2018-19 Grade 2 Curriculum Guide

Lake Forest Country Day School

GRADE 2 Curriculum Lower School

LAKE FOREST COUNTRY DAY SCHOOL A co-educational independent school for students age 2 through Grade 8, graduating students of strong character with a passion for learning since 1888.

Lower School Curriculum (Grades 1–4)

Overview The Lower School curriculum reflects high academic standards, and our faculty is dedicated to giving each student the opportunity to discover his or her physical, creative, social, and academic strengths. Because social and academic skills are inextricably linked, we strive to create a respectful, safe atmosphere where students can explore interests, take responsible risks, and develop academic skills and knowledge. Dedicated faculty members work together in our state-of-the-art facility to create an engaging curriculum, rich with opportunities for deeper thinking as students develop key twenty-first-century skills: communication, cosmopolitanism, collaboration, character, creativity, and critical thinking.

STUDENTS BENEFIT FROM §§ Our developmentally appropriate, coherently sequenced, and integrated curriculum in language arts, mathematics, social studies, science, world language, fine arts, physical education & wellness, and library and education technology.

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§§ A faculty who understands brain and child development and works collaboratively to engage students in a variety of learning experiences that encourage making connections, building understanding, and taking ownership of learning.

§§ A commitment to developing important Habits of Mind, critical thinking and creative problem solving, collaboration and communications skills, and curiosity and imagination.

§§ A commitment to experiential learning and enriching experiences through field trips.

§§ Our Responsive Classroom® teaching philosophy which stands apart from other public and private school programs with its emphasis on a positive social and emotional environment as the foundation for academic excellence.

§§ A diverse and globally aware student and parent body.

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§§ A compassionate school environment that values personal responsibility, diversity, and openness to different points of view.

TEaching Philosophy Knowing the students we teach—individually, culturally, and developmentally—is of utmost importance to us. We also believe in the importance of getting to know their families. We value the input of parents as the child’s first teacher, beginning with intake conferences prior to the start of school when parents share their knowledge of and hopes and dreams for their child.

Two important beliefs are at the heart of our teaching philosophy: first, the social curriculum is inextricably linked with the academic curriculum; and, second, how students learn is as important as what students learn. Lower School faculty shares a commitment to the following teaching and learning practices:

RESPONSIVE CLASSROOM® Responsive Classroom® techniques foster a welcoming, accepting, safe, and nurturing environment for learning.

DIFFERENTIATION Teachers focus on each individual student’s learning style and make adjustments as needed to provide support or additional challenge.

HABITS OF MIND Teachers promote ways of thinking and behaving that develop self-discipline and strong character.

EXPERIENTIAL LEARNING Students enjoy opportunities to engage in handson activities and role-play experiences that help them understand abstract ideas.

AUTHENTIC WORK OF THE DISCIPLINES The curriculum emphasizes academic work that requires critical thinking, problem solving, and collaboration and has real-world applications.

UNIFYING CONCEPTS Ideas are introduced in the context of central unifying concepts or themes to help students recognize and make connections in what they are learning in different disciplines.

Responsive Classroom® Approach The Lower School faculty utilizes Responsive Classroom® techniques to create a welcoming, accepting, safe, and nurturing environment. In classrooms where caring communities are created and in which children are valued for where they are on the continuum of

learning, students are prepared to face challenges intentionally designed to stretch their thinking and help them develop confidence in what they can accomplish. As students grow and mature, they take increasing responsibility for their own learning, for setting goals, and for evaluating their learning style.

By fourth grade, students lead their spring parent conferences, using portfolios to explain their progress, strengths, and challenges.

Children must have multiple opportunities to learn and practice in order to be successful academically and socially. Since the greatest cognitive growth occurs

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through social interaction, various social settings (e.g., oneto-one conferences, small groups, whole class, and team experiences) provide opportunities for learning cooperation, assertion, responsibility, empathy, and self-control.

COMMUNITY MEETING Stop by at 8:15 on a Wednesday morning to experience a Lower School Community Meeting, a time when students in senior kindergarten through fourth grade come together for approximately twenty minutes.

The meetings are designed to: §§ build community through the sharing of common values and experiences.

Every Lower School classroom §§ provide an opportunity for students to present examples of their begins the day with a accomplishments and work in all disciplines.

Morning Meeting. News and §§ celebrate birthdays and reward qualities we value (i.e., persistence, riskAnnouncements are read by the taking, sportsmanship, respect, teamwork, dedication to high-quality work). children as they arrive, building excitement about the day’s events §§ share musical and movement selections. and engaging the students in a §§ continue strengthening and reinforcing public speaking competencies. meaningful question of the day These meetings also provide the opportunity to remind students about important designed to enhance learning Habits of Mind and shared values that are an integral part of the LFCDS experience, and sometimes just to have fun. including the value of “filling each other’s buckets.”

