Second Grade Classes

Art -2

The art program allows the students to explore a variety of two and three-dimensional media. In drawing and painting, the focus is on composing imagery using lines and shapes that exhibit purposeful placement on the paper. In ceramics, the students will investigate textures and modeling. In sculpture and collage, they will learn various paper folding and cutting techniques. In fiber arts, they will compose an intricate visual pattern when weaving with paper and learn to create images with stitchery. 

Language Arts – 2
The objective of our language arts program is to provide meaningful opportunities for the students to read, write, speak, and listen. As the students enter second grade with different skill levels, they are all supported and challenged to develop their skills fully. Our main goal in reading is for the students to become more proficient, fluent and confident. During reading workshop, the students learn to choose “just right” books and read independently. Mini–lessons teach comprehension strategies such as asking questions, making connections, and inferring. In small reading groups, the students are grouped according to their needs. They read books together and skills are taught and practiced to improve decoding, increase fluency, and deepen comprehension. The students should read a “just right” book at home for twenty minutes each night. Our writing program fosters the development of confident, enthusiastic, and competent authors. The students follow the writing workshop process and explore different genres which include how-to books, small moment stories, legends, poetry, and fiction. The students listen to a variety of mentor texts and then rehearse by writing in that style. Mini-lessons focus on conventions, craft, and process. They then draft, revise, and edit their own pieces. They share with the class and confer with the teacher regularly. Our goals include writing with clarity and sequencing events chronologically. In addition to structured genre study, the students have the opportunity to write about subjects of their own choosing in independent journals. In word study the students continue to look at patterns, suffixes, syllables, and generalizations. The students also learn irregularly spelled “outlaw” words. Dictation, word sorts, and games help build the students` spelling skills. In penmanship we review the formation of manuscript letters. 

Mathematics – 2 

We use Investigations in Number, Data and Space, a complete K-5 mathematics curriculum developed under a grant from the National Science Foundation at TERC in Cambridge, Massachusetts as the framework for our program. It is designed to help all children understand the fundamental ideas of number and operations, geometry, data, measurement, and early algebra. Investigations includes activity-based mathematics that encourage students to think creatively, develop and articulate problem-solving strategies, and work cooperatively with their classmates. Many Investigations activities involve engaging games that reinforce students’ understanding of important mathematical concepts and skills. We regularly supplement the program with our own materials.
 

In second grade, students continue to engage in mathematical thinking through experimentation, investigation, questioning, and problem solving. Basic facts and skills are solidified and many new concepts are introduced. With each new concept, the students begin working concretely with manipulatives and pictures and then move to an abstract, symbolic representation and use of the concept. The math activities foster increasing competence in geometry, number combinations, place value, addition and subtraction, addition with regrouping, fractions, graphs, multiplication, telling time, estimation, and money. We expect the students to end the year with a firm grasp of addition and subtraction facts.

Physical Education – 2

The physical education program in grade two reemphasizes fundamental locomotor, stability and manipulative movements (running, skipping, throwing, catching, etc.) Play is increasingly structured into various forms of group games. The basic locomotor and ball handling skills are combined with lines, circles, and other patterns to provide group experiences and an introduction to team play. The teachers strive to develop personal physical growth rather than focus on competition.

Science – 2

In the second grade science classroom, the students are challenged to utilize scientific methodology in order to answer questions about the world around them. Students perform increasingly complex hands-on investigations about topics that include the properties of water, electricity and magnetism, fish, and the solar system. To support and enhance their learning, the students use an array of scientific and technological equipment including microscopes and iPads. Scientific vocabulary is developed through discussions and science-based children’s literature, social and communication skills are reinforced through group investigations, and writing and recording skills are honed through data collection and sharing scientific conclusions. 

Social Studies – 2

We use imaginative inquiry throughout our social studies curriculum. This approach incorporates drama, role playing, and imagination as we travel through time to explore presented topics. Our curriculum begins with a study of New York City. Our goal is to deepen the students’ understanding of the city around them and its diversity. Geographic concepts will be introduced as we explore and map the five boroughs. Class trips are then made to each borough where the students make observations and focus on the important features and unique characteristics of each borough. 

We will address the following questions: 

· Who lives in New York City?

· How is each borough similar and different?

In our next unit we study the Native Americans of the Northeast Woodlands who originally inhabited our area. We will focus on the Lenape with an emphasis on how they used the natural resources in their environment. We will learn about their clothing, homes, cultural beliefs, customs, and family life.

We are guided by these questions:

·  Who are the Lenape?

·  How did they live? 

In April the whole Lower School takes part in a collaborative and interdisciplinary unit that provides an opportunity for the students to learn more about other countries in the world.

Technology – 2

The technology curriculum has been created so that it is purposeful and age-appropriate, and enhances the students’ learning. The studentsuse laptop computers and iPads when they visit the technology lab. Programming skills are further developed as the students use games to learn the basics of coding. They are introduced to Microsoft Word and begin to learn how to edit and manipulate text. Finding and inserting images as well as ways to format text are key concepts. The students explore image manipulation using Image Blender, an image editing program for beginners. The students also use Dance Mat Typing which introduces typing skills. They end the year by taking their first steps on the Scratch coding site.

Library – 2

The goals of the library program are to instill a love of reading, to inspire critical thinking, and to help the students become effective users of ideas and information. Students have one scheduled library class per week where stories are read aloud, books are selected, and research skills are taught in conjunction with the classroom curriculum. 

Music – 2

In music we continue to develop the musical elements of rhythm, melody, harmony, dynamics, tempo, pitch, form, orchestration, and conducting. New rhythms include triplets and sixteenth notes. Songs focus on part singing and rounds, and incorporate the classroom curriculum. Orff and percussion instruments are used in ensembles and as accompaniments to songs and dances. Movement activities incorporate folk dancing and acting along with songs and musical games from around the world. 

Respect and Responsibility – 2

Our respect and responsibility program guides our students with activities and discussions that help them to develop emotionally and socially and become positive members of a group. The curriculum begins with community building and then moves into emotional literacy, conflict resolution, decision making, and stress and anxiety management. 

Students also participate in anti-bias education through which they explore their own identities, learn to appreciate and value diversity, and develop critical thinking skills as they consider a range of concepts relating to equity and justice. 

Related to this work is a gender and sexuality curriculum. Topics explored in the classrooms include: our multiple identities and how they can change, identifying gender stereotypes, and how to be an upstander. In science class the students learn about body openings, body organs and systems, the importance of hygiene, the fish life cycle, male and female cells, and the difference between fish eggs and duck eggs.