19 into ten ones and some more ones. Use objects or drawings, and record each with an equation (e.g., 18 = 10 + 8).

OPERATIONS AND ALGEBRAIC THINKING

objects, such as length or weight.

Students will be able to:

Students will be able to:

• Represent addition and subtraction in many ways.

• Describe objects in the environment using names of shapes, and tell positions of these objects using terms such as above, below, beside, in front of, behind, and next to

• Solve addition and subtraction word problems within 10.

▪ Compare two • Break apart objects with a • Correctly name shapes numbers into pairs common regardless of their size in more than one measurable or orientation. way (e.g., 5 = 2 + 3, attribute to see 5 = 4 + 1, and 5 = 5 which object has + 0).

• Identify shapes as two-­‐ dimensional (lying in a “more of”/“less plane, “flat”) or three-­‐ of” the attribute. • Find the number dimensional (“solid”). that makes 10 when For example, added t o a

g iven directly compare number. (e.g., If you • Compare two-­‐ and the heights of have 6, what three-­‐dimensional two children and number is needed shapes describing their describe one child to make 10?) similarities, differences, as taller/shorter. parts (e.g., number of objects into sides and • Fluently add and categories; count vertices/“corners”) subtract within 5. the numbers of objects in each • Model shapes in the world by building and category. drawing shapes.

• Put together simple shapes to form larger shapes.

Students in second grade engage in interdisciplinary thematic units of study in both science and social studies.

The focus of these units is on building understanding and vocabulary in the content area, and understanding the relationships and connections to everyday life and the world around us.

Balance and Motion (Physical Science)

Students will be able to: • Know that magnets can be used to make some objects move without being touched.

•Know objects fall to the ground unless something holds them up.

•Know an object’s motion can be described by recording the change in position of the object over time.

•Know the position of an object can be described by locating it in relation to another object or to the background.

•Know tools and machines are used to apply pushes and pulls (forces) to make things move.

•Know the way to change how something is moving is by giving it a push or a pull. The size of the change is related to the strength, or the amount of force, of the push or pull.

•Discover different ways to produce rotational motion.

•Construct and observe toys that spin •Explore and describe some of the variables that influence the spinning of objects •Observe and compare rolling systems with different-­‐ size wheels •Explore and describe the motion of rolling spheres

Eat Right, Feel Right (Life Science)

Air and Weather (Earth Science)

Students will be able to:

• Classify foods and food combinations according to the food groups.

• Make healthy food choices.

•Understand the essential concepts about nutrition and diet.

•Identify the role of consumers & producers.

•Demonstrate health practices and behaviors (such as exercise) to maintain or improve health.

•Identify how the family influences personal health practices and behaviors.

• Comprehend concepts related to health promotion and disease prevention to enhance health.

• Perform and educate school by putting on a health play.

Students will be able to: • Develop an interest in air and weather • Experience air as a material that takes up space and can be compressed into a smaller space • Observe and compare how moving air interacts with objects • Describe how the Sun supplies heat and light to Earth and that the Sun warms that land, air and water.

• Observe and describe changes that occur in weather over time • Become familiar with instruments used by meteorologists to monitor air and weather conditions • Compare monthly and seasonal weather conditions using bar graphs • Observe the force of air pressure pushing on objects and materials • Observe, record, and notice patterns in the sky over time • Organize and communicate observations through drawing and writing • Acquire vocabulary associate with properties of air and weather conditions

Students in second grade engage in interdisciplinary thematic units of study. The focus of these units is on developing inquiry, gathering and interpreting information and applying these methods to real-­‐world situations to reach conclusions and communicate results in a variety of forms. Students reflect on the process and outcome through field experiences, oral presentations and written responses.

Pioneers

Africa

A Place We Call Home/ Being a Community

Students will be able to:

Students will be able to:

Students will be able to:

• Place a series of related events in chronological order on a time line • Use photographs, audio-­‐visuals, and maps to discuss how daily life has evolved.

