Introduction to the Elementary School’s Curriculum At A Glance At ACS Athens Elementary School, students build the necessary skillsets for the years ahead. The elementary curriculum is based on interdisciplinary methods and materials supported and guided by the U.S. State Board of Education. At the heart of the interdisciplinary method is literacy, which is woven throughout all subject areas, such as in Science, Technology, Engineering, Arts, including conceptual connections to Mathematics.
Language Arts - The Language Arts curriculum is guided by American Education Reaches Out (AERO) English Language Arts Curriculum Framework, including standards and performance indicators, as the basis for our instruction. The language arts program in the Elementary School is taught through a balanced literacy approach that integrates reading, writing, language, listening and speaking. The foundation for these literacy skills is language and an understanding of how language works. A variety of programs and resources are in implementation to support this curriculum framework. In addition, our growing classroom libraries, Elementary School Library, as well as, a variety of online reading programs support our balanced approach to literacy instruction. Mathematics - The curriculum structure is provided by the AERO Standards. Students learn the importance of both conceptual understanding and procedural methods through a variety of materials and programs. AERO explains that “most problems that students will encounter in the real world are multi-step or process problems. For example, ACS Athens’ unique Dogs in Learning Program, provides students with ample real-life problem-solving opportunities to apply recently learned mathematical strategies. Science - The Science curriculum is guided by the Next Generation Science Standards (NGSS). Every NGSS standard has three dimensions: disciplinary core ideas (content), scientific and engineering practices, and cross-cutting concepts. The aim of the Elementary School Science Program is for the students to be scientifically literate and to be knowledgeable about the important concepts and theories of the three main branches of scientific study: earth, life and physical sciences. Social Studies - The Social Studies curriculum is designed to help children ask fundamental questions about the world in which they live. Recurring themes—such as culture, community and citizenship—unite the subject studied at all levels. Activities and discussions help students understand where they live and the world around them, including studying the traditions of various nationalities.
Second Grade Language Arts Curriculum at a Glance Reading At this level the reading process is used to understand and interpret a variety of literary texts.
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Writing At this level the skills and strategies of the writing process incorporate aspects and conventions of writing.
Speaking &Listening
Language
At this level the four domains of At this level students learn strategies English are implemented with a to listen and speak for different developing command of conventions purposes. and grammar.
Students will be able to:
Students will be able to:
Students will be able to:
Students will be able to:
Reading: Foundational Skills Know and apply grade-level phonics and word analysis skills in decoding words Read with sufficient accuracy and fluency to support comprehension 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 fables and folktales 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 meaning in a story, poem, or song Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud 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
• 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 (e.g., 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 • With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing • With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers • Participate in shared research and
• Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups • Recount or describe key ideas or details from a text read aloud or information presented orally or through other media • Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue • Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences • Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings • Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification
• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing • Use knowledge of language and its conventions when writing, speaking, reading, or listening • Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies • Demonstrate understanding of word relationships and nuances in word meanings • Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy)
authors or from different cultures writing projects (e.g., read a number of books on a single topic to produce a • By the end of the year, read and comprehend report; record science observations) literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with • Recall information from experiences or scaffolding as needed at the high end of the range gather information from provided Reading: Informational Text sources to answer a question • Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text • Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text • Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text • Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area • 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 • 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 • By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range
Second Grade Math Curriculum at a Glance Process Problem Solving
