THE GRADE 2 EXPERIENCE
Being the oldest students in the Early Childhood Centre, Grade 2 provides our students a range of meaningful leadership opportunites as they build on their deep understanding of how their actions affect others and begin to explore how their actions can serve as a model for others. Having become more competent readers, writers and mathematicians the students have opportunities to use these skills in meaningful projects that aim to lead and help others.
Personalising Learning
In the Lower School at ISB we embrace the unique potential within each learner tailor educational experiences to individual strengths, interests & pace empower learners to explore their passions integrate technology seamlessly cultivate critical thinking, and collaborate across diverse perspectives develop learners who confidently navigate the complexities of our world
GRADE 2 SOCIAL STUDIES & SCIENCE INVESTIGATIONS
Description
Connected Disciplines
Conceptual Understandings
GRADE 2 LEARNING MODULES:
Sound and Light Our Action Plants
Understanding how sound and light are created and modified
Science- Physical Sciences
Learners understand that:
Sound is produced by a range of vibrating sources and the way we sense the sounds (pitch, volume etc) depends on the nature of the vibrations
Light is produced by a range of sources and can be sensed and used in a variety of ways
Understanding that our actions can have a positive or negative impact on the communities that we are part of
Social studies- Collaboration and Citizenship
Learners understand that:
Rights only work when we also live up to the relevant responsibilities
Groups can collaborate to make rules but that sometimes they are given by those in authority Scarcity of resources means we have to make decisions about how to allocate them and the resulting impact on the communities sharing the resources
In a group we can help each other to achieve a goal sometimes better than we could on our own
Leaders have power over a group and that ideally this entails responsibilities to the group
Understanding the basic needs of plants and how they change and reproduce
Science- Physical Sciences
Learners understand that:
Living things (plants) have basic survival needs including food, water and shelter, which are met by their environment (adaptation)
Living things (plants) grow, change and have offspring similar to themselves (life cycles)
Living things (plants) have a variety of external features (classification)
Learning Engagements
Understanding the properties of sound and light allows us to manipulate these phenomena and interact with them Light is a powerful tool for exploring the universe around us Through this unit, students explore different sources of light, both man-made and natural They will conduct research into the different ways in which humans and other living things use light
Understanding the properties of sound allows us to manipulate and create sounds for a purpose During this unit, students explore the phenomena of sounds and its impact on their environment Students are engaged in a range of hands-on experiments that help them develop and test theories about how sound is produced and how volume and pitch are adjusted As part of their scientific investigation, learners will have multiple opportunities to focus on simple cause and effect relationships
As part of being local and global citizens we have a responsibility to understand how our actions may impact others and the role of collaboration in finding effective solutions and paths forward
Understanding what it means to collaborate and developing our competencies in this area allows us to harness the power of different perspectives in order to achieve the best result possible Empathy and diverse perspectives play an important role in developing sustainable and authentic solutions to local and global problems and issues Through this unit students will engage in a design cycle and commit to action and service Learners will explore relevant information from sources involving other people (eg texts, interviews etc )
Plants play an important role in the health of our planet By understanding how they grow and what they need to survive we can contribute to a healthy planet As part of this unit students think and act as scientists as they learn about the different parts of a plant and how these features help it survive in their natural habitat Learners also conduct hands-on experiments to help them understand the effects that changing a variable such as the amount of sunlight or water, would have on a plant Students continue to develop their observational skills from prior units to learn about the life cycle of a plant
BECOMING A MATHEMATICIAN
Strand
Operations & Algebriac Thinking
S T E M : M a t h e m a t i c s
Numbers & Operations in Base 10
Areas of Focus & Development
Represents and solves problems involving addition and subtraction
Uses addition and subtraction within 100 to solve one- and two-step word problems
Adds and subtracts within 20
Recalls addition and subtraction facts within 20
Determines whether a group of objects (up to 20) has an odd or even number of numbers
Works with equal groups of objects to gain foundations for multiplication
Uses addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; writes an equation to express the total as a sum of equal addends
Recalls multiplication facts with fluency
Understands place value
Recognizes that the three digits of a three-digit number represent amounts of hundreds, tens, and ones
Counts within 1000; skip-counts by 5s, 10s, and 100s
Compares two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using > , = , and < symbols to record the results of comparisons
Reads and writes numbers to 1000 using base-ten numerals, number names, and expanded form
Uses place value understanding and properties of operations to add and subtract
