Second Grade Curriculum Essentials Document
Boulder Valley School District Department of Curriculum and Instruction May 2009
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Boulder Valley School District
Second Grade Curriculum Essentials Document
Boulder Valley School District Board of Education
District A Helayne Jones, Ed.D.
[email protected] voice‐mail: 303.245.5815 fax: 303.545.6477
District B ‐ Vice President Lesley Smith, Ph.D.
[email protected] voice‐mail: 303.245.5814
District C Laurie Albright, Ed.D.
[email protected] voice‐mail: 303.245.5817
District D ‐ President Ken Roberge
[email protected] voice‐mail: 303.245.5813
District E Patti J. Smith
[email protected] voice‐mail: 303.245.5816
District F Jean Paxton
[email protected] voice‐mail: 303.245.5818 fax: 303.438.8572
District G ‐ Treasurer Jim Reed
[email protected] voice‐mail: 303.245.5819
BVSD Superintendent Christopher King, Ph.D.
[email protected] phone: 303.447.5114 fax: 303.447.5134
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Table of Contents
Introduction
What is a Curriculum Essentials Document? ................................................... Page 6 Curriculum Framework: Macro and Micro .................................................... Page 7 New Century Graduate .............................................................................. Pages 8‐9 What are Enduring Understandings and Essential Questions? ..................... Page 10 Teaching for Understanding .......................................................................... Page 11 What Does it Mean to Understand? ............................................................. Page 12 Instructional Framework ............................................................................... Page 15 Characteristics of a Standards‐based Curriculum ................................... Pages 16‐17 Elementary Instructional Minutes .............................................................. .. Page 18 Second Grade Essential Learnings………………………………………………………..Pages 19‐23 Design Templates ................................................................................... Pages 24‐34 Curriculum Glossary ................................................................................. Page 35‐37
Second Grade Curriculum Essentials
Health ....................................................................................................... Health Tab Language Arts ............................................................................... Language Arts Tab English Language Development Standards……………..…………………………Pages 27‐41 Mathematics .................................................................................. Mathematics Tab Science .................................................................................................... Science Tab Social Studies ................................................................................ Social Studies Tab
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Introduction
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What is a Curriculum Essentials Document? How Does it Relate to a Guaranteed and Viable Curriculum?
Because we are faced with more content than we can reasonably address, we are obligated to make choices and frame priorities. A useful framework for establishing priorities is graphically depicted using 4 nested ovals. The innermost oval, New Century Graduate, represents the goals of schooling that have been identified by the Boulder Valley School District community. Moving to the next oval, Content Standards, levels of performance for each program of study are clearly articulated. The third oval, Essential Learnings, represents the viable curriculum. A curriculum is viable when the number of learnings can be accomplished in the time provided (usually a semester, trimester, or year). Thus, an Essentials Document identifies the priorities for learning that are necessary for successful learning at a particular grade level or course and beyond. It also identifies the essential knowledge, skills, concepts, topics, and processes that support the attainment of the essential learning. Finally, the largest oval represents the field of all possible content that might be examined during a grade level or course. This includes extended learning opportunities for students who have achieved the essential learnings or attending to background knowledge and skills that students may need to review or learn to ensure achievement of grade level or course essential learnings.
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Curriculum Framework: Macro and Micro Levels
School
District
The New Century Graduate identifies the knowledge, skills and personal characteristics that our community has identified as the goals of schooling. Programs of study and curricular content are identified and addressed as a means
Adapted from Grant Wiggins and Jay McTighe (2007). Schooling by Design. Alexandria, VA: Association for Supervision and Curriculum
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New Century Graduate Knowledge and Skills
Life Competencies Leads a balanced life: exhibits physical fitness, knows good nutrition rules, stays safe and drug free, knows how to have fun and relax, manages anger and stress, exhibits self‐sufficiency and self confidence, and finishes tasks.
Understands money management, budgeting, balancing a checkbook, debt management, and record keeping.
Demonstrates time management skills and a broad base of knowledge in practical skills such as cooking, sewing, driving, and map reading.
Knows how to search for a job and knows where to go to find answers.
Communication: Speaking and Writing Writes and speaks thoughtfully and articulately to inform, to express one’s thinking and creativity, and to communicate to diverse audiences.
