Our Coventry Grammar School Curriculum Guides provide an overview of our comprehensive academic program for our students in Kindergarten, Grade 1 and Grade 2. Our curriculum is standards based, aligning with the Connecticut Core Standards which indicate what a student should know and be able to do at each grade level, and state and national standards in the content area. Taken together, the standards, our high quality curriculum, and outstanding instruction will prepare every student for life, learning, and work in the 21st century and allow us to develop empowered learners who have the knowledge, skills, and habits of mind to thrive as members of a complex society.
- Language Arts
- Social Studies
- Computer Science Program
- Art Program
- Music Program
- Physical Education Program
- Health Program
- Library Media Center Program
- Social Emotional Learning
Second graders will engage in a variety of learning opportunities to promote their foundational skills as well as their reading, writing, speaking, and listening skills. In Grade 2 students read widely from a broad range of high-quality increasingly challenging literary and informational texts including texts in social studies, science, and other disciplines. Teachers use a variety of research based instructional strategies to promote student practice and mastery of skills embedded in the curriculum.
Phonics & Word Recognition Skills:
- Know and apply grade level phonics and word analysis skills in decoding words:
- Distinguish long and short vowels when reading regularly spelled one-syllable words.
- Know spelling-sound correspondences for additional common vowel teams.
- Decode regularly spelled two-syllable words with long vowels.
- Discord words with common prefixes and suffixes.
- Identify words with inconsistent but common spelling-sound correspondences.
- Recognize and read grade-appropriate irregularly spelled words.
- Read with sufficient accuracy and fluency to support comprehension:
- Read grade-level text with purpose and understanding.
- Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Key Ideas & Details:
- Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in text.
- Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
- Describe how characters in a story respond to major events and challenges.
- Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
- Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Craft & Structure:
- Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
- Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
- Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
- Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
- Know and use various text features (e.g. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
- Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Integration Of Knowledge & Ideas:
- Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
- Compare and contrast two or more versions of the same story (e.g. Cinderella stories) by different authors or from different cultures.
- Explain how specific images (e.g. diagrams showing how a machine works) contribute to and clarify a text.
- Describe how reasons support specific points the author makes in a text.
- Compare and contrast the most important points presented by two texts on the same topic.
Range Of Reading & Level Of Text Complexity:
- By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffoldings as needed at the high end of the range.
- By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Conventions Of Standard English:
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:
- Use collective nouns (e.g. group).
- Form and use frequently occurring irregular plural nouns (e.g. feet, children, teeth, mice, fish).
- Use reflexive pronouns (e.g. myself, ourselves).
- Form and use the past tense of frequently occurring irregular verbs (e.g. sat, hid, told).
- Use adjectives and adverbs, and choose between them depending on what is to be modified.
- Produce, expand, and rearrange complete simple and compound sentences (e.g. The boy watched the movie; The little boy watched the movie, The action movie was watched by the little boy.).
- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing:
- Capitalize holidays, product names, and geographic locations.
- Use commas in greetings and closings of letters.
- Use an apostrophe to form contractions and frequently occurring possessives.
- Generalize learned spelling patterns when writing words (e.g. cage→badge; boy→boil).
- Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Knowledge Of Language:
- Use knowledge of language and its conventions when writing, speaking, reading, or listening:
- Compare formal and informal uses of English.
Vocabulary Acquisition & Use:
- Determine and clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies:
- Use sentence-level context as a clue to the meaning of a word or phrase.
- Determine the meaning of the new word formed when a known prefix is added to a known word (e.g. happy/unhappy, tell/retell).
- Use a known root word as a clue to the meaning of an unknown word with the same root (e.g. addition, additional).
- Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g. birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
- Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
- Demonstrate understanding of word relationships and nuances in word meanings:
- Identify real-life connections between words and their use (e.g. describe foods that are spicy or juicy).
- Distinguish shades of meaning among closely related verbs (e.g. toss, throw, hurl) and closely related adjectives (e.g. thin, slender, skinny, scrawny).
- Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Text Types and Purposes:
- Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, and provide a concluding statement or section.
- Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
- Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
Production and Distribution of Writing:
- With guidance and support from adults, focus on a topic and strengthen writing as needed by revising and editing.
- With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge:
- Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
- Recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening
Comprehension and Collaboration:
- Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups:
- Follow agreed-upon rules for discussions (e.g.,gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
- Build on others' talk in conversations by linking their comments to the remarks of others.
- Ask for clarification and further explanation as needed about the topics and texts under discussion.
- Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
- Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Presentation of Knowledge and Ideas:
- Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
- Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
- Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.