During the sharing that follows, students practice essential skills, such as learning to share students determine what they will read, write about, concisely; actively or explore as well as how they will go about learning listening with empathy and understanding; asking and demonstrating understanding. Students become increasingly complex questions; and making more engaged, productive, persistent, and excited about connections with what they hear. The meeting ends learning and sharing their knowledge when they have with a fun, bonding activity. choices. They are also more likely to think deeply and Inherent in the Responsive Classroom® approach is creatively. shared ownership of the classroom community and Research indicates that the Responsive Classroom® choice. The year begins with cooperative creation of approach provides a more positive school experience for classroom rules based on students’ hopes and dreams both students and faculty, improves the social skills of for the year and the classroom atmosphere necessary to students, increases academic achievement, and leads to accomplish them. Guidelines for behavior are shared more high-quality instruction. with teachers of “specials” such as art, music, science, and physical education & wellness so expectations are consistent throughout the day. Students are taught to resolve conflict with words and to offer amends for any hurt they may have caused. Teachers use logical consequences for infractions and are proactive about dealing with social cruelty. Students feel heard and safe and understand that these situations are part of growing up.

Because we know that choice is highly motivating, the faculty creates opportunities each week when

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Habits of Mind Habits of Mind are behaviors or dispositions that we believe provide a strong foundation for success in school and in life. Across curricular areas, faculty members discuss their application and provide regular opportunities for students to apply them. For example:

§§ During a fourth-grade mathematics class, a teacher encourages metacognition as students prepare to share a variety of ways to solve a problem. §§ A world language teacher asks students to strive for accuracy when pronouncing new vocabulary. §§ Third-grade students think and communicate with clarity and precision as they write essays. §§ Second-grade students think flexibly in visual art class as they determine the materials and perspective to complete their project. §§ First-grade students take responsible risks using challenging playground equipment. §§ For our early childhood students, gathering data through the senses and persisting are part of the fabric of their day. §§ In science class, students question and pose problems as they create "fair tests" and make inferences from the results. §§ Throughout the Lower School, students practice listening with empathy and understanding, managing impulsivity, responding with wonder and awe, and finding humor as a community during daily Morning Meetings. §§ Students learn to think interdependently, be creative, use their imaginations, and be innovative during a myriad of small- and large-group problem solving situations across the disciplines.

SOCIAL AND EMOTIONAL LEARNING Our emotions and relationships affect how and what we learn. Learning is an intrinsically social and interactive process—it takes place in collaboration with teachers, children and parents.

Hence, the abilities to manage emotions and build positive relationships deeply impacts learning. (CASEL, 2013) Beginning with our youngest students, we employ a wide range of age-appropriate social and emotional learning approaches to help children develop self-awareness, selfmanagement, social awareness, relationship skills, and responsible decision-making. Creating balance between the academic and social/emotional needs of students is an essential component of the LFCDS experience.

Authentic Work of the Disciplines At LFCDS, we emphasize authentic learning experiences—ones that reflect critical thinking, problem solving, collaboration, and real-world applications. In order to prepare students for a university education, a meaningful career, and life in general, we work to develop students’ deep understanding of content and issues and ask them to demonstrate their new learning, not just recite it.

The authentic work of real-world learning experiences enables students to develop important lifelong skills and to view their education as relevant and connected to the larger world.

So what does this look like at LFCDS? Second-grade students analyze literature and design open-ended questions to pose to their book clubs. The reduction of carbon footprints on our earth is the focus of fourthgrade students as they manage the school’s recycling program and learn about their own use of natural resources. First-grade students conduct an interview with one of their grandparents or special neighborhood

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THE LFCDS HOUSE SYSTEM Four large flags in the school atrium represent four “Houses” or groups within the School.

LFCDS has developed the House System to foster connections within the school community. The objective is to bring together Upper and Lower School students, faculty, and staff for organized fun that enhances each member’s sense of belonging and builds tradition. §§ The four houses are named for significant leaders in the School’s history (Bell, Mason, and Farwell) and a founder of the first private day school in America (Alcott). Each house has a signature color. §§ First-grade and new students are assigned to multi-age families within each house, and siblings are placed in the same house. Eighth-grade students, along with faculty and staff members, serve as family and house elders, and enjoy mentorship and leadership opportunities outside of class. §§ School spirit is enhanced through friendly, fun, and unique events throughout the year. §§ Building connections and developing lasting relationships among faculty, staff, and all students from first through eighth grade ultimately creates a stronger sense of responsibility for the well-being of each member of the community.

friends. Preschool students use cloth napkins for snacks and grow vegetables in their school garden beds. Primary source documents are examined by third-grade students as they research and analyze events in our country's history. Learning experiences like these offer intellectual challenge, build work habits of persistence, metacognition, and accuracy, and engage students in the kinds of creative and critical thinking that will serve them well throughout their lives.

Differentiation Differentiation is the process of matching instruction to varied students and their interests and needs.

It is a cornerstone of high-quality teaching and learning and a practice that pervades LFCDS. We pride ourselves on our ability to deeply know our students as learners and to think outside of the box when it comes to approaching their learning in the most appropriate and effective ways. This is responsive education. Students who require academic enrichment may participate in a variety of math or reading experiences while those children who require

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additional support may receive in-class individual and small-group assistance or instruction offered through our Learning Services Department. Ongoing assessment enables us to efficiently and flexibly encourage our students’ interests and to meet their academic and developmental needs.

