Reading Curriculum

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					Reading Curriculum 2nd Grade 2004-2005
*The charts below outline the order in which letter combinations, vowel sounds, word families, and sight words will be introd uced. This progression has been recently developed and the implementation pace may vary for the 2004-2005 school year. 1st Nine Weeks Phonics Progression Word Families Review short vowels 1. -ack, -ank, -amp 2. -end, -ent, -est 3. -ead, -ess, -ell 2nd Nine Weeks Phonics Progression Word Families R controlled 2.-ea, - each, continued -eak, -eal Other vowels: ou, ow, oi, oy, au, aw, oo 3. -eam, -ean, -eay, -eed

Month Aug.


Review long vowels

1. -ick, -ill, -ing 2. -ock, -ump, -unk, -ust


Long vowel digraphs: ee, ai, ay, oa, ea, ow, igh R controlled vowels: ar, er, ir, ur, or, are, air, ear, eer

3. -ace, -ade, -age, -ake 1. -ave, -ail, -ain, -ay

Sight Words every near add food own between below country plant last keep father tree school never start city earth eye light head thought under story saw left don’t few while along might close run seem next hard open begin example life always those both paper together got group often important something

Month Oct.


Consonants: ti(sh), si(sh), t,ti(ch) Digraphs: ch(k), ch(sh), gh(g), kn(k), wr(r), ph(f),

1.-ale, -ame, -ape, -ate 2.-ave, -ail, -ain, -ay 3. –ean, -eat, -eed, -eel


Vowels: Y(e), y(i), a(o), e(i), o(aw), Al(aw), ew(u)

1. –eep, -et, -ice, -ide 2. –ile, -ime, -ine

Sight Words until side feet children car mile night walk white sea began grow took river four carry state once book hear stop without late second miss idea eat enough face watch far Indian real almost let above cut girl young talk soon list song leave family body music color mountain sometimes

Month Jan.

3rd Nine Weeks Phonics Progression Word Families Prefixes, suffixes, derivations, multisyllabic words. Use phonetic strategies to spell unfamiliar words Prefixes, suffixes, derivations, multiple syllables words. Use phonetic strategies to spell unfamiliar words 1. -ite, -ive, -ind 2. -ope, -oke, -ole 3. -ose, -ote, -oad

Sight Words being your questions fish mark horse problem complete since piece usually friends heard red sure become across during better however hours whole products happened measure remember reached it’s stand sun area dog birds room knew ever told didn’t easy order door top ship today short best low early black waves

Month Mar.



1. -oat, -ow, -old 2. -all, --aw, -au, -oss 3. -ost, -ought, -oil, -oy

4 th Nine Weeks Phonics Word Families Progression Prefixes, suffixes, 3. –ood, -ook, -ould derivations, multisyllabic words. Use phonetic strategies to spell unfamiliar words Prefixes, suffixes, 1. –air, -are, -ear (bear), derivations, -ere multisyllabic words. Use phonetic 2. –ar, -ard, -ark, -art strategies to spell unfamiliar words 3. –ear (dear), -eer

Sight Words listen wind rock space covered fast several hold himself five toward step morning true passed vowel hundred against pattern numeral table north slowly money map farm pulled draw voice seen cold cried plan notice south sing war ground fall king town I’ll unit figure certain field travel wood fire upon


Prefixes, suffixes, derivations, multisyllabic words. Use phonetic strategies to spell unfamiliar words

1. –oud, -our, -out 2. –ound, -own


Prefixes, suffixes, derivations, multisyllabic words. Use phonetic strategies to spell unfamiliar words

1. –or, -ore, -orn, -ort

* The skills listed below are those that have been identified as the minimum critical skills necessary for a student to be successful in 2nd Grade and should not be interpreted to be the only skills taught. The skills introduced will increase in difficulty as the year progresses.

                       

Language Arts Understand the concept of story (relate personal experiences to characters and events) Demonstrate the ability to use decoding skills to blend sounds and form words Manipulate the sounds of the English language (syllables, songs, poems, word sound games) Read material across the curriculum by applying appropriate strategies (sequence, main idea, compare/contrast, etc.) Use patterns in language to create meaning (story structure, sentence patterns) Exhibit the habit of reading daily Read and comprehend a variety of materials (classroom texts, maps, atlases, encyclopedias, recipes, s chedules, etc.) Demonstrate reading improvement gained through daily reading Demonstrate an interest in and enjoyment of literature in a variety of forms and context Associate knowledge learned in the language arts program to life situations Identify values, beliefs, and interests reflected in literature and other materials from various cultures Demonstrate appropriate listening and communicating behaviors Exhibit expanded vocabulary and sentence awareness Apply study strategies (alphabetizing, summarizing, taking notes) Use appropriate sources for obtaining information (newspapers, dictionaries, glossaries, maps, graphs) Use the writing process when creating different forms of written expression Use conventional mechanics and spelling when editing written expression (capitalization, punctuation, abbreviations) Apply principles of grammar in written expression (subject-verb agreement, nouns, verbs, pronouns, adjectives, adverbs) Use descriptive and narrative writing (journal writing, book reports, problem-solving) Write using legible manuscript Use available technology for expression (word processing) Exhibit an increased facility in self-expression in a variety of forms (sharing experiences, retelling, drama) Read orally with accuracy and comprehension (self-corrections, expression, inferences, cause and effect, etc.) **Read fluently (goal is to read 44 words per minute in August, 68 words per minute in December, and 90 words per minute in May)

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is the state-mandated assessment that will be used to monitor your child’s progress in mastering important reading skills. This test measures each student’s ability to blend letters into words read fluently, and understand the meaning of vocabulary words.