• Identify the type of work that people used to do to make a living • Know different stories about past events, people, places, or situations and how knowledge of these stories help our understanding of the past, present, and future • Retell and analyze the importance of individual action and character and explain how they have made a difference in other’s lives, with emphasis on social and political leaders • Compare and contrast hands-­‐on tools from the American Pioneer days to those of modern day machinery as well as modern day gadgets • Use background knowledge to develop new ideas • Recreate objects form the past • Explain why people settle in certain areas • Give examples of choices people make when resources are scarce

• Make connections about individual rights inside and outside of the school environment • Describe the cultural practices of people on different continents • Understand that cultures have different expectations of how to act • Identify cultural practices of a culture on three different continents through the study of folktales, music, and art created by people living in that culture • Use map keys, legends, symbols, intermediate and cardinal directions as well as a compass rose to derive information from various maps • Identify and locate landforms (plateaus, islands, hills mountains, valleys) and bodies of water (lakes, oceans, and rivers) in photographs, maps, and 3D models • Compare how land is used in urban, suburban, and rural environments • Identify ways in which people have responded to and modified the physical environment such as building roads and clearing land for urban development • Compare and contrast cultures • Study holiday traditions, music and customs to build cross-­‐ cultural understanding

• Identify the characteristics of good citizens • Manage citizenship traits including honesty, self-­‐respect, and respecting others • Recognize that individual people are part of a group • Describe important characteristics of a responsible community member • Identify and give examples of civic responsibilities that are important to individuals, families, and communities • Identify how people monitor and influence decisions in their community and within small groups • Differentiate the ways in which social groups can help or hinder societies near or far • Compare and contrast different societal make-­‐ups • Identify how communities manage and use non-­‐renewable and renewable resources • Describe how the size and the character of a community change over time for geographical reasons • Explain why people in different parts of the world earn a living in a variety of ways • Explain how people are both buyers and sellers of goods and services • Recognize that most people work in jobs in which they produce a few special goods or services • Explain ways that people obtain goods and services that they do not produce including the use of money and barter

Art Students will be able to: • Identify and explore the elements of art, including line, shape and form, color, value, and texture, Balance, Contrast, Movement, Emphasis, Pattern, Proportion, and Unity.

•Understand that art can convey ideas and serve different functions.

•Use art materials and tools in a safe and responsible manner.

•Use different media, techniques, and processes to communicate ideas, experiences, and stories.

•Use a variety of materials and media and demonstrate an understanding of how to produce various visual effects.

•Use their senses to make observations about works of art.

Describe what they see in a work of art •Classify artworks into general categories, such as painting, printmaking, collage, sculpture, pottery, textiles, architecture, photography and film •Use basic art concepts and vocabulary when making observations about art.

•Identify the design elements in the work

Music Students will be able to: • Identify low and high pitch, Identify fast and slow tempo, • Follow/match tempo, • Sing from memory and variety of songs from different cultures, • Match dynamic levels, • Respond to cues from conductor, • Maintain a steady tempo, • Follow call and response, • Begin to control how sounds can be made louder, quieter, faster, and slower, • Identify different ways sounds can be made and changed, • Begin to develop an understanding and recognition of timbre, • Recognize and use changes in timbre, tempo, pitch, and dynamics, • Use tuned and untuned percussion instruments, • Develop and understanding of rhythms and polyrhythms, • Perform music with control of pulse and awareness of what others are playing.

• Respond physically to music, • Use actions whilst singing, • Show a sense of the shape of the melody, • Sing and play with use of dynamics, musical phrasing and perform with intent.

• Choose and order sounds to achieve an effect/image,

Physical Education Students will be able to: • Throw a ball hard overhand demonstrating a side orientation.

• Catch a ball tossed to different levels (i.e., high, low).

• Strike a ball with hand or implement using a side orientation.

• Kick a rolled ball.

• Dribble with hands and feet.

• Move body parts and contact objects with different amounts of force.

• Reach a goal without being tagged.

• Move effectively to chase and/or evade others.

• Move in response to changes in accompaniment.

• Demonstrate different degrees of muscular tension.

• Transfer weight from one body part or parts to others with control.