Experiential Learning What child wouldn’t want to become a toy designer, a pioneer in the 1850s, a travel journalist making a crosscountry trek, a Chinese dragon parade manager or a member of royalty in medieval England? Experiential learning occurs when students investigate and gain understanding through their play. An excellent instructional strategy to engage the whole child— cognitively, socially and emotionally, physically, and creatively—experiential learning allows students to learn by doing: creating, constructing, planning, solving problems, and collaborating. LFCDS teachers carefully craft experiential, hands-on learning

activities that will tap students’ interest and engagement and then allow for divergent thinking, open-ended responses, student choice, and rich understanding. Joyful play and academic rigor can occur simultaneously!

Unifying Concepts Unifying concepts provide a structure for organizing and making meaning of the knowledge and information that students learn throughout the school day. Research supports this notion: facts and ideas become usable understandings for children when they are linked to central themes or concepts. Knowing how students learn best, we developed preschool through eighth-grade social studies and science curricula around unifying concepts that build upon and connect to each other. For example, the relationships concept that grounds the preschool social studies curriculum is enhanced by the study of animal-environment relationships in junior kindergarten; by the contentious relationships between European settlers and native peoples studied in third grade; and by the relationship between individual and government in eighth-grade American history. At the same time, each grade level represents a new layer of unifying concept that enriches and broadens students’ understanding of it and its application in varied contexts. Unifying concepts are integral to ensuring that students make connections within and across disciplines and topics and, as a result, comprehend their learning experiences more deeply.

HEALTHY EATING AND MANNERS Lunch is included in tuition and, since LFCDS focuses on the whole child, mealtime is structured as an opportunity for children to learn and practice gratitude, good manners, polite conversation, and healthy eating habits. §§ Lunches are served family style with six or seven students assigned to a table with an adult or fourth-grade supervisor.

Fourth-grade students may sit at self-managed Honor Tables. §§ OrganicLife provides healthy hot selections, an extensive salad bar, and a sandwich bar daily. Fresh fruit is served each day for dessert. Several times per month, a sweet dessert is offered in addition to the fruit. A water pitcher is on each table, and milk is also available. §§ Each child has a job to accomplish so that tables are respectfully cleared, cleaned, and prepared for the next lunch. §§ A music selection is played during which the lunchroom is silent and the focus is on eating. §§ On occasion, world language immersion tables provide an enriching, authentic, and fun experience for students. They are supervised by world language staff and bilingual volunteer parents. §§ Parents are welcome at lunch both as visitors and as volunteer table supervisors.

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GRADE 2 Curriculum The Second-Grade Experience at LFCDS Second-grade students skip into school independently, excited to see their friends and start the day. They are immersed

science. Second-grade teachers structure the beginning of the day carefully as they know that their students need the security of rules, routines, and physical boundaries. Students are engaged with purposeful activities from the Highlights of the moment they arrive, and welcoming Morning Second-Grade Messages inform them Experience about what lies ahead that day. §§ Create a blueprint and prototype for a

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in the traditions of LFCDS from regular participation in weekly Lower School Community Meetings to enjoying activities with their junior kindergarten buddies and house family members. They musical instrument.

Socially, second-grade proudly teach Lower students enjoy having §§ Forge relationships in the school School students the and making friends, as community through House events. meaning of sophisticated well as imitating the §§ Read aloud to and mentor Junior vocabulary in the actions of their peers Kindergarten buddies.

Pledge of Allegiance at in an effort to belong. a Community Meeting. §§ Discover how a tall-grass prairie habitat Friendships may change Doing so complements quickly, so teachers supports rabbits and other animals. their natural inclination sometimes hear “nobody §§ Study the American flag and Pledge to learn new words and likes me”—until another of Allegiance and develop their own meanings, a desire to child comes along, and classroom pledge. share their knowledge their preference to play with others, and the more §§ Delve into the architecture of downtown alone quickly changes! precise manner in which Chicago through investigations and a field trip.

Second-grade students they speak. This interest love to be active and are §§ Create an online interactive portfolio of in language spills into regularly engaged in ball reading, writing, and mathematics using a love of writing stories games or tag games on iPad technology. that become increasingly the playground. They more engaging and fully §§ Refine design thinking skills through handsare typically more selfdeveloped. Readers’ on projects in the Innovation Lab. aware and better able to Theatre activities enhance self-regulate, understand their fluency and tap into other points of view, and their love of dramatic explain their emotions. activities. Seven-year-olds are generally more serious, At LFCDS, we focus on respect and on what it means hardworking, and sensitive than they were at six, and a to be part of a community. Each classroom develops bit of perfectionism or worrying can be evident as they its own group agreement about standards for behavior. work slowly to complete tasks. They enjoy hands-on Second-grade students understand and practice what activities that allow them to explore how things work, it means to “fill someone’s bucket,” from kindnesses enhancing their investigations in mathematics and shown to classmates and adults. Second grade is the

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perfect time for families to reinforce the School’s expectations: respecting the learning environment, persisting and giving one’s best effort, using polite table manners, being a good friend, and reaching out to help those who are new to a community, those who may be feeling left out, or those less fortunate.

SCHEDULE Second-grade students follow a six-day academic schedule:

§§ Language arts (i.e., reading, writing, word study, speaking): a minimum of two hours each day, allowing for students to make literacy choices throughout the week. §§ Social studies: approximately two and one-half hours per six-day cycle. §§ Mathematics: one hour each day. §§ Physical education & wellness: thirty minutes each day. §§ Science: three times in a six-day cycle for approximately forty minutes. §§ Music: twice in a six-day cycle for approximately forty minutes. §§ Visual art: twice in a six-day cycle for fifty minutes. §§ French: three times in a six-day cycle for twentyfive minutes.