Math *The following skills are ongoing throughout the year:  develop mathematical vocabulary  solve problems and analyze information using a variety of tools, models, and techniques  create, solve, and explain the processes involved in solving word problems  demonstrate oral and written proficiency in using basic addition and subtraction facts through 18 *The following skills will be introduced in each of the following Nine Week Grading periods: 1st Nine Weeks:  develop an understanding of basic number concepts and skills (create growing patterns)  identify position using ordinal numbers (1st to 100th)  determine the value of a digit in the ones, tens, hundreds, and thousands place 2nd Nine Weeks:  demonstrate proficiency in matching coins to their monetary value and symbols; make change  add/subtract two digit numbers with and without regrouping  identify solid figures and geometric shapes from the environment  identify and distinguish between symmetrical and congruent figures  demonstrate an understanding of spatial relationships  fractions 3rd Nine Weeks:  tell time to the minute using analog and digital clocks  label equal parts of a whole using one-half, one-third, and one-fourth 4th Nine Weeks:  create displays including appropriate labels for a given set of data using pictographs, tally charts, bar graphs, etc.  estimate and compare length, weight, and capacity using the appropriate units  interpret multiplication as repeated addition and division as equal groupings  describe the route from one location to another by applying concepts of direction and distance  determine if one event related to every day life is more likely or less likely to occur than another event

Social Studies/Science/Health *The following skills are ongoing throughout the school year:       develop map and globe skills interpret and display information in graphic form locate and express understanding of information through classroom projects discuss celebrations in the United States and around the world demonstrate appropriate health behaviors that enhance safety in the home and community identify appropriate ways to respond to conflict

*The following skills will be introduced in each of the following Nine-Week Grading periods:

1ST Nine Weeks:  describe features of the Earth  identify human-made and natural resources  describe ways people throughout the world are affected by the geographic environment  differentiate between goods and services  relate structure to function in plants and animals  become aware of the role of the community (health workers and agencies) 2nd Nine Weeks:  compare features of modern day living to the past  discuss historical and current events  differentiate between types of soil  recognize the role of soil in supporting plant growth and decomposition  recognize weather patterns and their impact on Earth  recognize sources of energy (Sun, wind, water, etc.)  identify factors that affect the environment (weather, seasons, earthquakes, etc.)  identify the six food groups  identify ways technology benefits personal health 3rd Nine Weeks:  describe changes in the states of matter and properties of objects  describe objects according to physical properties (size, color, shape)  compare types of motion and the effects of motion  identify characteristics and the behaviors of organisms  compare models of extinct animals (fossils) to those that exist today  describe how offspring produced by plants and animals are similar to the parents  explain the interdependence of plants and animals  recognize that the moon appears in different shapes at different times  identify three basic components of the solar system ( Sun, planets, moon)  describe how light interacts with a variety of materials  identify past and present contributions of a variety of individuals 4th Nine Weeks:  identify in which a health related project serves the community  describe the rights and responsibilities of US citizens  discuss ways in which people in authority gain the right to direct and control others  explain how diversity in the United States effects viewpoints

Character Education
August – School Pride, Punctuality, Honesty September – Patriotism, Courage, Loyalty, Compassion October – Sportsmanship, Perseverance, Courtesy November – Kindness, Generosity, Patience, Self-Control, Cleanliness December – Cooperation, Self-Respect January – Punctuality, Diligence, Respect for Environment, Tolerance, Respect for Others February – Self-Control, Diligence, Courtesy March – Fairness, Creativity, Honesty, Citizenship April – Respect for Others, Fairness, Creativity, Diligence May – Perseverance, Self-Control, Respect for Environment, Sportsmanship Visit for a detailed listing of the Alabama Course of Study objectives for the second grade.

*It is the policy of the Calhoun County Board of Education that no person shall, on the grounds of race, color, disability, sex, religion, creed, national origin or age, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program, activity or employment.

Calhoun County Schools Second Grade Curriculum Overview 2004-2005
Dear Parent, The Calhoun County School System and Second Grade Teachers welcome you and your child to an exciting and productive year of learning. This Second Grade overview outlines the basic skills that are required for a student to proceed to the next grade level. It summarizes the minimum course content and skills for Second Grade that are mandated by the Alabama Course of Study for each subject area. However, other skills will be taught in second grade. Your child will receive a progress report at mid-point of each nine week grading period and a report card at the end of each nine week grading period. Please sign and return these reports to the homeroom teacher as soon as possible. Conferences will be held as needed. It is our hope that this effort will strengthen our program by identifying our expectations and improving communication with you. If you have any questions during the school year, please contact your child’s teacher.

TO BE CONSIDERED FOR PROMOTION TO THIRD GRADE A STUDENT MUST: 1. Earn a yearly average of 70% or better in Reading, 2. Earn a yearly average of 70% or better in Language, 3. Earn a yearly average of 70% or better in Mathematics Placement recommendations for students not meeting promotion guidelines may include the following: 1. Repeat the second grade, 2. Other options as agreed upon by the school, 3. Refer to Building-Based Student Support Team -A school committee of no less than 5 (five) members composed of an administrator, teachers, and a counselor will determine placement.

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Description: Reading Curriculum