Students will be able to: • Identify
questions to be answered when solving a problem • Identify what is known and unknown in a problem and recognize when information is missing • Choose froma variety of problem-‐ solving strategies such as drawing pictures, manipulating objects, using numbers, or acting out the situation
Content
Reasoning And Proof
Communication And Representation
Students will be able to:
Students will be able to:
Students will be able to:
• Use inquiry techniquesto solve mathematical problems • Use physical materials, models, pictures, or writing to represent and communicate mathematical ideas • Identify and translate key words and phrases that imply mathematical operations • Explain what they did to solve a problem
Apply mathematical thinking and modeling to solve problems that arise in other disciplines, such as rhythm in music and motion in science • Identify mathematics used in everyday life
• Draw logical
conclusions about math problems • Discuss the steps used to solve a math problem • Justify and explain the solutions using physical models
Connections
Numbers And Operations In Base Ten Students will be able to: •
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Understand that the three digits in a three-‐digit number represent hundreds, tens, and ones Count within 1,000; skip-‐count by 5s, 10s, and 100s Read and write numbers to 1,000 with numerals, number names, and expanded form Compare two three-‐ digit numbersusing >, =, and < Fluently add and subtract within 100 Add up to four two-‐ digit numbers Add and subtract within 1,000 Mentally add or subtract 10 or 100 to a number 100-‐900 Explain why addition and subtraction strategies work
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Measurement And Data
Operations And Algebraic Thinking
Geometry
Students will be able to:
Students will be able to:
Students will be able to:
Measure the length of an object by selecting and using appropriate tools Measure the length of an object twice, using length units of different lengths Estimate lengths using inches, feet, centimeters, and meters Measure to compare two objects Use addition and subtraction to solve word problems with lengths Show whole numbers, sums, and differences on a number line Tell and write time to the nearest five minutes Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies Gather measurement data and show it on a line plot. Draw a picture graph and a bar graph to show data with up to four categories
• Add and subtract
• Recognize within 100 to and draw solve one-‐ and shapes with two-‐step word specified problems attributes • Fluently add and such as subtract within number of 20 using mental sides, strategies. By the angles, or end of Grade 2, faces know all sums of • Partition a two-‐ and onerectangle ‐digit numbers into rows • Determine odd and or even columns, numbers, and and count write an to find the equation to total express an • Partition even number circles and • Use addition to find the total rectangles number of into two, objects in rows three, or and columns four equal shares
Second Grade Science Curriculum at a Glance Students in second grade engage in interdisciplinary thematic units of study in both science and social studies. The focus of these units is on building understanding and vocabulary in the content area, and understanding the relationships and connections to everyday life and the world around us. Structures of Properties of Matter (Physical Science)
Students will be able to: • Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties • Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose • Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object • Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot
Interdependent Relationships in Ecosystems (Life Science) Students will be able to: • Plan and conduct an investigation to determine if plants need sunlight and water to grow • Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants • Make observations of plants and animals to compare the diversity of life in different habitats
Earth’s Systems: Processes that Shape the Earth (Earth Science)
Students will be able to: • Plan and conduct an investigation to describe and
classify different kinds of materials by their observable properties • Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose • Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object • Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot
Second Grade Social Studies Curriculum at a Glance Studentsinsecondgradeengageininterdisciplinarythematicunits ofstudy. Thefocusoftheseunitsisondeveloping inquiry, gathering and interpreting information and applying these methods to real-‐world situations to reach conclusions and communicate results in a variety of forms. Students reflect on the process and outcome through field experiences, or presentations and written responses. Pioneers
Africa
Students will be able to: • Place a series of related events in • • •
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chronological order on a time line Use photographs, audio-‐visuals, and maps to discuss how daily life has evolved Identify the type of work that people used to do to make a living Know different stories about past events, people, places, or situations and how knowledge of these stories help our understanding of the past, present, and future Retell and analyze the importance of individual action and character and explain how they have made a difference in other’s lives, with emphasis on social and political leaders Compare and contrast hands-‐on tools from the American Pioneer days to those of modern day machinery as well as modern day gadgets Use background knowledge to develop new ideas Recreate objects form the past Explain why people settle in certain areas Give examples of choices people make when resources are scarce