Each day begins with a Morning Meeting during which time students greet one another, get to know each other better through sharing, engage in an activity, and read the daily message. Each morning, students have a short snack break. Because we value fresh air, play, and the skills gained through unstructured activities, a thirtyminute recess occurs each afternoon.

HOMEWORK The more formal homework in second grade is successfully handled due to the positive organization, routines, and attitudes surrounding homework that first-grade teachers and parents created. They include:

§§ Structure regarding when and where homework will be completed; checking to be certain it is completed neatly and accurately; and determining where work is placed so materials are ready to be returned to school

the following morning. §§ Parents’ availability to answer questions and confirmation of homework as a valued part of learning.

In second grade, students should spend an average of twenty to thirty minutes on homework.

§§ Word study activities are completed Monday through Thursday. §§ On Monday through Thursday, there are games or drills to promote fact fluency, problems to practice what has been taught at school, or other mathematics enrichment. §§ Reading to or with a child daily is expected for twenty-five minutes each night as it promotes reading as a lifelong habit and builds fluency and vocabulary.

STANDARDIZED ASSESSMENTS Standardized and normed data provided by the following tools, along with classroom-based assessments, offer teachers a more complete understanding of each student’s learning profiles and guides individual instruction as well as curriculum design.

§§ Two times a year the Fountas and Pinnell Benchmark Assessment System is administered to gauge student progress in reading accuracy, fluency, and comprehension. §§ Second-grade students take the NWEA MAP (Measures of Academic Progress) assessment.

This test is designed to identify areas of strength, opportunities for interventions, and overall performance over time. The adaptive, untimed assessment provides reliable, detailed information about what each student knows and is ready to learn. Because the test is administered two times a year, educators have immediate and highly accurate data on the precise learning level of each child so their teaching can be adjusted to meet the individual needs of students. §§ MAP results allow for individualized Compass Learning activities to be provided to each student.

Compass Learning provides online blended learning for support and enrichment, which is specifically targeted to each child's level of understanding and mastery.

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LANGUAGE ARTS OVERVIEW The Lower School language arts curriculum provides a framework for teaching and learning that is student centered, rigorous, and individualized. Divided into four components—reading, writing, word study, and public speaking—the language arts program enables students to become strong readers, writers, speakers, listeners, as well as researchers who can think and investigate in critical and creative ways.

In senior kindergarten through Grade 4, Lake Forest Country Day School utilizes a reading workshop program developed by Lucy Calkins at Columbia University's Teachers College. This program offers a comprehensive approach to creating passionate, lifelong readers by providing children with long stretches of time to read with direct, explicit instruction in the skills and strategies of proficient reading. Reading workshop also provides opportunities for children to talk and write about what they read. In conjunction with the reading program, Lower School students write in a variety of genres in addition to developing oral language skills through a variety of activities. Public speaking opportunities are woven throughout the curriculum and offered on a regular basis.

GRADE-LEVEL EXPECTATIONS In second grade, students work to master the following language arts skills:

Reading Foundational Skills

§§ Distinguish long and short vowels when reading regularly spelled one- and two-syllable words. §§ Identify words with inconsistent but common spelling/ sound correspondences. §§ Recognize and read grade-appropriate high-frequency (irregularly spelled) words.

§§ Read on-level text with purpose and understanding. §§ Read on-level text orally with accuracy, appropriate rate, and expression. §§ Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reading Literature

§§ Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. §§ Recount stories, including traditional tales from diverse cultures and determine their central message, lesson, or moral. §§ Describe how characters in a story respond to major events and challenges. §§ Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and

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meaning in a story, poem, or song. §§ Acknowledge differences in the points of view of characters. §§ Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. §§ Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Reading Informational Text

§§ Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. §§ Describe the connection between a series of historical events in a text. §§ 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.

Writing

§§ Write informative/explanatory texts that include an introduction, facts and definitions to develop points, and a concluding statement or section. §§ Write narratives that include a well-elaborated event or short sequence of events; details to describe actions, thoughts, and feelings; temporal words to signal event order; and a sense of closure. §§ With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Speaking and Listening

§§ Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). §§ Build on others’ talk in conversations by linking their comments to the remarks of others.

Language

§§ Accurately use parts of speech (i.e., nouns, pronouns, verbs, adjectives, adverbs). §§ Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). §§ Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). §§ Capitalize holidays, product names, and geographic names. §§ Use end punctuation.

§§ Identify the main purpose of a text, including what the author wants to answer, explain, or describe. §§ Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. §§ Describe how reasons support specific points the author makes in a text. §§ Compare and contrast the most important points presented by two texts on the same topic.

§§ 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). §§ Recall information from experiences or gather information from provided sources to answer a question. §§ Continue practicing fundamentals of handwriting skills using Handwriting without Tears program.

