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Reading Curriculu m 2nd Grade 2004-2005 *The charts below outline the order in which letter combinations, vowel sounds, word families, and sight words will be introduced. This progression has been recently developed and the implementation pace may vary for the 2004-2005 school year. 1 st Nine Weeks 2nd Nine Weeks Month Phonics Progression Word Families Sight Words Month Phonics Progression Word Families Sight Words Aug. Review short vowels 1. -ack, -ank, -amp every near Oct. R controlled 2.-ea, - each, until side add food continued -eak, -eal feet children 2. -end, -ent, -est own between car mile below country Other vowels: ou, 3. -eam, -ean, -eay, night walk 3. -ead, -ess, -ell plant last ow, oi, oy, au, aw, oo -eed white sea keep father began grow tree school took river never start four carry city earth state once eye light book hear Sept. Review long vowels 1. -ick, -ill, -ing head thought Nov. Consonants: ti(sh), 1.-ale, -ame, -ape, stop without under story si(sh), t,ti(ch) -ate late second 2. -ock, -ump, saw left miss idea -unk, -ust don’t few Digraphs: ch(k), 2.-ave, -ail, -ain, eat enough Long vowel while along ch(sh), gh(g), kn(k), -ay face watch digraphs: 3. -ace, -ade, -age, might close wr(r), ph(f), far Indian ee, ai, ay, oa, ea, ow, -ake run seem 3. –ean, -eat, -eed, real almost igh next hard -eel let above Oct. R controlled vowels: 1. -ave, -ail, -ain, open begin cut girl ar, er, ir, ur, or, are, -ay example life young talk air, ear, eer always those soon list both paper song leave together got family body group often music color important Dec. Vowels: 1. –eep, -et, -ice, -ide mountain something Y(e), y(i), a(o), e(i), sometimes o(aw), 2. –ile, -ime, -ine Al(aw), ew(u) 3 rd Nine Weeks 4 th Nine Weeks Month Phonics Progression Word Families Sight Words Month Phonics Word Families Sight Words Progression Jan. Prefixes, suffixes, 1. -ite, -ive, -ind being it’s Mar. Prefixes, suffixes, 3. –ood, -ook, -ould listen wind derivations, your stand derivations, rock space multisyllabic words. 2. -ope, -oke, -ole questions sun multisyllabic words. covered fast Use phonetic 3. -ose, -ote, -oad fish area Use phonetic several hold strategies to spell mark dog strategies to spell himself five unfamiliar words horse birds unfamiliar words toward step problem room April Prefixes, suffixes, 1. –air, -are, -ear (bear), morning true Feb. Prefixes, suffixes, 1. -oat, -ow, -old complete knew derivations, -ere passed vowel derivations, multiple 2. -all, --aw, -au, since ever multisyllabic words. hundred against syllables words. Use -oss piece told Use phonetic 2. –ar, -ard, -ark, -art pattern numeral phonetic strategies to 3. -ost, -ought, usually didn’t strategies to spell table north spell unfamiliar -oil, -oy friends easy unfamiliar words 3. –ear (dear), -eer slowly money words heard order map farm red door pulled draw sure top voice seen Mar. Prefixes, suffixes, 1. –oud, -our, become ship May Prefixes, suffixes, 1. –or, -ore, -orn, -ort cold cried derivations, -out across today derivations, plan notice multisyllabic words. during short multisyllabic words. south sing Use phonetic 2. –ound, -own better best Use phonetic war ground strategies to spell however low strategies to spell fall king unfamiliar words hours early unfamiliar words town I’ll whole black unit figure products waves certain field happened travel wood measure fire upon remember reached * 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 M anipulate 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, schedules, 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 M ay) The Dynamic Indicators of Basic Early Literacy S kills (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 concep ts 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 S ocial Studies/S cience/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 Se ptember – Patriotism, Courage, Loyalty, Compassion October – Sportsmanship, Perseverance, Courtesy November – Kindness, Generosity, Patience, Self-Control, Cleanliness De cember – Cooperation, Self-Respect January – Punctuality, Diligence, Respect for Environment, Tolerance, Respect for Others Fe bruary – 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 www.alsde.edu 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. PROMOTION STANDARDS 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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