Second Grade Curriculum

	Language Arts
	In second grade, students use the Houghton Mifflin reading program. It begins with a “Back to School” review unit. In this unit, the children review reading strategies. Houghton Mifflin encourages students to apply 6 reading strategies before, during, and/or after reading a selection. They are predict/infer, phonics/decoding, monitor/clarify, question, evaluate, and summarize. In addition, this unit reviews consonant sounds, clusters/blends (e.g. st, dr, cl, etc.), digraphs (e.g. ch, sh, th, and wh), short vowels, long vowels, syllables. After concluding this review, students are assigned a reading teacher based on their reading and writing level. We have two fluid reading groups throughout the year. We follow the Houghton Mifflin writing program. Throughout the year, the students work on six pieces of writing taking them through the entire writing process including organization, rough draft, revising, editing, and final draft. The genres are silly story, descriptive writing, letter writing, animal research report, personal narrative, and procedural writing. We also use Houghton Mifflin to teach spelling. Each week, students are given a pre-assessment. Based on these results, we determine if they are to study that list or be given a challenge list applying the same skill. Throughout the week we also complete activities in class in an effort to learn these words. On Friday, the children are given an assessment on their words. In addition, we will be teaching them high frequency words that are common in the English language. Our expectation is that students also spell these words correctly in their everyday writing. We also have activities that help children learn age-appropriate grammar skills, such as recognizing complete versus incomplete sentences. Approximately twice a week, we have writing workshop. Children have many opportunities to write in various genres including creative stories, letters, procedural writing, etc. We use Scott Foresman-Addison Wesley’s D’Nealian handwriting program. We begin by reviewing manuscript lower-case letters and then upper-case letters. Mid-year, we learn lower-case cursive letters and finally upper-case cursive letters. The form of the manuscript letters is intended to build an easier transition to cursive. Objectives: to listen attentively and respond to literature to participate in story discussions to improve reading fluency to improve comprehension to think critically to write using detail Resources: Houghton Mifflin Reading Second Grade Teacher’s Edition Adventures Delights Practive Books 1 and 2 Various Houghton Mifflin extension books D'Nealian Handwriting 2 Scott Foresman-Addison Wesley

	Mathematics
	The Everyday Mathematics program is designed to enable students to learn a full range of mathematical skills and to help them become life-long mathematical thinkers and problem solvers. We review and build upon the concepts taught in first grade. This curriculum spirals so that skills that may not be mastered will be revisited later and further developed over time. The program includes the following strands: Operations and computation Numeration Patterns, functions, and algebra Data and chance Measurement and reference frames After we complete the initial review unit, students are placed into two fluid math groups. Each group works in the same unit and uses the same student journals. However, some of the supporting materials, homework, expectations, and games may vary as well as the pace. All second graders work in small groups playing appropriate math games and using manipulatives. Learning how to work cooperatively is heavily stressed. In addition, children are asked to memorize math facts. One way we help with this is by using Mad Minutes. We start with doubles (e.g. 5+5) and then addition facts. The amount of time given for the Mad Minutes will depend upon the child’s level. Objectives: to use manipulatively effectively to solve easy addition and subtraction facts using various strategies to understand that numerals hold value to identify and count money and make change to tell time to the hour, half-hour, and quarter hour to explore 3-D and 2-D shapes to solve number stories using diagrams to identify patterns and rules to understand the parts of a whole to measure accurately using the correct tool Resources: Everyday Math Second Grade Teacher’s Edition Everyday Math Student Journals 1 and 2 Various math manipulatives

	Social Studies
	In social studies, we begin with the study of our community and how we can be a responsible part of the Barnesville community. We discuss various aspects of a community and what makes communities different. Next, we study Native Americans learning about the Eastern Woodland, Plains, Southwest, and Pacific Northwest tribes and customs. Following this unit, we begin the study of economics by utilizing the program “Econ and Me.” The children watch a series of video segments in order to learn about goods and services and how we as consumers play a part in this process. Japan is our next unit of study. The children learn about the culture of Japan and have the opportunity to experience hands-on activities. Our final unit is mapping where the children learn cardinal directions and how to interpret maps. Objectives: to identify our role in a community to research the various Native American tribes and what makes them unique to discover the process by which producers and consumers operate to learn about the customs and culture of Japan to interpret maps and follow directions Resources: Neighborhoods and Communities Teacher Created Materials Japan Traditions and Trends Good Apple Native Americans Teacher Created Materials Econ and Me Joint Council on Economic Education Map Skills Scholastic Various fiction and non-fiction texts

	Science
	In second grade, we begin our science curriculum with Earth Science and the study of weather. We learn about the water cycle, the different types of clouds, how clouds are made, and big winds. We then do a unit on ecology where we learn about how to take care of the environment. Our next unit is space, which is an extension of the first grade space unit. The students complete a research report on the planets using the Internet and build satellites. Next we move into Physical Science with the study of simple machines and matter. The students learn about the six types of simple machines and have the opportunity to build a simple machine. We also learn about the three states of matter and that matter can change forms. Finally we finish with Life Science. We do a short unit on human growth and development and then learn about animal life cycles where we raise our own caterpillars and watch them become butterflies as well as make caterpillar models. Objectives: to identify various types of weather and types of clouds to understand the importance of the environment to research a planet and create a satellite to identify examples of the six simple machines to understand that matter has three states and can change to understand how life begins to experience the life cycle of a butterfly Resources: Making Books with Pockets: March Evan-Moor Ecology Teacher Created Resources Our Environment Teacher Created Resources Simple Machines Teacher Created Resources Matter McGraw-Hill Children’s Publishing How Babies are Made General Learning Corp. Scholastic News Edhelper.com