§§ Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. §§ Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

§§ Use commas in greetings and closings of letters. §§ Use an apostrophe to form contractions and frequently occurring possessives. §§ Generalize learned spelling patterns when writing words (e.g., cage/badge; boy/boil). §§ Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

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MATHEMATICS OVERVIEW The Singapore program, Math in Focus, is the resource used in senior kindergarten through fourth grade. Excellent supplementary materials and technology pieces support differentiated instruction. Through a concrete–pictorial–abstract approach, students develop a strong conceptual understanding before applying their knowledge. Thinking critically and analytically through problem solving is the centerpiece of this program. The spiraling emphasis each year on number sense, place value, and developing mental math strategies adds to the depth of understanding students can draw upon as they determine various approaches to solving a problem. Bar models require students to visually represent the information in a problem, providing clarity for the operation(s) required to solve it.

Classes begin with an Anchor Task for students to explore individually and collectively with guidance from the teacher. Math in Focus lessons support our commitment to providing students with a strong conceptual background that lays the groundwork for algebraic thinking and future success in mathematics; procedural understanding and fact fluency that engender confidence and precision; the ability to clearly communicate one’s thinking with models; and effective use of strategies, flexible thinking, and perseverance when problem solving. Assessments challenge students to apply what they have learned to non-routine problems. Creating a positive disposition toward mathematics is a key to future success in this discipline. Our Lower School mathematics curriculum aligns with the National Council of Teachers of Mathematics and Common Core State Standards.

GRADE-LEVEL EXPECTATIONS In second grade, students work to master the following mathematics skills:

Operations and Algebraic Thinking

§§ Represent and solve one- and two-step word problems involving addition and subtraction (i.e., adding to, taking from, putting together, taking apart, and comparing) with unknowns in all positions. §§ Demonstrate fluency with addition and subtraction within 20. §§ Use strategies to compute sums and differences (e.g., counting on, making 10, adding 10, decomposing numbers, using the relationship between addition and subtraction, using doubles).

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§§ Determine whether a group of objects (up to 20) has an odd or even number of members. §§ Use addition and/or multiplication to find the total number of objects arranged in rectangular arrays. §§ Use equal groups and repeated addition to multiply. §§ Divide by repeated subtraction of equal groups. §§ Work with addition and subtraction equations, understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

Number and Operations in Base Ten

§§ Understand that three-digit numbers represent amounts of hundreds, tens, and ones. §§ Count within 1,000 by 5s, 10s, and 100s. §§ Read and write numbers to 1,000 with numerals, number names, and expanded form. §§ Compare two three-digit numbers, using greater than, equal, and less than symbols.

Measurement and Data

§§ Measure lengths of objects by using appropriate non-standard and standard tools (e.g., rulers, yardsticks, meter sticks, and measuring tapes). §§ Estimate lengths, using units of inches, feet, centimeters, and meters. §§ Measure to determine the difference in length between two objects. §§ Estimate, measure, and compare customary and metric measurements.

Geometry

§§ Recognize and draw shapes having specified attributes.

Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. §§ Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

§§ Use place value understanding and properties of operations to add and subtract within 100. §§ Add up to four two-digit numbers using strategies based on place value and properties of operations. Use concrete models, drawings, and strategies. §§ Add and subtract two-digit numbers with and without regrouping.

§§ Tell and write time from analog and digital clocks to the nearest five minutes. §§ Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies. §§ Generate measurement data by measuring lengths of several objects to the nearest whole unit. §§ Draw a picture graph, bar graph, and line plot to represent a data set with up to four categories.

§§ Partition circles and rectangles into two, three, or four equal shares and describe them as halves, thirds, and fourths/quarters. §§ Compose and extend number, geometric, and other patterns.

Mathematical Problem-Solving Practices (embedded within each content strand above) §§ Make sense of problems and persevere in solving them. §§ Reason abstractly and quantitatively (i.e., attend to the meaning of quantities; know and flexibly use different properties of operations). §§ Construct logical arguments and evaluate the reasoning of others. §§ Model with mathematics (e.g., write equations, draw a picture, make a table).

§§ Use appropriate tools strategically (e.g., pencil and paper, protractor, ruler, calculator). §§ Attend to precision (e.g., specify units of measure, calculate accurately, label answers, attend to the context of the problem). §§ Look for and make use of structure (i.e., discern patterns, recognize and use properties of operations).

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SOCIAL STUDIES OVERVIEW The Lower School social studies curriculum is enhanced through integration with other disciplines and the exploration of topics via the authentic work of social scientists. Unifying themes spiral throughout the grades from preschool through eighth grade, allowing students to build on the skills developed and the lenses through which they have experienced the social studies content. With emphasis on higher-level thinking skills that include chronological sequencing, comprehension, analysis, and decision making, the social studies program offers students the chance to pursue independent inquiry, participate in handson lessons and projects, and investigate real-world problems. Through social studies lessons, students develop their capacities to make thoughtful, informed decisions. For participating citizens in our culturally-diverse nation and global world, these skills and understandings are essential.

The unifying theme for second grade is identity. In contrast to the more global perspective of the work in first grade, second-grade students examine the concept of identity within the United States. They begin the year with a study of the American flag and the Pledge of Allegiance as they develop their own classroom pledge; students then enjoy a study of diverse communities ending with a focus on the architecture of Chicago and the completion of an independent project. A study of our capitalist identity, exploring all aspects of running a musical instrument company, is enhanced when each student’s creative energy is tapped to devise his or her own musical instrument in an integrated project (i.e., social studies, science, art, music, and French).

