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Second Grade Program
2015-2016 School Year

To respect the individual differences and dignity of each child;

To foster a learning environment in which children are meaningfully
connected to the world in which they live;
To teach children in a manner that addresses them wholly ~ socially,
emotionally, physically, and academically;
To help children learn to read and to foster in them a love of reading,
To help children become independent, responsible learners who are
capable of making positive choices both inside and outside the classroom.


I am process-oriented in my teaching.
I believe children learn by doing and being active participants in the
I believe that all children have multiple intelligences, and learn best
when given the opportunity to explore these various intelligences.
I believe parents are my partners in helping
children have a successful school year.

Multiple Intelligences
In designing and developing lesson plans and activities for a
second grade classroom it is important to include all of the
multiple intelligences in order to meet the needs of all learners.
Listed below are the multiple intelligences and their characteristics
that are incorporated into my second grade classroom.
Bodily/Kinesthetic: Children reinforce this intelligence with games,
movement, hands-on-tasks, and building.
Musical: For this reason, we incorporate singing, chanting, making
rhythmic sounds, and listening to tapes/CDs.
Existentialist: This intelligence stretches us to the why questions
of the universe.
Interpersonal: The ability to notice and make distinctions among
others, and to reach out to others.
Intrapersonal: The ability to know oneself, to have self-reflective
Visual/Spatial: We reinforce this intelligence by letting children
draw, paint, and build with Legos and blocks.
Naturalist: Animals, insects, birds, and butterflies will be a natural
part of our curriculum.
Verbal/Linguistic: Awareness of sounds through rhythms, stories,
poems, and talking to each other.
Mathematical/Logical: We look for patterns, regularities, use
number symbols, and practice counting.

The Curriculum
Our reading curriculum is Storytown. I also use Daily Five and Caf strategies for
literacy in the classroom. The main components of the language arts program are:
Shared Reading
Enlarged copies of favorite stories, songs, poems, and predictable text are
used to support the reading process. Shared Reading was developed to create
an experience in which children learn the kind of things they learn while being
read to at home. All children are able to participate and feel successful at
their own level.

Reading Workshop (Guided Reading)

I meet daily with small groups for reading instruction. This allows for small
group interaction and discussion. Specific reading skills, comprehension, and
higher level thinking skills are taught at this time. Groupings are flexible,

including both ability and mixed (non-ability) groups. I also have the
opportunity to evaluate the progress of individual children at this time. While
small groups are meeting, the rest of the children are engaged in a variety of
language arts activities.

Literature Response Activities

The students often do activities that help them respond to the literature we
are reading in Reading Workshop or that is read aloud to them daily.

Phonemic Awareness, Phonics, and Mechanics

Daily phonemic awareness and phonics concepts will be introduced and
reinforced in shared and guided reading. During phonemic awareness
instruction we focus specifically on the sounds of language. During phonics
instruction we will focus on beginning and ending letter sounds, vowel sounds,
consonant blends, consonant digraphs, and general spelling patterns. Daily
Oral Language will also be used to teach skills such as capitalization,
punctuation, contractions, and correct grammatical usage.


D.E.A.R. stands for Drop Everything and Read. The children read quietly for
10-15 minutes. In addition to reading by themselves they may choose to read
with another student, or listen to a story on the headphones while reading
along in the accompanying book.

Reading aloud in pairs in the classroom
Reading in pairs with our older buddies from Tukes Valley
Reading aloud to younger children in the school

From the very beginning of the year children are encouraged to see themselves as
writers. This is brought about by the teacher modeling writing, giving children
opportunities to write on topics of their own choice, and involving the entire group in
a shared writing project. Transitional spelling is encouraged. There is a reason for
this. Transitional spelling is an important step in your childs writing development.
Children are urged to use what they know about letters and sounds to write their
stories from the very beginning. Reading and writing are not separated. Whenever a
child writes, he/she reads. Anytime a child reads, he/she is encouraged to think as a
I teach the writing process through:
Lucy Calkings Writers Workshop
The goal is to teach the students the steps of the writing process, construct
and share narrative, opinion, and informational pieces of writing. The
students keep writing folders with their writing. Periodically, with guidelines,
they select their best pieces for publishing.
The main source of materials for teaching our math curriculum is our district-adopted
program EnVision. Additional materials are used as well, such as Origo, to
supplement skills practice with our math program. The mathematical concepts
covered in second grade are: problem solving, operations and algebraic thinking,
number and operations in base ten, measurement and data, and geometry. For a
more detailed description of these concepts, watch for an introduction to each unit to
come home with your child.

Over the course of the year we have three

- Solids, Liquids and Gases
- Insects
- Balance and Motion

units of scientific study:

- Community
- Maps and Globes
- Landforms