A Place We Call Home/ Beinga Community/Holidays Around the World
Students will be able to: • Make connections about individual rights inside and • • •
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outside of the school environment Describe the cultural practices of people on different continents Understand that cultures have different expectations of how to act Identify cultural practices of a culture on three different continents through the study of folktales, music, and art created by people living in that culture Use map keys, legends, symbols, intermediate and cardinal directions as well as a compass rose to derive information from various maps Identify and locate landforms (plateaus, islands, hills mountains, valleys) and bodies of water (lakes, oceans, and rivers) in photographs, maps, and 3D models Compare how land is used in urban, suburban, and rural environments Identify ways in which people have responded to and modified the physical environment such as building roads and clearing land for urban development Compare and contrast cultures Study holiday traditions, music and customs to build cross-‐ cultural understanding
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Identify the characteristics of good citizens Manage citizenship traits including honesty, self-‐respect, and respecting others Recognize that individual people are part of a group Describe important characteristics of a responsible community member Identify and give examples of civic responsibilities that are important to individuals, families, and communities Identify how people monitor and influence decisions in their community and within small groups Differentiate the ways in which social groups can help or hinder societies near or far Compare and contrast different societal make-‐ups Identify how communities manage and use non-‐renewable and renewable resources Describe how the size and the character of a community change over time for geographical reasons Explain why people in different parts of the world earn a living in a variety of ways Explain how people are both buyers and sellers of goods and service Recognize that most people work in jobs in which they produce a few special goods or services Explain ways that people obtain goods and services that they do not produce including the use of money and barter Respect and celebrate cultural differences Identify different traditions and customs Discuss how different holidays around the world are celebrated
Second Grade Specialist Classes Curriculum at a Glance Art Students in grades K-5 develop competencies in demonstrating knowledge and understanding of forms, styles, ideas, and functions of art and applying skills, techniques, media, and processes to create and present art. They also use the language of art to critique, assess, analyze, and communicate and make connections between art and other disciplines, personal experience, world history, and cultures. Students will be able to: • Identify and explore the elements of art, including line, shape and form, color, value, and texture, Balance, Pattern, Proportion • Understand that art can convey ideas and serve different functions • Use art materials and tools in a safe and responsible manner • Use different media, techniques, and processes to
Music
Physical Education
Technology
Students will be able to:
Students will be able to:
• Identify low and high pitch, loud and soft dynamics, fast and slow tempo • Follow/match tempo Sing from memory and variety of songs from different cultures • Match dynamic levels • Respond to cues from conductor • Maintain a steady tempo • Follow call and response • Begin to control how sounds can be made louder, quieter, faster, and slower • Identify different ways sounds can be made and changed • Begin to develop an understanding and recognition of timbre • Recognize and use changes in timbre, tempo, pitch, and dynamics • Use tuned and un-tuned percussion instruments
• Throw a ball hard overhand demonstrating a side orientation • Catch a ball tossed to different levels (i.e., high, low) • Strike a ball with hand or implement using a side orientation. • Kick a rolled ball • Dribble with hands and feet • Move body parts and contact objects with different amounts of force • Reach a goal without being tagged • Move effectively to chase and/or evade others • Move in response to changes in accompaniment • Demonstrate different degrees of muscular tension • Transfer weight from one body part or parts to others with control • Move on, over and around apparatus with purpose and control (i.e., balance beam)
At this level, students develop competencies in Mouse and Keyboard use, Graphics, Word processing, Content area reinforcement (reading and writing), and Simulations. Students will be able to: • Demonstrate beginning keyboarding skills • Use a variety of graphic tools to create simple digital imagery and animations • Develop word processing
Foreign Language Level I Students will be able to: Comprehe nd common expressions and structures used in everyday situations as spoken by teachers and native speakers accustome d to dealing with language learners • Participate in limited oral exchanges on familiar •
Level II Students will be able to: Use appropriate vocabulary, gestures, and oral expressions for greeting, introduction s, leave taking, and other common or familiar interaction s • Use the target language to express needs, feelings, and ideas related to everyday •