GRADE-LEVEL EXPECTATIONS In second grade, students work to master the following social studies skills:

Culture

§§ Describe the value of cultural unity and diversity within and across groups.

Time, Continuity, and Change

§§ Identify and use a variety of primary and secondary sources for reconstructing the past, such as documents, maps, and photos. §§ Identify examples of both continuity and change as described in stories, photographs, and documents. §§ Compare and contrast differing stories or accounts about past events, people, places, or situations and

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offer possible reasons for the differences. §§ Use primary and secondary sources such as artifacts, documents, and stories to develop an understanding of the past and begin to see how knowledge of the past can inform decisions about actions on issues of importance today. §§ Use methods of inquiry of history and literacy skills to research and present findings.

People, Places, and Environments

§§ Ask and find answers to geographic questions related to school, community, state, and region. §§ Interpret information from various representations of earth, such as maps, globes, and satellite images to

inform study of community, state, and region. §§ Define and compare urban, suburban, and rural neighborhoods and communities.

Individual Development and Identity

§§ Explore and analyze factors that contribute to one’s personal identity.

Individual, Groups, and Institutions

§§ Provide examples of the role of institutions in furthering both continuity and change.

Power, Authority, and Governance §§ Analyze and evaluate conditions, actions, and motivations that contribute to cooperation among groups.

§§ Show how groups and institutions work to meet individual needs and promote the common good.

§§ Analyze the significance and symbolism of the United States flag and Pledge of Allegiance.

Production, Distribution, and Consumption §§ Predict how consumers will react to prices that rise and fall for goods and services. §§ Identify human, natural, and capital resources. §§ Determine how specialized jobs might facilitate production. §§ Analyze the advantages and disadvantages of

distribution methods. §§ Synthesize what successful companies and business people do. §§ Create a business including business plan, budget and investor acquisitions.

Science, Technology, and Society

§§ Utilize technology to formulate possible solutions to real-life issues and problems.

Civic Ideals and Practices

§§ Identify and exercise the rights and responsibilities of citizens.

§§ Practice civic participation by addressing issues (e.g., in the classroom, school, community, nation, and world).

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Social Studies

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SCIENCE OVERVIEW The Lower School Science curriculum includes three units of study per year at each grade level that address the three branches of science—physical science, life science, and earth/space science. In a hands-on, inquiry-based setting, students pose questions, explore hypotheses, and form conclusions. Students further their scientific understanding through learning that is relevant to real-life experiences and through spiraling, unifying themes from senior kindergarten through eighth grade.

Second-grade students develop understandings around the theme of patterns of change. They study life cycles, environments, and pollinators ending as entomologists, completing research about an insect and designing it in art class. In the winter, they study sound and light which culminates in the production of a musical instrument, an integration with art and social studies. The final unit explores earth and space, noting patterns related to the sun, moon, and earth. Students are also exposed to coding. Through the use of a series of on-line programs and websites, students learn to develop critical thinking and problem-solving skills. Students begin to understand how to work through challenges using a series of logical and sequential commands, while creating various programs.

Second-grade students will continue to develop their skills using the Design Thinking model. The Design Thinking model is an excellent learning tool for students. It is a structure that allows students the ability to think, design, and construct while developing problem solving skills. Design thinking draws upon logic, imagination, intuition, and systemic reasoning, to explore possibilities of what could be and helps fuel innovation.

GRADE-LEVEL EXPECTATIONS In second grade, students work to master the following science skills:

Questions

§§ Pose thoughtful questions about the world.

Observation

§§ Recognize the need to observe, record, and measure. §§ Use numbers to represent a physical quantity. §§ Observe, describe, and record the properties of living

and non-living things. §§ Observe, describe, and record patterns of change.

Communication

§§ Construct precise scientific drawings and/or representations of events. §§ Record written predictions, observations, and results in a journal and on record sheets, class charts, graphs, and

Comparison

§§ Make comparisons. §§ Compare conditions over time.

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Science

brainstorming lists. §§ Synthesize classroom discussion and offer meaningful contributions.

Comprehension

§§ Identify the main topic, focus, and key details of a scientific or technical text. §§ Read on-level informational text with purpose and

understanding. §§ Participate in research and writing projects (e.g., read a number of books on a single topic to produce a report).

Inquiry Design

§§ Recognize that data is collected by scientists and engineers in investigations. §§ Explain fair test. §§ Record observations (e.g., drawing, writing, measurement). §§ Identify factors that vary in the situation under study. §§ Tabulate and represent evidence in a graphical form and

look for patterns. §§ Interpret simple data represented graphically (e.g., pie charts, simple graphs). §§ Design and implement a fair-test experiment. §§ Analyze and draw logical conclusions from results. §§ Make a claim or argument and support it with evidence.

Scientific Instruments

§§ Use simple tools such as rulers, tuning forks, models, and observation boxes to measure the required data.

World Language OVERVIEW LFCDS offers Spanish, Mandarin Chinese, and French in the ECC and Lower School. These languages were selected in order to expose our students to a variety of important world cultures and better equip them to meet the challenges of global citizenship. Our design is based on current brain research and best practices in elementary world language education. Adhering to the national standards for the teaching of world languages, we aim to prepare our students to view the world from broader perspectives, compare and contrast languages and cultures, and appreciate the importance of communication in international communities. The benefits of this model lead beyond language learning into the discovery of diverse cultural worlds where these languages are spoken.