Adds and subtracts within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction
Mentally adds 10 or 100 to a given number 100-900, and mentally subtracts 10 or 100 from a given number 100-900
Sequences three-digit numbers to 1000, identifying the number before or after a given number in this range
Reasons with shapes and their attributes
Recognizes and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces
Identifies triangles, quadrilaterals, pentagons, hexagons, and cubes
Geometry
Measurement & Data
Mathematical Processes
Partitions a rectangle into rows and columns of same-size squares and count to find the total number of them
Partitions circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, and describe the whole as two halves, three thirds, four fourths
Measures and estimates lengths in standard units
Measures the length of an object by selecting and using appropriate tools such as rulers, meter sticks, and measuring tapes
Estimates lengths using units of centimeters, and meters
Measures to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit
Relates addition and subtraction to length
Uses addition and subtraction within 100 to solve word problems involving lengths that are given in the same units
Works with time and money
Tells and writes time from analog and digital clocks to the nearest five minutes, using a m and p m
Solves word problems involving dollars and coins
Represents and interprets data
Draws 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 problems using information presented in a bar graph
Make sense of problems and persevere in solving them
Construct viable arguments and critique the reasoning of others
Model with mathematics
Attend to precision
BECOMING A READER AND WRITER
Strand
R e a d i n g
Areas of Focus & Development
Acuracy and Fluency
Concepts About Print
W r i t i n g
Comprehension Stragegies
Reads M level texts accurately
Uses a range of strategies to decode text to read (sounding out, skip and return, chunking, decoding of complex spelling patterns)
Draws on context, phonics and sight words when reading
Recognizes a wide range of sight words
Makes meaning of information
Uses a range of strategies to comprehend unknown words
Retells stories sequentially
Responds to and makes personal connections with facts, characters and situations while reading
Infers the meaning of unfamiliar concepts, words, and story themes
Distinguishes between important information and interesting details
Identifies the main purpose of a text, including what the author wants to answer, explain, or describe
Generates questions before, during and after reading texts
Strand
Text Types & Purposes
Areas of Focus & Development
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 ( eg because, and, also) to connect opinion and reasons, and provide a concluding statement or section
Write informative / explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
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
Write for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose, selecting print and multimodal ( visual and audio) elements appropriate to the audience and purpose
Use sentence-level context as a clue to the meaning of a word or phrase
Determines the meaning of the new word formed when a known prefix is added to a known word (e g , happy/unhappy, tell/retell)
Use a known root word as a clue to the meaning of an unknown word with the same root (e g , addition, additional)
Use knowledge of the meaning of individual words to predict the meaning of compound words (e g , birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark)
Vocabulary Use
Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases
Identify real-life connections between words and their use (e g , describe foods that are spicy or juicy)
Distinguish shades of meaning among closely related verbs (e g , toss, throw, hurl) and closely related adjectives (e g , thin, slender, skinny, scrawny)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe
Uses articles, collective nouns, irregular plurals and reflex pronouns accurately
Controls simple tense, verb groups and subject-verb agreement
Uses adverbs and adjectives
Conventions of Standard English
Production of Writing
Produces simple and compund sentences
Captialized holidays, product names and geographical locations
Uses full stops, question marks, exclamation marks, apostrophes and commas correctly
Spells words at a developmentally appropriate level based on the Common Core expectations
With guidance and support from adults and peers focus on a topic, and strengthen writing as needed by revising and editing, such as for spelling, sentence boundary punctuation and text structure
With guidance and support from adults, explore a variety of digital tools to produce and publish writing ( including visual and audio elements), including in collaboration with peers
CORE LITERACIES
S T E M : D e s i g n & T e c h n o l o g y
Exploring a range of software and tools to develop coding skills and mathematical/computational thinking: Beebots
Osmo Lightbot Spritbox
We emphasize using technology responsibly and effectively for communication, collaboration and creation Becoming proficient and postive members in a digital world is a primary goal. Coding
Through projects during the year, students are introduced to the different design tools at ISB and the design process
S
BECOMING AN INDEPENDENT LEARNER
Strand Areas of Focus & Development
Collaboration
T r a n s f e r a b l e S k i l l s
Thinking
How can I actively listen to others?
How do I share my ideas and build on the ideas of others?
How do I work together to achieve our shared goals?
Grade Level Focus Skills
What do I think I already know about this topic?
How can I decide if information is helpful and accurate?
How does information from different sources connect to each other?
