2012- 2013 Lower School Program Guide 15

LANGUAGE ARTS – APPLICATION OF READING AND WRITINGThe Language Arts Program focuses on the develop- ment 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 conclu- sions. 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 charac- ters. 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 de- monstrate their understanding of their reading in writ- ten 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 in- clude the prewriting, drafting, editing, and final copy stages. During the editing step, students have indivi- dual 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.

The writing skills students cover throughout the year include parts of a complete sentence, types of sen- tences, sentence expansion, capitalization rules, com- mon 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 MaterialsReading Basals and Workbooks:

“Flat Stanley”“Bunnicula”“Amber Brown Is Not a Crayon”

Phonics:“Phonics: Level C, D,” Modern Curriculum Press

Reading Text:Modern Curriculum Press

Spelling:“Spelling: Level C,” Modern Curriculum Press “A Spelling Dictionary for Beginning Writers”

Handwriting:“Handwriting Without Tears,” by Olson and Knagston

Grammar:“Grammar Grade Two,” Instructional Fair“HBJ Language,” Harcourt Brace JovanovichVarious trade booksTeacher-created materials

Grade 2 Program

VI. GRADE 2 PROGRAM

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MATH – CONCEPT OF WHOLE NUMBER COMPUTATIONThe 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 stra- tegies 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 intro- duced to symmetry and congruency and practice writing simple fractions.

The program also includes units on reading and writ- ing graphs, patterning, telling time, and working with coins. Students work, ask questions, and share strate- gies in large and small groups and receive individual instruction. Independent and collaborative mathema- tical projects are incorporated throughout the school year, as are enrichment activities, in order to nurture different mathematical competencies.

Math MaterialsMath manipulatives: Cuisenaire base ten blocks,

Geoboards, flash cards, pattern blocks, geometric forms, tangrams, fraction kits, measuring materials, clocks, money kits, wipe boards.

Commercial math gamesTeacher-created materialsSingapore Math materials

SOCIAL STUDIES – U.S. GEOGRAPHY AND COMMUNITIES AROUND THE WORLDThe 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 stu- dies chapters, and to help develop their historical per- spective 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. Indivi- dual and cooperative group activities are incorporated into each unit of study, which demonstrate students’ application of the material studied.

Textbooks and Instructional Materials“Sarah Morton’s Day,” by Waters, Scholastic“Annie and The Old One,” by Miles and BrownSeveral tall tales, folktales, and legends, fabes, and fairytalesReference materialsNewspapers and “Weekly Reader,” “Time for Kids”Mercator maps: world and United StatesGlobeScholastic theme unitsTeacher- and student-created materials

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SCIENCE – EARTH AND LIFE SCIENCE: THE NATURAL WORLDThe focus of the Science Program is to develop stu- dents’ observation and classification skills. Students are introduced to general scientific terminology relat- ed 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:“Science” Textbook, Scott ForesmanScholastic theme unitsReference and library materialsInternet web sitesMagazinesTeacher- and student-created materials

VI. GRADE 2 PROGRAM