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communicate ideas, experiences, and stories Use a variety of materials and media and demonstrate an understanding of how to produce various visual effects Use their senses to make observations about works of art Describe what they see in a work of art Classify artworks into general categories, such as painting, printmaking, collage, sculpture, pottery, textiles, architecture, photography and film Use basic art concepts and vocabulary when making observations about art. Identify the design elements in the work Work for entire class pieces on one project, and work on one project for multiple class periods Recognize that different artists have different voices and styles Begin to recognize and develop their own artistic style Begin learning about art movements, recognize works of art by artists and styles Students will understand how to compose a complete piece of art, and build stamina in
• Develop and understanding of rhythms and polyrhythms • Perform music with control of pulse and awareness of what others are playing • Respond physically to music • Use actions whilst singing, • Show a sense of the shape of the melody • Sing and play with use of dynamics, musical phrasing and perform with intent • Choose and order sounds to achieve an effect /image • Recognize how musical elements can be used to compose descriptive music • Compose and perform simple effects/melodies/rhythms. • Perform/compose music applying some culture and style-‐specific characteristics • Recognize rhythmic patterns • Follow pitch direction from traditional notation • Work on their own, in groups of different sizes, and as a class • Talkaboutmusic (componentsofpitch, dynamics, tempo, rhythm, timbre, instrumentation, etc.) within an aural exampleand/oraclass
• Jump a self-‐turned rope forward and backward without stopping or hesitating • Demonstrate an understanding of giving a “best effort” • Recognize similar movement concepts in a variety of skills • Identify critical elements which lead to successful performance • Explain that warm-‐up prepares the body for physical activity • Participate in a variety of activities (outside physical education class) that require loco‐motor, non-‐loco-‐motor and manipulative skills • Participate in moderate-‐to‐vigorous physical activities outside of physical education class • Choose to participate in a variety of physical activities to improve health • Describe ways that physical activity is good for personal well being • Identify activities they enjoy that increase breathing and heart rate • Support their own body weight in a variety of ways. • Recognize that health-‐related fitness consists of several different components • Follow directions and handle equipment safely • Identify appropriate behaviors for participating with others in physical activity • Play and cooperate with others
skills • Use problem solving skills for more complex beginning coding such as using “repeat command” • Introduced to digital citizenship /online etiquette • Conduct beginning research skills for projects integrated into the subject area curricula
topics to develop proficiency in the target language • Identify essential information in short written texts to recognize written structures of the target language • Write expressions and short sentences to convey personal ideas, concepts, and information • Learn general facts concerning the geography of the country and cultural heritage
situations Understand the basic ideas of oral messages and short conversatio ns based on simple or familiar topics appropriate at this developme ntal level • Understand oral and written descriptions of people and objects in the environment • Learn poetry, songs, proverbs, short anecdotes or narratives • Write in a variety of formats to describe and provide •
finishing a complete piece • Describe similarities and differences in works • Use basic art concepts and vocabulary when communicating ideas and feelings about work • Present personal responses to subject matter, materials, techniques and use of design elements in artworks • Using vocabulary learned in class, critique their own work • Identify connections between the visual arts and other disciplines • Recognize that all cultures produce art and can identify specific works of art as belonging to particular cultures, times, and places • Create art based on personal observation and experience
performance,using some musicvocabulary • Use brainstormed criteria and appropriate terminology to evaluate the quality of a composition or performance • Perform music with awareness of the historical and cultural background of the piece/song under consideration • Use culture specific language and attempt to reenact performance settings appropriate to the piece(s)/song(s) under consideration
regardless of personal differences • Cooperate and interact positively with a partner by sharing observations about skill performance • Develop an appreciation for physical activity in a variety of movement experiences • Identify how cooperating and sharing contributes to completing a movement task • Continue to participate when not initially successful • Enjoy participation in physical activity alone and with others • Value the ability to be creative and to express feelings through movement
and lifestyles of the people in order to develop a cultural awareness • Use technology to present information about family, school events, and celebration s
informatio n about oneself, friends and family, school activities • Use technology to research and present on a variety of informatio n of designated special projects, school events, and celebration s