REASON ACROSS MULTIPLE EXAMPLES
compare multiple examples / cases / contexts to identify patterns, trends and possible generalizations apply generalizations in new contexts, considering possibly unique aspects of the context as well as possible misconceptions
RETHINK UNDERSTANDING
rethink understanding to effectively take account of new information
Research
What questions do I have?
How can I find the best evidence for my questions?
How can I organize and record my information?
Self-Management
How do I set effective goals and where am I now in achieving them?
How do I feel and what is contributing to how I feel? Do I need support?
RECORD EVIDENCE SYSTEMATICALLY:
re-organize evidence collected from multiple sources in ways that help identify relationships between pieces of information so that patterns, trends and connections can be identified
LANGUAGES PROGRAM
Students, who have demonstrated proficiency in English, access either the Dutch or French language. Additional languages are offered as part of the ISB+ program, based on demand.
ISB follows the Common European Framework for Languages.
L a n g u a g e s P a t h w a y s
English Proficiency
French Foundations A1
Intermediate A2 Inedpendent B1 / C1
Grades 5 & 6
Social Studies in French option
Dutch Indpendent B1 / C1
ISB+ Plus Languages
Open to all regardless of English Proficiency
SPECIALIST PROGRAM
The Physical Education and Heath program focuses on the following areas:
Motor Skills & Movement Patterns
Concepts, Principles, Strategies & Tactics
Understanding Healthy Lifestyles
The Arts program focuses on the following areas:
Creating & Performing and
Responding & Connecting to visual & musical artworks
Ball Skills Movement and Dance
The Grade 2 Physical Education (PE) program introduces children to a variety of PE units designed to prepare them for the Elementary School PE curriculum Emphasizing collaboration and teamwork throughout the year, students engage in diverse activities aimed at fostering group dynamics
Within our initial unit, "Me & We," students delve into different approaches to teamwork and cooperation Subsequent units focus on the development of ball skills, beginning with fundamental techniques such as catching, throwing, and dribbling by both hand and foot Progressing further, students advance to striking activities like badminton to refine their coordination and precision
During the game unit, students analyze strategies to enhance their gameplay, promoting critical thinking and tactical decision-making As a highlight of the program, second graders are introduced to rock climbing, where they encounter bouldering activities, fostering physical agility and problemsolving skills in an exhilarating environment
Our Basic Movement unit gives the children the opportunities to continue developing body awareness and general coordination and also creativity through expressive movement to music and some dance elements, and to further explore the various gym equipment
At the end of the year, we benefit from the outdoor activities such as using the forest, the track for track and field activities and more games!
Our Visual Arts program for students in Kindergarten through Grade 2 offers a vibrant canvas for exploration across a rich tapestry of artistic expressions, spanning from sculpture and construction to painting, drawing, textiles, and digital art Guided by a curated study of diverse artists, our students embark on a journey of discovery, unlocking a spectrum of techniques and igniting their imaginations to boundless creative horizons
Within our ECC common space and Chateau, an ever-evolving gallery showcases the masterpieces crafted by our students, created individually or collaboratively Through collaborative efforts with both on-campus artists and offcampus excursions, including our artist-inresidence program, our students are immersed in a dynamic exchange of creative perspectives, drawing inspiration from the visions of others
Our school forest not only provides a stunning backdrop to their learning experience but all provides our students with a unique en plein air experience enriching their artistic journey
In this dynamic program, students explore elements of drama, movement, singing, and storytelling, igniting their imagination and fostering creativity through immersive role-play and narrative exploration Guided by the pedagogy of Mantle of the Expert, the curriculum intertwines with units of inquiry, empowering students to embody various roles be it intrepid explorers, inquisitive scientists, or astute detectives as they embark on quests to unearth imaginary islands and explore enchanted forests
Through these adventures, students not only build their confidence as presenters and performers but also develop vital collaboration and leadership skills, and have a chance to engage their imaginations in playful and challenging ways Students have the opportunity to showcase their skills and understanding, in culminating performances both in the classroom and for broader audiences within the ISB community
