Second Grade CurriculumOverview
Second grade students have many opportunities to engage in reading activities through Shared Reading, Guided Reading, Independent Reading and “Take Home” Reading. Typical second graders exhibit a great range of abilities when they begin the school year in September and most become fluent by June.
This is a comprehensive literacy program which includes:
This is a whole class lesson which is skill based instruction using big books that include fiction, nonfiction, and poetry. Shared Reading is a collaborative learning activity which includes the teacher and all of the children sitting together to read and reread carefully selected enlarged texts. A big book is generally shared over a five-day period, focusing on a different aspect of the book during each reading. Reading strategies are modeled and taught during shared reading. The child will apply these strategies during Guided Reading.
This is small group of readers who have a similar reading level. During this instruction, the students have an opportunity to develop and practice the skills taught during shared reading. The books used include fiction and nonfiction text. The goal is for children to learn how to use reading strategies independently and to read for meaning. The teacher monitors the use of strategies that have been taught and modeled. Assessments are conducted during the year using running records which is an individual evaluation of a reading passage based on a child’s current instructional level.
Students self-select fiction and nonfiction books based on their appropriate independent reading level. Independent Reading provides the opportunity to rehearse reading strategies and encourages the development of reading as a lifetime habit.
Take Home Reading
Students self-select fiction and nonfiction books based on their appropriate independent reading level. Take Home reading emphasizes the importance of continuing reading skills at home.
Written expression is one of the most essential elements in the education of our second grade students. Writing is crucial for their success, not only in school, but also throughout life. Our goals are that students learn to write effectively and develop a positive attitude toward writing. Because reading and writing are interdependent and should be taught daily across the curriculum, instruction in writing occurs within a framework and follows specific guidelines. Students are provided with a variety of writing experiences to foster the development of critical thinkers and effective communicators.
The students learn to write in these modes:
Ø Narrative mode: The purpose of narrative writing is to express personal ideas through story.
Ø Informative mode: The purpose of informational writing is to explain something by providing information, directions, or explanations.
Ø Persuasive mode: The purpose of persuasive writing is to express an opinion and attempt to convince the reader to agree.
Ø Poetry: Poetry explores ideas, emotions and experiences in a distinctive form and style. Poetry stimulates the imagination and helps students hear the sounds and feel the rhythm of language.
Assessment: The District’s Writing Committee uses the Pennsylvania Writing Assessment Guide to score one writing sample in the narrative mode in the spring. Scored assessments are added to the student’s Show Portfolio.
The writing domains include:
Focus- To stick to the topic, make a point, and effectively communicate in the mode
Content-To develop pieces with precise, specific, and well-developed details, explanations and reasons
Organization-To use transitions and to group related ideas together by time, space, subject, or order of importance
Style-To write with a variety of sentences, strong verbs, literary devices, and voice
Conventions- To use correct punctuation, capitalization, sentence structure, grammar, and spelling
Spelling is a part of writing. Students begin a unit with a pre-test. After the pre-test students identify the spelling pattern(s) for the week and words that they need to practice. During the week, students make connections with their spelling to thinking, vocabulary, reading, and writing. Making connections like these helps students achieve real spelling success, not just correct spelling in isolation. Therefore, during the formal weekly assessment, students write their spelling words in sentence form. The expectation is that students apply conventional spelling across the curriculum.