	Physical Education
	Second grade focuses on developing perceptual motor efficiency, while correctly executing all locomotors and non-locomotor movements in response to stimuli and exploring the dimensions of flow, space, time and force. Bilateral and unilateral movements, rope turning and jumping, jumps, leaps, running with the proper form, kicking a rolled ball, striking a pitched ball, demonstrating a trap ball, dribbling a ball with the same foot are some of the many skills learned in second grade. Sequencing in dance along with motor skill sequencing is taught. Fitness lessons are incorporated and AAPHER fitness tests are administered twice a year. Relationships between heart rate, activity, and duration are identified, along with flexibility, muscular endurance, muscular strength, and agility domains. Sportsmanlike behavior is identified within the process and outcome of lessons. Honest accurate reports of one's work is mandatory. Demonstration of cooperative and competitive participation, managing conflicts, continuing to try despite frustrations, decision making for social decisions, are some of the many domains being experientially integrated and processed through the physical education lesson. Safety measures of body control in initiating boundaries, both personal and in general space are reinforced. Understanding and applying interrelated concepts connects (e.g. math, science, social studies, reading/language arts, music and art) to the learning of movement skills. Most importantly physical education will help the learner to utilize optimal effort on all tasks for personal best Objectives: to develop perceptual motor efficiency to develop manipulative movement skills incorporating eye-hand coordination, and eye-foot coordination and some lead-ups. to create and demonstrate rhythmical patterns and dance. to apply movement concepts and principals to the learning and development of motor skills. to increase muscular strength, cardiorespiratory endurance, flexibility, body awareness and agility through physical activity. to achieve and maintain a health-enhancing level of physical fitness. to demonstrate responsible personal and social behavior in physical activity settings. to develop a positive self-concept, respect for self and others and positive social and interpersonal skills. to demonstrate an understanding of interdisciplinary approach to movement science and its application

	Art
	The themes explored in second grade art are learning about the artifacts and cultures of a variety of U.S. Native American peoples and of Japan. Students do artwork related to the Native American regions of the Eastern Woodlands, the Plains, the Southwest and the Northwest. Students also spend a good part of their time learning about the traditional art and artifacts of Japan. Formalized art training occurs twice a week in 45 minute sessions. Objectives: to promote imagination and creative and dramatic play. to encourage the development of personal styles and sensibilities. to develop an appreciation for the art and artifacts of U.S. Native Americans and traditional Japan through making art demonstrating knowledge of them. to learn how to create art specific to a culture or artist after seeing examples of learning a demonstrated process. to explore a plentiful variety of materials and methods when making personal art or learning about the art of individuals, cultures or civilizations. to be inspired to make art by listening to literature and interpreting it. to learn drawing through demonstration, copying and observation. to practice manipulative skills such as weaving, modeling clay, and painting.

	Music
	Singing and song repertoire constitute the basis of 3rd Grade music classes. Songs transmit culture, history, and the richness of shared human experiences, values, and feelings. Through music, the children celebrate the seasons, and observe in some meaningful way the traditional Holidays and Festivals. Special emphasis is placed on agricultural cycles since Barnesville School is located in the Agricultural Reserve. The 3rd Grade always makes a fine contribution to the Lower School May Day with their dancing, singing, and enthusiastic participation in the traditional “Unite and Unite” processional up the gently sloping hillside to the flower-bedecked May Pole on the playground. The 3rd Graders do a project which integrates music and art. For instance, this year they created and recorded a soundscape inspired by the jungle paintings of Henri Rousseau (incorporating animal chattering and growling, bird song, and tropical storm sounds). Their CD was designed to be heard while viewing the Rousseau-style paintings and masks they created in art class. Every month they sing a song about the “Character-Word-of-the-Month”; September is “Kindness” Month, on through “Service”, “Perseverance”, “Respect”, “Initiative”, “Courage”, “Cooperation”, “Responsibility”, until we get to “Honesty” for May and June! Objectives: to experience different cultures through song to play 8-note tunes on the recorder to sing tunefully, and with phrase-awareness to play colored metal handbells in a coordinated, appropriate manner, with proper technique and pleasing tone quality to experience an integration of art and music to find expression through creative uses of sound to hear classical music from a variety of style periods to identify basic instruments of the orchestra to perform on stage to develop a rich vocabulary, and a feeling for poetry to have fun! to develop appreciation of beauty and a sense of what is aesthetically pleasing and lovely Resources: Celebrate the Winter, Revels Inc. Celebrate the Spring, Revels Inc. Sally Go Round the Moon, by Nancy and John Langstaff Hi! Ho! The Rattlin' Bog, by John langstaff Children Sing, Children Play by Kathleen Wojcik-May

	Library
	The Second Grade student enjoys their close proximity to the library. The classes expand and reinforce the previously learned library skills and begin the research component in response to Second Grade curriculum. The library program supports the monthly book report assignment. Second Graders enjoy the Kamishibai story telling unit that tie in with the third term social studies unit on Japan. During the second half of the year the students are instructed in using the automated catalog for a subject search, recording the call number, and locating the book with adult assistance. Students continue to listen to stories for enjoyment and that support the Second Grade curriculum, especially the social studies units. Objectives: to show responsibility for the care and timely exchange of books to locate the main sections of the library; including picture books, easy readers, primary and regular non-fiction, fiction, periodicals, and reference to participate in the discussion of the shared stories and the book format to use the automated catalog and to find a book on the shelf with assistance to create drawings that support story telling