• Move on, over and around apparatus with purpose and control (i.e., balance beam).

• Jump a self-­‐turned rope forward and backward without stopping or hesitating.

• Demonstrate an understanding of giving a “best effort”.

• Recognize similar movement concepts in a variety of skills.

• Identify critical elements which lead to successful performance.

• Explain that warm-­‐up prepares the body for physical activity.

• Participate in a variety of activities (outside physical education class) that

Technology

Foreign Language

Level I Level II At this level, students develop competencies in Students will be able to: Students will be able to:

Mouse and Keyboard • Comprehend • Use appropriate use, Graphics, Word common expressions vocabulary, processing, Content area and structures used gestures, and oral reinforcement (reading in everyday expressions for and writing), and situations as spoken greeting, Simulations. by teachers and introductions, leave native speakers

taking, and other accustomed to Students will be able to: dealing with common or familiar •Demonstrate beginning language learners. interactions. keyboarding skills • Participate in limited •Use a variety of graphic oral exchanges on • Uses the target tools to create simple familiar topics to language to express digital imagery and develop proficiency needs, feelings, and animations in the target ideas related to •Develop word language. everyday situations.

• Identify essential processing skills information in short including an introduction written texts to • Understand the to blogging recognize written basic ideas of oral •Introduced to digital structures of the messages and short citizenship/online target language. conversations based etiquette • Write expressions on simple or familiar •Conduct research and short sentences topics appropriate at projects integrated into to convey personal ideas, concepts, and this developmental the subject area information. level. curricula • Learn general facts concerning the geography of the country and cultural heritage and lifestyles of the

• Understand oral and written descriptions of people and objects in the

•Describe similarities and differences in works •Use basic art concepts and vocabulary when communicating ideas and feelings about work.

•Present personal responses to subject matter, materials, techniques and use of design elements in artworks •Using vocabulary learned in class, critique their own work •Identify connections between the visual arts and other disciplines.

•Recognize that all cultures produce art and can identify specific works of art as belonging to particular cultures, times, and places.

•Create art based on personal observation and experience.

• Recognize how musical elements can be used to compose descriptive music, • Compose and perform simple effects/melodies/rhythms.

• Perform/compose music applying some culture and style-­‐specific characteristics.

• Read graphic notation, • Recognize rhythmic patterns • Follow pitch direction from traditional notation.

• Talk about music (components of pitch, dynamics, tempo, rhythm, timbre, instrumentation, etc.) within an aural example and/or a class performance, using some music vocabulary.

• Use brainstormed criteria and appropriate terminology to evaluate the quality of a composition or performance.

• Perform music with awareness of the historical and cultural background of the piece/song under consideration.

• Use culture specific language and attempt to reenact performance settings appropriate to the piece(s)/song(s) under consideration.

require loco-­‐motor, non-­‐loco-­‐motor and manipulative skills..

• Participate in moderate-­‐to-­‐vigorous physical activities outside of physical education class.

• Choose to participate in a variety of physical activities to improve health.

• Describe ways that physical activity is good for personal well being.

• Identify activities they enjoy that increase breathing and heart rate.

• Support their own body weight in a variety of ways.

• Recognize that health-­‐related fitness consists of several different components • Follow directions and handle equipment safely.

• Identify appropriate behaviors for participating with others in physical activity.

• Play and cooperate with others regardless of personal differences.

• Cooperate and interact positively with a partner by sharing observations about skill performance.

• Develop an appreciation for physical activity in a variety of movement experiences.

• Identify how cooperating and sharing contributes to completing a movement task.

• Continue to participate when not initially successful.

• Enjoy participation in physical activity alone and with others.

Value the ability to be creative and to express feelings through movement.

people in order to develop a cultural awareness.

• Uses technology to present information about family, school events, and celebrations.

environment.

• Learn poetry, songs, proverbs, short anecdotes or narratives.

• Writes in a variety of formats to describe and provide information about oneself, friends and family, school activities.

• Uses technology to research and present on a variety of information of designated special projects, school events, and celebrations.