EARLY CHILDHOOD & LOWER SCHOOL CURRICULUM SEQUENCE Spanish: Preschool and Junior Kindergarten Spanish is the most prominent second language in the United States. Often young children have already had some exposure to Spanish expressions and culture. The two-year study of Spanish provides a foundation in Spanish which will also set the stage for the learning of other languages with different sounds and syntax.

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Science, World Language

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Mandarin Chinese: Senior Kindergarten and Grade 1 Chinese represents the fastest growing Eastern language and may be the most important business language outside of English in the twenty-first century. In addition, brain research shows benefits from the study of pictographic and tonal languages, which naturally develop simultaneous use of multiple areas of the brain, enhancing student learning of other subjects. The two-year study of Chinese enriches our senior kindergarten and first-grade cultural studies, especially our first-grade social studies unit on China.

French: Grades 2 and 3

French is an official language in thirty-three countries spread throughout five continents. While learning French, students discover the cross-influence of the French and English language and deepens their knowledge and awareness of their own language use as they explore the ways language shapes the world. The two-year study focuses on building communicative competence in French and introduces them to speaking and listening in order to express themselves.

Additionally, students use French to enrich their study of other disciplines and learn how to connect to the language through science, art, math, and social studies.

Spanish, Mandarin Chinese, and French: Grade 4 Fourth-grade students have the opportunity to revisit or become familiar with Spanish, Mandarin Chinese, and French. In our global world today, some knowledge of the sound system and basics of each language is critical for a well-rounded education. In addition, an opportunity to compare all three languages over the course of a year allows students, with the support of parents and teachers, to make an informed choice about which single language to study in Upper School. Having experienced all three languages also complements the fourth-grade immigration unit and their culminating study of global warming.

GRADE-LEVEL EXPECTATIONS Second-grade students focus on oral and aural skills by making connections to their immediate world through songs, games, and hands-on activities. They work to master the following French skills: calendar, names for foods, how to express likes and §§ Become familiar with the French map, simple dislikes, clothes, and words for various parts of the geographical landmarks, and a broad overview of French body. history. §§ Identify nouns, definite articles, and gender. §§ Learn basic sound patterns. §§ Develop an awareness and appreciation of the French §§ Learn how to greet others and use courtesy phrases. culture, and by comparison, gain an appreciation of their §§ Recognize and follow simple instructions in French. own and other cultures as well. §§ Use and recognize vocabulary related to numbers to thirty-nine, colors and shapes, classroom terms, the

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World Language

FINE ARTS OVERVIEW Arts are an inseparable part of an education of the whole child. Children learn to express and interpret ideas through observation and analysis of these art forms. They learn creative modes of problem solving and in so doing develop an array of expressive, analytical, and developmental tools which can be applied to every human situation. Students understand the influences of the arts in their power to create and reflect cultures, both past and present, thus enabling them to make informed judgments about cultural products and issues. They also develop attributes such as self-discipline, perseverance, and collaborative skills.

Experiences in the arts develop each child’s imagination and sense of personal fulfillment.

GENERAL MUSIC The three main components of the Lower School general music program at each grade level are music literacy, performance, and music listening and analysis. Students learn proper performance etiquette (posture, facial expression, singing technique) and audience etiquette (active listening and predicting appropriate responses based on genre and venue).

GRADE-LEVEL EXPECTATIONS In second grade, students work to master the following general music skills: §§ Perform with proper etiquette including facial §§ Read, notate, and perform unequal divisions of beat in expression. non-traditional/traditional notation. §§ Explore the music of the Romantic and Contemporary §§ Perform melissmatic vocal warm-ups.

Era with an emphasis on Mussorgsky, Tchaikovsky, and §§ Interpret and apply musical symbols such as time Ellington. signatures in simple and compound meter, tempo, and §§ Write a simple composition culminating in an articulation. interdisciplinary STEM+ unit. §§ Identify and conduct in simple meter.

VISUAL ARTS The main components of the Lower School art program at each grade level include: art production, art literacy, criticism, and art history.

GRADE-LEVEL EXPECTATIONS In second grade, students work to master the following general visual arts skills: §§ Organize space with complex repetition, bilateral or §§ Draw single complex objects from careful observation radial symmetry, and positive and negative shape. and develop confidence in expressing ideas through §§ Form tertiary colors by mixing one primary color with drawing from memory. one secondary color. §§ Depict the illusion of depth in a work of art using overlapping shapes, relative size, and placement within a §§ Use design thinking to create a unique work of art. §§ Identify characteristics of the work of visual artists (i.e., picture.

LOWER SCHOOL—GRADE 2 Fine Arts,

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Kandinsky, Matisse, Chagal, Miró, van Gogh, Homer, da Vinci) and discuss ways artists use lines, shapes, colors, and textures to communicate ideas and feelings. §§ Categorize works of art by subject matter (i.e., portrait, landscape, and still life) and art forms

(i.e., representational, abstract, and non-objective). §§ Using recycled materials, predict and explore methods to create an instrument capable of producing three various pitches.