STANDARDS FOR MATHEMATICAL PRACTICE
The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise. Teachers attend to the need to connect the eight mathematical practices to mathematical content in mathematics instruction.
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.
Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction:
- Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Add and subtract within 20:
- Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers.
Work with equal groups of objects to gain foundations for multiplication:
- Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
- Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Numbers and Operations Base Ten
Understand place value:
- Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
- 100 can be thought of as a bundle of ten tens — called a "hundred."
- The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
- Count within 1000; skip-count by 5s, 10s, and 100s.
- Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
- Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Use place value understanding and properties of operations to add and subtract:
- Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
- Add up to four two-digit numbers using strategies based on place value and properties of operations.
- Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
- Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
- Explain why addition and subtraction strategies work, using place value and the properties of operations.
Measurement and Data
Measure and estimate lengths in standard units:
- Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
- Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
- Estimate lengths using units of inches, feet, centimeters, and meters.
- Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
Relate addition and subtraction to length:
- Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
- Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
Work with time and money:
- Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
- Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Represent and interpret data:
- Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
- Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Reason with shapes and their attributes:
- Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
- Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
- Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
In Grade 2, science programming focuses on three standards, the three dimensions of science: science and engineering practices, cross-cutting concepts, and disciplinary core ideas. Each dimension works with the other two to help students build a cohesive understanding of science over time. Science and Engineering Practices describe what scientists do to investigate the natural world and what engineers do to design and build systems. These practices better explain and extend what is meant by “inquiry” in science. Crosscutting Concepts help students explore connections across the topics in science. When these concepts, such as “cause and effect”, are made explicit for students, they can help students develop a coherent and scientifically-based view of the world around them. Disciplinary Core Ideas are the key ideas in science that build on each other as students progress through grade levels and are grouped into the following four domains: Physical Science, Life Science, Earth and Space Science, and Engineering.
Science and Engineering Practices
Asking and Answering Questions:
- Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested.
- Ask questions based on observations to find more information about the natural and/or designed world(s).
- Ask and/or identify questions that can be answered by an investigation.
- Define a simple problem that can be solved through the development of a new or improved object or tool.
Developing and Using Models:
- Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.
- Distinguish between a model and the actual object, process, and/or events the model represents.
- Compare models to identify common features and differences.
- Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).
- Develop a simple model based on evidence to represent a proposed object or tool.
Planning and Carrying Out Investigations:
- Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.
- With guidance, plan and conduct an investigation in collaboration with peers (for K).
- Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.
- Evaluate different ways of observing and/or measuring a phenomenon to determine which way can answer a question.
- Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.
- Make observations (firsthand or from media) and/or measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal.
- Make predictions based on prior experiences.
Analyzing and Interpreting Data:
- Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
- Record information (observations, thoughts, and ideas).
- Use and share pictures, drawings, and/or writings of observations.
- Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
- Compare predictions (based on prior experiences) to what occurred (observable events).
- Analyze data from tests of an object or tool to determine if it works as intended.
Using Mathematics and Computational Thinking:
- Mathematical and computational thinking in K–2 builds on prior experience and progresses to recognizing that mathematics can be used to describe the natural and designed world(s).
- Decide when to use qualitative vs. quantitative data.
- Use counting and numbers to identify and describe patterns in the natural and designed world(s).
- Describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs.
- Use quantitative data to compare two alternative solutions to a problem.
Construction Explanations and Designing Solutions:
- Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
- Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.
- Use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem.
- Generate and/or compare multiple solutions to a problem.
Engaging in Argument from Evidence:
- Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).
- Identify arguments that are supported by evidence.
- Distinguish between explanations that account for all gathered evidence and those that do not.
- Analyze why some evidence is relevant to a scientific question and some is not.
- Distinguish between opinions and evidence in one’s own explanations.
- Listen actively to arguments to indicate agreement or disagreement based on evidence, and/or to retell the main points of the argument.
- Construct an argument with evidence to support a claim.
- Make a claim about the effectiveness of an object, tool, or solution that is supported by relevant evidence.
Obtaining, Evaluating, and Communicating Information:
- Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.
- Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
- Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea.
- Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question and/or supporting a scientific claim.
- Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide detail about scientific ideas, practices, and/or design ideas.
Cross Cutting Concepts
- Children recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
Cause and Effect:
- Students learn that events have causes that generate observable patterns.
- They design simple tests to gather evidence to support or refute their own ideas about causes.
Scale Proportion and Quantity:
- Students use relative scales (e.g., bigger and smaller; hotter and colder; faster and slower) to describe objects.
- They use standard units to measure length.
