Second+Grade+Curriculum


 * Grade Two Curriculum Guide **

**Language Arts for Grades K-6**
**Language Arts** (Note: The standards listed below are consistent from Kindergarten through eighth grade. Expectations are adjusted based on each grade level.)
 * Students read, understand and respond to a variety of materials.
 * Students read and recognize literature as a record of human experience.
 * Students write and speak for a variety of purposes and audiences.
 * Students write and speak using formal grammar, usage, sentence structure, punctuation, capitalization, and spelling.
 * Students apply critical thinking skills to their reading, writing, speaking, listening, and viewing.
 * Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
 * Students use appropriate technologies to extend comprehension and communication skills in reading, writing, speaking, listening, and viewing.

**Math for Grades K-6**

 * Mathematics** (Note: The standards listed below are consistent from Kindergarten through eighth grade. Expectations are adjusted based on each grade level.)
 * Numerical and Proportional Reasoning - Students learn to express numerically quantitative relationships in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools, and technologies.
 * Algebraic Reasoning: Patterns and Functions - Students represent and analyze patterns and functional relationships using a variety of strategies, tools, and technologies.
 * Geometry and Measurement - Students analyze, visualize, measure and transform shapes and structures using a variety of strategies, tools, and technologies.
 * Working with Data: Probability and Statistics - Students collect, display, analyze, compare, and interpret data to make informed decisions using a variety of strategies, tools, and technologies.

**Social Studies for Grade Two**

 * People, Geography, and Regions of the World**
 * The student will gain awareness of the diversity of people throughout the world.
 * The student will understand essential geographic skills in the world context.

**Science for Grade Two**

 * Properties of Matter - Materials can be classified as solid, liquid, or gas based on their observable properties**.** Solids tend to maintain their own shapes, while liquids tend to assume the shapes of their containers, and gases fill their containers fully.
 * Plants (Structure and Function) - Plants change their forms as part of their life cycles. The life cycles of flowering plants include seed germination, growth, flowering, pollination, and seed dispersal.
 * Soils (The Changing Earth) - Earth materials have varied physical properties that make them useful in different ways. Soils support the growth of many kinds of plants, including those in our food supply.
 * Nutrition (Science and Technology in Society) - Human beings, like all living things, have special nutritional needs for survival. The essential components of balanced nutrition can be obtained from plant and animal sources. People eat different foods in order to satisfy nutritional needs for carbohydrates, proteins, and fats.

**Grades K-2 **
Your student will also receive specific instruction in the following areas: Students will explore, understand, select, and apply media, techniques and processes unique to visual thinking. Students will explore, understand, and apply elements and organizational principles of visual language. Students will apply a range of visual thinking and problem solving processes to inspire their ideas and work. Students will understand visual thinking in relation to the development and success of humanity. Students will reflect upon, describe, analyze, interpret, and evaluate their own and other work individually and in groups. Students will make connections between visual arts, visual art careers, and daily life. Students meet in music classes for thirty-six classes a year.
 * Art : Kindergarten through Third Grade**
 * Differentiate between a variety of media, techniques, and processes (examples include drawing, painting, sculpture, clay, and printmaking processes)
 * Use different media, techniques and processes to communicate ideas, feelings, and experiences
 * Use art media and tools in a safe, clean, and responsible manner (Examples include: control a paintbrush, mix a palette of colors, hold scissors and paper for cutting, apply glue appropriately)
 * Explore the elements of visual language
 * Use the elements of visual language to communicate ideas (Examples of elements of visual language include: line, shape, texture, pattern, value, and color)
 * Art content explored through own experiences and teacher directed sources
 * Explore and select art content to communicate meaning (Examples of content include: personal experiences, imagination, environment, music, storytelling, literature, poetry, cultural and historical context)
 * Explore concept that visual thinking has a history and a variety of cultural purposes and meanings
 * Explore works of art belonging to particular styles, cultures, times, or places
 * Create art work that demonstrates understanding of how history or culture can influence visual thinking
 * Explore various purposes for creating works of art
 * Explore visual characteristics of works of art using visual thinking terminology to understand that there are different responses to works of art
 * Describe their personal responses to specific works of art
 * Identify possible improvements in the process of creating their own artwork
 * Explore connections between visual arts and daily life
 * Explore connections between visual arts and other curriculum areas
 * Explore various careers that are available to the visual thinkers
 * Music**
 * Listen and respond to various musical elements
 * Identify and describe ways in which skills and knowledge in music are related to skills and knowledge in other disciplines
 * Continue to develop singing voice
 * Continue to develop music reading skills

**Physical Education**
Key: F = Fall, W = Winter, S = Spring Grade Two students follow the rotating schedule for library classes and lessons. Students learn to select and enjoy fiction and nonfiction materials. Teachers introduce many new books and genres. At the end of second grade, most students should be able to:
 * Safety rules/Expectations - F
 * Personal and group space [Body shapes (curling, twisting, stretching, etc.)] - F
 * Body control - F
 * Collecting and traveling in game activities - F,W,S
 * Basic Fitness/Nutrition concepts - F,W,S
 * Relationships (under, over, around, through, on, off) - F,W
 * Locomotor patterns and sequences (leaping, sliding, running, etc.) - F,W,S
 * Speeds (slow, medium, fast) - F,W,S
 * Directions (forwards, backwards, sideways) - F.W.S
 * The combining of levels, speeds, and directions - F.W.S
 * Balance (static and dynamic, with and without equipment) - F,W,S
 * Chasing/Fleeing - F,W,S
 * Leading/Following - F,W,S
 * Creative movement - F,W,S
 * Tumbling (emphasis on control) - W,S
 * Beginning apparatus skills - W,S
 * Climbing, pulling, and body weight supports - W,S
 * Manipulative skills (striking, rolling, throwing, catching, kicking, dribbling, etc.) - W,S
 * Take-offs/Landings - W,S
 * Library/Media**
 * Locate fiction, nonfiction, picture books, early chapter books and periodical sections of the library
 * Distinguish between fiction and nonfiction
 * Locate and understand the use of an online catalog
 * Use alphabetical order to locate materials in the library
 * Identify these parts of a book: cover, title page, copyright, spine, spine label, and table of contents
 * Browse effectively, checking subject matter and vocabulary to ensure appropriate book choices
 * Demonstrate the ability to use library equipment appropriately
 * Use information research skills to ask and answer relevant questions
 * Demonstrate that reading and using libraries are essential learning activities