INFORMATION LITERACY OVERVIEW Library visits and classes are designed to develop two aspects of students' intellectual lives: familiarity with and enthusiasm for literature, both fiction and nonfiction; and the ability to locate, access, and utilize information for the production of original work.

GRADE-LEVEL EXPECTATIONS In second grade, students work to master the following information literacy skills: §§ Begin to recognize and use reference tools, both print §§ Consider new and classic literature and nonfiction of and electronic. interest at appropriate levels. §§ Begin developing skills to facilitate independent use of the library.

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Fine Arts, Information Technology

Education Technology OVERVIEW Competence in education technology is requisite for everyday work and personal life endeavors. To prepare students for a high-tech and global world, the educational technology program provides integrated instruction to effectively and responsibly access, analyze, evaluate, and communicate information.

Building upon first-grade skills, second-grade students use additional software (e.g., fact practice, telling time, read and record for fluency, reading comprehension, graphing). They also access and evaluate information for problem solving and research.

GRADE-LEVEL EXPECTATIONS In second grade, students work to master the following education technology skills: §§ Utilize the online library catalog as well as basic Internet §§ Explore information resources and ways to complete search techniques. tasks using appropriate applications. §§ Independently and collaboratively use iPads to enrich §§ Begin to use a variety of multimedia resources and work core curriculum in an engaging, hands-on way. collaboratively with peers to complete projects.

Physical Education & Wellness OVERVIEW The mission of the physical education & wellness program is to help students develop a lasting appreciation for physical activity and acquire the skills, strategies, and knowledge that lay the foundation for a lifetime of well-being through athletics. Teachers strive to inspire a commitment to health-related fitness and positive lifestyle choices regardless of athletic ability. Our goals are to enhance students’ ability to lead, work together as a team, participate fairly with sportsmanship, and develop respect for peers. We encourage active participation from all students.

GRADE-LEVEL EXPECTATIONS In second grade, students work to master the following physical education & wellness skills: §§ Demonstrate knowledge of various directional and §§ Demonstrate physical competency in age-appropriate pacing terms. locomotor skills. §§ Demonstrate an understanding of class rules, safety §§ Demonstrate physical competency in age-appropriate procedures, and the safe use of equipment, as well as manipulative skills (i.e., hand dribble, foot dribble, kick, strive to interact with their peers in a respectful, safe, underhand or overhand throw).

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and friendly manner during all class activities. §§ Strive to incorporate the Habits of Mind while engaging in the attainment of individual fitness goals during group challenges. §§ Engage in physical activities on a daily basis that increase heart rate and develop an understanding of warm-up and cool-down activities.

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Physical Education & Wellness

§§ Identify positive behaviors that promote good health and set health-related individual fitness goals. §§ Participate cooperatively in a variety of independent, small- and whole-group physical activities. §§ Follow the LFCDS PE/Wellness Code of Conduct.

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learning is a partnership At Lake Forest Country Day School, we believe that the optimal educational experience requires a partnership between the parents, the students, and the School, resulting in a community of focused, joyful learners. Lake Forest Country Day School offers many options for parents to connect with our school community. Beginning with an intake conference with your child’s advisor or homeroom teacher, informational coffees in early September, and grade-level social events, there are many opportunities to establish important connections. As the school year progresses, there are multiple ways for parents to volunteer, from classroom activities and field trips, to a variety of volunteer positions with the Parent Association and the School’s annual Auction. The Parent Association Office is open each day and welcomes all LFCDS parents to stop by for coffee, peruse the spirit wear, and connect with other school families. In addition, parents are always welcome at our weekly Wednesday Community Meetings and for Coffee and Conversation on Tuesdays in the Parent Relations Office. Throughout the school year, LFCDS hosts outside speakers such as bestselling authors Dr. Michael Thompson, Dr. Ned Hallowell, Dr. David Walsh, Dr. Lisa Damour, Dr. Mark Brackett, Director of the Yale Center for Emotional Intelligence, and New York Times parenting columnist Jessica Lahey. All community members are welcome to attend.

The School’s portal offer a wealth of information, including:

§§ Enrichment Activities and Resources: At LFCDS, we believe that summer is an important time to balance learning with leisure. This page provides information about required summer work, book lists for particular grade levels, mathematics and science challenges, and parent resources. §§ Grade Level Curriculum Guides: Each year, faculty members prepare a detailed description of the curriculum for each grade level. These guides provide an in-depth review of the educational experiences your child will be a part of at each grade level. §§ Teacher Communication: Many teachers share classroom experiences through newsletters and photo sharing sites, emails, and phone or personal conversations. §§ Curriculum Review Information: On an ongoing basis, a faculty task force examines and revises a specific curriculum component. §§ Parent Association Information: The Parent Association web page provides up-to-date information regarding volunteer opportunities and other parent-related events.

Social media is a timely way to tell the story of Lake Forest Country Day School. The School regularly maintains and updates its Facebook page, Twitter account, and Instagram with relevant information regarding the School.

Please note that we have a strict social media policy and never post individual student names or information on these channels.

We encourage you to explore the website and learn more about the Lake Forest Country Day School Experience.

Questions? Please contact the Admission Office at 847-615-6151.

Lake Forest Country Day School 145 South Green Bay Road Lake Forest, Illinois 60045 (847) 234-2350 | www.lfcds.org