System and System Models:
- Students understand objects and organisms can be described in terms of their parts, and systems in the natural and designed world have parts that work together.
Energy and Matter:
- Students observe objects may break into smaller pieces, be put together into larger pieces, or change shapes.
Structure and Function:
- Students observe the shape and stability of structures of natural and designed objects are related to their function(s).
Stability and Change:
- Students observe some things stay the same while other things change, and things may change slowly or rapidly.
Disciplinary Core Ideas:
- The performance expectations in second grade help students formulate answers to questions such as:
- How does land change and what are some things that cause it to change?
- What are the different kinds of land and bodies of water?
- How are materials similar and different from one another, and how do the properties of the materials relate to their use?
- What do plants need to grow?
- How many types of living things live in a place?
Second-grade students will engage in the study of how people both past and present have made a difference in their community, country, and the world as well as exploring how and what we decide to remember about the past. This interdisciplinary study incorporates history, civics, economics, and geography and requires that students generate and research compelling questions such as:
- How can people make a difference in society?
- How do both individuals and groups of people make a difference in our town, state, country, and world?
- How and what do we decide to remember about the past?
- How do things in the past connect to what happens today?
- Create a chronological sequence of multiple events.
- Compare life in the past to life today.
- Generate questions about individuals and groups who have shaped a significant historical change.
- Explain perspectives of people in the past to those of people in the present.
- Compare different accounts of the same historical event.
- Identify different kinds of historical sources.
- Explain how historical sources can be used to study the past.
- Identify the maker, date, and place of origin for a historical source from information within the source itself.
- Generate questions about a particular historical source as it relates to a particular historical event or development.
- Generate possible reasons for an event or development in the past.
- Select which reasons might be more likely than others to explain a historical event or development.
- Describe how communities work to accomplish common tasks, establish responsibilities and fulfill roles of authority.
- Follow agreed upon rules for discussion while responding attentively to others when addressing ideas and making decisions as a group.
- Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules.
- Compare their own point of view with others’ perspectives.
- Explain how people can work together to make decisions in the classroom.
- Identify and explain how rules function in public (classroom and school) settings.
- Describe how people have tried to improve their communities over time.
- Construct geographic representations of familiar places.
- Use geographic representations to describe places and interactions that shape them.
- Use geographic representations to identify cultural and environmental characteristics of place.
- Explain how the environment affects people’s lives.
- Explain how humans affect the culture and environment of places/region.
- Identify cultural and environmental characteristics of a place/region.
Computer Science Program
In Grade 2 all students engage in a unit to begin to learn the concepts and practices of computer science. Students will develop a foundation of computer science knowledge and learn new approaches to problem solving that harness the power of computational thinking to become both users and creators of computing technology. Computer science is key to developing and integrating Coventry Public Schools Portrait of the Graduate Competencies such as critical thinking, engaged collaboration, effective communication, and authentic innovation.
- Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use.
Hardware & Software:
- Use appropriate terminology in identifying and describing the function of common physical components of computing systems (hardware).
- Describe basic hardware and software problems using accurate terminology.
Hardware & Software
Data and Analysis
Algorithms and Programming
In Grade 2, using a variety of media, students will work individually and collaboratively to conceive and develop new artistic ideas and work. They will continue to learn how the arts convey meaning and will relate knowledge and personal experiences to make art.
Students will understand, select and apply media, techniques, and processes:
- Differentiate between a variety of media, techniques, and processes.
- Describe how different media, techniques, and processes cause different effects and personal responses.
- Use different media, techniques, and processes to communicate ideas, feelings, experiences, and stories, ect.
- Use art media and tools in a safe and responsible manner.
Students will understand and apply elements and organizational principles of art:
- Identify the different ways visual characteristics are used to convey ideas.
- Describe how different expressive features, and ways of organizing them, cause different responses.
- Use the elements of art and principles of design to communicate ideas.
Students will consider, select and apply a range of subject matter, symbols and ideas:
- Discuss a variety of sources for art content.
- Select and use subject matter, symbols, and ideas to communicate meaning.
Students will reflect upon, describe, analyze, interpret and evaluate their own and others' work:
- Identify possible improvements in the process of creating their own work.
Students in Grade 2 will create music, communicate effectively by performing diverse works of quality music, critically think and respond with social and emotional awareness to diverse musical genres and connect their learning and personal experience to music. Students will use mallet instruments, world percussion, and other learning tools to reach the Coventry Public Schools Music Department Program Goals.
Generate musical ideas for various purposes and contexts:
- Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
- Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple).
Select and develop musical ideas for defined purposes and contexts:
- Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.
- Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.
Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria:
- Interpret and apply personal, peer, and teacher feedback to revise personal music.
Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality:
- Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.
Select varied musical works to present based on interest, knowledge, technical skill, and context:
- Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.
Analyze the structure and context of varied musical works and their implications for performance:
- Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
- When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.
Develop personal interpretations that consider creators’ intent:
- Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
Evaluate and refine personal and ensemble performances, individually or in collaboration with others:
- Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.
- Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.
Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context:
- Perform music for a specific purpose with expression and technical accuracy.
- Perform appropriately for the audience and purpose.
Choose music appropriate for a specific purpose or context:
- Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.
Analyze how the structure and context of varied musical works inform the response:
- Describe how specific music concepts are used to support a specific purpose in music.
Support interpretations of musical works that reflect creators’/performers’ expressive intent:
- Demonstrate knowledge of music concepts and how they support creators’/ performers’ expressive intent.
Support evaluations of musical works and performances based on analysis, interpretation, and established criteria:
- Apply personal and expressive preferences in the evaluation of music for specific purposes.
Synthesize and relate knowledge and personal experiences to make music:
- Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
Relate musical ideas and works with varied context to deepen understanding:
- Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Physical Education Program
Our Physical Education Program helps our children obtain the knowledge and skills they need to become physically educated. Our Grade 2 programming focuses on motor skills, concepts, and strategies related to physical activity, physical fitness, respectful social behavior during physical activity, and promoting the understanding of the benefits of physical activity.
Motor Skill Performance:
- Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
- Demonstrate the ability to stop and start on a signal; combine sequences of several motor skills in an organized way; and move through an environment with body control.
Applying Concepts and Strategies:
- Demonstrate an understanding of body awareness concepts by identifying large and small body parts; show understanding of the quality of movement concepts and apply them to psychomotor skills (e.g., demonstrating momentary stillness in balance activities, distinguishing when to kick a ball softly or with force); and show understanding of space concepts by identifying and demonstrating personal and general space.
- Follow safety and age-appropriate classroom and playground rules and procedures.
Engaging in Physical Activity:
- Engage in physical activities when presented with opportunities and with teacher encouragement. Engage in a wide variety of gross-motor activities that are child-selected and teacher-initiated.
- Participate in healthy physical activity, and demonstrate an understanding that physical activity is beneficial to good health.
- Demonstrate understanding that different movements are performed by different body parts, singly and in combination (e.g., kicking with foot, throwing with hand).
- Demonstrate understanding that different physical activities have different effects on the body (e.g., running, walking and sitting cause heartbeat and breathing to be faster, not as fast, and slow, respectively).
- Demonstrate safe behavior for self and toward others by following established class rules, procedures and safe practices with teacher guidance and reinforcement.
- Interact appropriately with peers and familiar adults (e.g., sharing, taking turns, following rules) with teacher guidance and reinforcement; stay on task for short periods with teacher supervision; listen quietly without interruption for short periods with teacher reinforcement; and exhibit self-control in group situations.
- Demonstrate willingness to play with any child in the class; and recognize similarities and appreciate differences in people.
Benefits of Physical Activity:
- Participate in creative movement and dance; identify several activities that are personally enjoyable; and use a variety of means for self-expression.
- Demonstrate recognition that physical activity is beneficial to good health.
Our Health Program prepares students by providing them with learning experiences to support their abilities to access health information and services to maintain or improve their own health and the health of others; in addition, students will acquire skills and knowledge that encourage lifetime healthy behaviors.
Alcohol, Nicotine, and Other Drugs:
- Identify dangerous household products that are harmful if intentionally, swallowed, inhaled, or absorbed.
- Explain that medicines are drugs that are helpful when needed and used correctly.
- Identify family and school rules about medicine use.
- Identify that using medicines requires adult supervision and identify those adults (e.g. parents, school nurse, doctor, etc.) .
- Physical avoidance and reporting of dangerous drugs and paraphernalia (e.g. needles, candy like substances, vape pens, etc.).
- Describe different types of families (e.g., nuclear, single parent, blended, intergenerational, adoptive, foster, mixed-race).
- Identify the benefits of healthy family and peer relationships.
- Identify qualities that make a good friend.
- Demonstrate ways to treat all people with dignity and respect (e.g., race, ethnicity, socio-economic status, differing abilities, immigration status, family configuration).
- Define consent (e.g. personal space and boundaries).
- Describe the difference between bullying, teasing, and mean spirited behavior.
- Explain why it is wrong to tease or bully others.
- Explain what to do if someone is being bullied.
Healthy Eating and Physical Activity:
- Explain the importance of trying new foods.