Expanding the building blocks learned in kindergarten, students explore, play, and create with small percussion instruments as well as barred instruments such as xylophones Moving to all musical styles from jazz to fijiri opens students’ musical worlds as they actually understand music through their bodies
Combining all these musical elements, each 1st grade class harmonizes with a 2nd grade class in the spring concert where they experience the joy of performing and sharing their music
Students feel a sense of accomplishment as they later watch their performance and remember how they improved each week
FIELD TRIPS & HOME LEARNING
Field
Trips
I n t h e E C C w e i n t e g r a t e m e a n i n g f u l e x p e r i e n c e s i n t o t h e l e a r n i n g
p r o g r a m m e b y t a k i n g t h e s t u d e n t s o n a n u m b e r o f e x c u r s i o n s
t h r o u g h t h e y e a r E a r l y i n t h e y e a r , o u r G r a d e 2 s t u d e n t s c o n n e c t
w i t h a l o c a l a r t i s t i n B o i t s f o r t w h o l e a d s t h e c l a s s e s t h r o u g h
p e r s o n a l i z e d l e s s o n s o n u s i n g e v e r y d a y a n d r e c y c l e d m a t e r i a l s i n t o
a r t . S t u d e n t s b r i n g t h e s e t i p s a n d i d e a s b a c k t o t h e c l a s s r o o m t o
d e s i g n a n d c r e a t e w i n t e r - t h e m e d a r t p i e c e s f o r t h e i r w i n t e r m a r k e t
f u n d r a i s e r . L a t e r i n t h e y e a r t h e G r a d e 2 s t u d e n t s c o n n e c t w i t h a
l o c a l f a r m a n d g r e e n h o u s e T h e r e t h e y c a n a s k q u e s t i o n s a b o u t t h e
d i f f e r e n t p l a n t s a s w e l l a s c h o o s e s o m e i n t e r e s t i n g p l a n t s t o s t u d y
b a c k a t s c h o o l T h e f i n a l e x p e r i e n c e o f t h e y e a r i s t o T h e M e i s e
B o t a n i c G a r d e n s w h e r e t h e s t u d e n t s l e a r n a b o u t a w i d e v a r i e t y o f
p l a n t s a n d h a b i t a t s .
Home Learning
Grade 2- 20 minutes
R e a d i n g i s t h e t o p p r i o r i t y a s s i g n m e n t f o r h o m e . A l l s t u d e n t s s h o u l d
s p e n d a t l e a s t 2 0 m i n u t e s p e r e v e n i n g r e a d i n g i n d e p e n d e n t l y o r w i t h
a p a r e n t
O t h e r a c t i v i t i e s m a y a l s o b e p e r i o d i c a l l y a s s i g n e d a s r e l e v a n t t o
s u p p o r t a n d e x t e n d l e a r n i n g t a k i n g p l a c e d u r i n g t h e s c h o o l d a y
T h e s e a s s i g n m e n t s w i l l b e l i m i t e d i n t i m e a n d h a v e a c l e a r p u r p o s e .
E x a m p l e s m a y i n c l u d e i n t e r v i e w i n g f a m i l y m e m b e r s a s c o n n e c t e d t o
a u n i t o f s t u d y , w r i t i n g t o d e v e l o p f l u e n c y , p r a c t i c i n g m a t h e m a t i c s
s k i l l s f o r i n d e p e n d e n t m a s t e r y , r e v i e w i n g l a n g u a g e v o c a b u l a r y , e t c
SUPPORTING LEARNERS
English
Language Development
Learning Support
ISB provides services for students with learning needs We provide a whole range of levels of support, making sure that every child gets what they need to be successful The teaching teams decide on the most appropriate level of support to help each student access academics and develop foundational skills Individual Learning Plans (ILPs) are developed for students who require moderate levels of support to help track and describe their progress towards specific goals Speech and Language Therapy and Occupational Therapy services are also availalbe on our campus
High Ability
Enrichment & Extension: through accelerated targets, alternate texts or specially designed tasks that increase depth of knowledge, students have opportunities to work with peers of similar abilities and have direct instruction and feedback on growth and areas for further development
The English Language program provides services to multilingual learners by supporting their development of English language skills and access to academic learning Through either the Foundational (for beginning English learners) or Intermediate (for students with a solid foundation in English) programs, students are well supported in their developing English reading, writing, listening and speaking S t u d e n t S e r v i c e s
Partnerships: ISB works in partnership with organizations such as the Center for Talented Youth (John Hopkins University), Stanford University & Northwestern University where qualifying students have the opportunity to access courses to further develop areas of high ability and interest These courses take place outside of school hours, but time in-school may be provided on a case-by-case basis
Counseling
Counselling Services are available to all students on a short-term and needs basis. Although we do not provide longterm therapeutic support, our Counselor can make recommendations to other professionals in Belgium and abroad.
Additionally our Counselor leads our in class social skills lessons, and leads parent workshops, book clubs and shares timely and pertinent resources with families around common issues and parenting challenges.