VI. GRADE 2 PROGRAM
Grade 2 Program LANGUAGE ARTS – APPLICATION OF READING AND WRITING The Language Arts Program focuses on the development of students’ reading and writing skills. Students strengthen their phonetic and decoding skills, and they concentrate on increasing their fluency and comprehension. Multi-sensory reading strategies are introduced and used to strengthen children’s literal and inferential comprehension, as well as to help them draw conclusions. Consistent previewing of the stories develops students’ skills for predicting events and determining the meaning of unfamiliar vocabulary words. Students experience several different literary forms such as fables, tall tales, legends, poetry, fiction, and non-fiction. They study the plot and setting of various stories, as well as compare and contrast the characters. They also learn to identify the initiating event or “kick-off” of a story, the characters’ internal feelings, how to sequence events, and evaluate the resolution of a story. Reading aloud and having discussions about the stories during smaller group reading times refine the students’ oral language skills. They begin to demonstrate their understanding of their reading in written form and to apply spelling, vocabulary, grammar, and writing mechanics. The writing process is used to help children clearly communicate their ideas in sentences, paragraphs, and stories. The majority of writing assignments include the prewriting, drafting, editing, and final copy stages. During the editing step, students have individual conference time with their teachers. Creating webs and using “Story Grammar Marker” and “Quick Outline” during the prewriting stage assists students in formulating topic sentences and organizing details in the proper sequence. The goal at the end of the school year is for them to write at least four descriptive sentences about one topic. The students illustrate many of their written assignments with supporting details.
2012- 2013 Lower School Program Guide
The writing skills students cover throughout the year include parts of a complete sentence, types of sentences, sentence expansion, capitalization rules, common and proper nouns, pronouns, singular and plural nouns, action verbs, and adjectives. Students study spelling rules each week and receive reinforcement in their phonetic workbooks. They are encouraged to consistently apply these rules to their independent work and extension activities. How to transfer information from research into writing is introduced. Students practice using reference sources, the dictionary, and recording their facts in complete sentences. They receive a review of writing in manuscript style using the “Handwriting Without Tears” program. Textbooks and Instructional Materials Reading Basals and Workbooks: t t t
“Flat Stanley” “Bunnicula” “Amber Brown Is Not a Crayon”
Phonics: t “Phonics: Level C, D,” Modern Curriculum Press Reading Text: t Modern Curriculum Press Spelling: t “Spelling: Level C,” Modern Curriculum Press t “A Spelling Dictionary for Beginning Writers” Handwriting: t “Handwriting Without Tears,” by Olson and Knagston Grammar: t “Grammar Grade Two,” Instructional Fair t “HBJ Language,” Harcourt Brace Jovanovich t Various trade books t Teacher-created materials
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VI. GRADE 2 PROGRAM
MATH – CONCEPT OF WHOLE NUMBER COMPUTATION The Math Program focuses on the mastery of the basic addition and subtraction facts. Multi-sensory approaches and hands-on materials are used when a new skill is studied. Students are introduced to the concept of regrouping in addition and subtraction to the hundreds place. They continue to be exposed to problem solving strategies and to the steps of solving word problems. Model drawing instruction is introduced and utilized to solve word problems in all operations. Emphasis is placed on understanding the language associated with addition and subtraction and the ability to manipulate numbers in those operations. Mental math strategies are put into place. Multiplication and division are also introduced up to the 5-times tables. Students complete a review of plane and solid figures and learn how to identify fractions. They are introduced to symmetry and congruency and practice writing simple fractions. The program also includes units on reading and writing graphs, patterning, telling time, and working with coins. Students work, ask questions, and share strategies in large and small groups and receive individual instruction. Independent and collaborative mathematical projects are incorporated throughout the school year, as are enrichment activities, in order to nurture different mathematical competencies. Math Materials t
t t t
Math manipulatives: Cuisenaire base ten blocks, Geoboards, flash cards, pattern blocks, geometric forms, tangrams, fraction kits, measuring materials, clocks, money kits, wipe boards. Commercial math games Teacher-created materials Singapore Math materials
2012- 2013 Lower School Program Guide
SOCIAL STUDIES – U.S. GEOGRAPHY AND COMMUNITIES AROUND THE WORLD The Social Studies Program is designed to increase students’ awareness of U.S. geography. Students also become familiar with the similarities and differences of citizens in countries around the world. Units of study include an overview of: landforms and bodies of water; map skills; rural/city/country areas; Native Americans and the early Colonies; an introduction to the American Revolution; important explorers and inventors; different cultures; and how people work. There is a great deal of integration with the Language Arts Program. Students read two books that support and extend the information learned in the social studies chapters, and to help develop their historical perspective of the topographical area introduced. They also learn to identify different directions and become familiar with using maps, map keys, and scales. Students also read current events articles and discuss how they can make a difference as citizens. They are encouraged to share their prior knowledge and to generate questions during class discussions. Individual and cooperative group activities are incorporated into each unit of study, which demonstrate students’ application of the material studied. Textbooks and Instructional Materials t t t t t t t t t
“Sarah Morton’s Day,” by Waters, Scholastic “Annie and The Old One,” by Miles and Brown Several tall tales, folktales, and legends, fabes, and fairytales Reference materials Newspapers and “Weekly Reader,” “Time for Kids” Mercator maps: world and United States Globe Scholastic theme units Teacher- and student-created materials
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VI. GRADE 2 PROGRAM
SCIENCE – EARTH AND LIFE SCIENCE: THE NATURAL WORLD The focus of the Science Program is to develop students’ observation and classification skills. Students are introduced to general scientific terminology related to units on dinosaurs, the life cycle of plants and animals, endangered animals and biomes, animal adaptations, earthquakes and volcanoes, and marine biology. They begin to learn the steps in a research project and they complete simple research projects at the conclusion of the units on dinosaurs, endangered animals, and biomes. Students then present a biome and animal research project. The program is a combination of class discussions and hands-on activities. The weekly science lab introduces children to the scientific method and provides them with the opportunity to conduct experiments. Many of the field trips are related to the units studied. They provide students with the opportunity to apply and expand upon the information learned during class discussions and activities. Materials: t t t t t t
“Science” Textbook, Scott Foresman Scholastic theme units Reference and library materials Internet web sites Magazines Teacher- and student-created materials
2012- 2013 Lower School Program Guide
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