- Explain the importance of choosing healthy foods and beverages and daily physical activity.
- Identify a variety of healthy snacks.
- Describe body signals that tell a person when they are hungry and when they are full.
- Identify healthy eating patterns that provide energy and help the body grow and develop.
- Identify and describe functions of body parts (e.g. stomach, feet, hands, ears, eyes, mouth).
- Identify those parts of the body that are considered private.
Optimal Wellness and Disease Prevention:
- Identify different ways that disease-causing germs are transmitted (i.e. skin, mucus membranes, coughing, and contact with bodily fluids).
- Identify ways to prevent the spread of germs that cause common communicable diseases (e.g. cover wounds, cover mouth when sneezing/coughing, wash hands, and do not touch other bodily fluids).
Sexual Assault and Abuse Prevention:
- Identify “appropriate” and “inappropriate” or “safe” and “unsafe” touches.
- Explain why inappropriate touches should be reported to a trusted adult.
- Explain that a child is not at fault if someone touches him or her in an inappropriate way.
- Explain why everyone has the right to tell others not to touch his or her body.
- Explain the importance of respecting the personal space and boundaries of others.
Mental and Emotional Health:
- Identify a variety of feelings that people experience.
- Explain the relationship between feelings and behavior.
- Explain the importance of talking with parents and other trusted adults about feelings.
Safety and Injury Prevention:
- State the benefits of riding in the back seat when a passenger in a motor vehicle.
- Describe the importance of using safety belts, child safety restraints, and motor vehicle booster seats.
- Identify safe behaviors when getting on and off and while riding on a bus.
- Identify safety rules for playing on a playground, swimming, and playing sports.
- Describe how injuries can be prevented.
- Identify safety rules for being around fire.
- Describe how to be a safe pedestrian.
- Identify safety hazards in the home.
- Identify how household products are harmful if ingested or inhaled.
- Identify safety hazards in the community.
- Identify people who can help when someone is injured or suddenly ill.
Once every three years we provide a presentation to Kindergarten-Grade 2 students on firearm safety. Parents may choose to exempt their students from these presentations. Using developmentally age-appropriate instructional materials, our presentation focuses on the following key points:
- If you see an unattended firearm, leave it alone, do not touch it, and get an adult to put it away.
- Treat every firearm as if it is loaded.
- Never point a firearm at another person
- Firearms are not toys-never play with a firearm.
- Some professions require having firearms; police carry firearms to protect us.
Library Media Center Program
The CGS school library environment provides students access to information and technology, connecting learning to real-world events. In the library, learners engage with relevant information resources and digital learning opportunities. The Library Media Center promotes a culture of reading by providing access to high-quality print and digital reading materials that encourage students to become lifelong learners and readers.
- Learners act on an information need by:
- Determining the need to gather information.
- Identifying possible sources of information.
- Learners develop and satisfy personal curiosity by:
- Reading widely and deeply in multiple formats and writing and creating for a variety of purposes.
- Learners follow ethical and legal guidelines for gathering and using information by:
- Responsibly applying information, technology, and media to learning.
- Understanding the ethical use of information, technology, and media.
- Learners responsibly, ethically, and legally share new information with a global community by:
- Disseminating new knowledge through means appropriate for the intended audience.
- With assistance, identify and begin using age-appropriate search engines and directories. Students will:
- Understand and demonstrate a command of information skills and strategies to locate and effectively use print, non-print resources to solve problems and conduct research.
- Use the online catalog (or card catalog) to identify materials by author, title or subject, including cross references and locate resources in appropriate areas of the library media center (e.g., easy section or reference).
- Locate and use table of contents and index in nonfiction materials.
- Identify print and non-print characteristics, organizing features (e.g., table of contents, index), and purposes.
Social Emotional Learning
Second Step is a universal, classroom-based, social-emotional learning curriculum for Kindergarten–Grade 5 that nurtures children’s social-emotional competence and foundational learning skills.
Skills for Learning
- Being Respectful
- Focusing Attention and Listening
- Using Self-Talk
- Being Assertive
- Identifying Feelings
- Learning More About Feelings
- Feeling Confident
- Respecting Different Preferences
- Showing Compassion
- Predicting Feelings
- Introducing Emotion Management
- Managing Embarrassment
- Handling Making Mistakes
- Managing Anxious Feelings
- Managing Anger
- Finishing Tasks
- Solving Problems, Part 1
- Solving Problems, Part 2
- Taking Responsibility
- Responding to Playground Exclusion
- Playing Fairly on the Playground
- Reviewing Second Step Skills