Uses correct grammar, spelling, and mechanics; organizes for effectiveness
Uses technology for effective communication .
Multicultural/Global Perspective Understands global customs, economics, literature, history, politics, religions, geography, and demographics.
Understands the contributions of different cultures to our society
Demonstrates proficiency in a language other than English.
Literacy: Reading Reads critically, fluently, and with comprehension.
Reads for information research, pleasure and knowledge of literature.
Mathematics Demonstrates basic math computational skills and understand higher‐level mathematical concepts and reasoning.
Understands conservation and resource management.
History Possesses knowledge of American and World Histories and their influence upon the present and the future.
Employs literature as a tool for learning about history across cultures.
Science Demonstrates basic sciences knowledge and understands high‐level scientific systems including environmental systems.
Knows how to apply the scientific method to real situations.
Arts Experiences and appreciates music, visual arts, dance and theater.
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New Century Graduate Personal Characteristics
Respect for Others (Values Others) Understands and values differences including: cultural, religious, ethnic, gender, age, and ability.
Initiative and Courage Exhibits self‐motivation, self‐discipline, persistence, independence, confidence, curiosity, and willingness to take risks, without being afraid to fail.
Citizenship Understands his or her role and responsibilities and contributes to the community, nation, and world.
Responsibility Takes responsibility for own thoughts and actions, accepting the consequences.
Ethical Behavior Exhibits personal integrity through honesty, fairness, sincerity, and a sense of justice.
Flexibility and Open Mindedness Demonstrates flexibility, open‐mindedness, adaptability, resiliency, and openness to change.
Self‐respect Possesses self‐respect and confidence, while recognizing one’s own limitations.
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What are Enduring Understandings and Essential Questions?
Enduring Understandings are the big ideas central to a content area that have lasting value beyond the classroom and are transferable to new situations. Enduring understandings describe what, specifically, students should understand about the topic. Such understandings are generally abstract in nature and are often not obvious, thus requiring uncovering of a topic through sustained inquiry. An understanding can be overarching or topical. Overarching understandings are broad (as the name implies) and offer a possible bridge to other units and courses. Overarching understandings at identified at the district‐level. Topical understandings are unit specific, identified by teachers about the understandings the unit will cultivate about specific topics. Essential Questions provoke deep thought, lively discussion, sustained inquiry, and new understandings culminating in meaningful performances. They require students to consider alternatives, weigh evidence, support their ideas, and justify answers. Essential questions do not yield a single straightforward answer, but produce different plausible responses, about which thoughtful and knowledgeable people may disagree. Essential questions spark meaningful connections with prior learnings and personal experiences and create opportunities for transfer to other situations and subjects. An essential questions can be either overarching or topical in scope. Overarching essential questions are general in nature, causing genuine and relevant inquiry into the big ideas and core content. They cut across units and/or courses. Topical essential questions focus on a specific topic and meant to be answered—if only provisionally—by unit’s end.
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Teaching for Understanding If learning is to endure in a flexible, adaptable way for future use, then teachers must design units that in provide opportunity for students to 1) acquire knowledge; 2) to deepen the meaning of that knowledge by using it mindfully, and 3) to transfer their learning to new situations or problems.
Teaching for Understanding
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What Does it Mean to Understand?
Adapted from Wiggins, Grant and McTighe, Jay. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 2006. Second Grade Curriculum Essentials May 2009
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What Does it Mean to Understand? (continued)
Adapted from Wiggins, Grant and McTighe, Jay. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 2006. Second Grade Curriculum Essentials May 2009
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Levels of Understanding Essential Questions Knowledge
Explanation
Self‐Knowledge
Comprehension
Topic
Empathy
Interpretation
Perspective
Application
Adapted from Wiggins, Grant and McTighe, Jay. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 2006. Second Grade Curriculum Essentials May 2009
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Instructional Framework Making the Connections A rigorous and challenging standards‐based instructional program ensures maximum academic achievement for all students. The Boulder Valley School District Instructional Framework is a graphic representation that demonstrates how all of the components of an instructional program fit together. Teachers should use this framework and its questions to guide instructional planning and decision‐making.
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Characteristics of a Boulder Valley School District Standards‐based Classroom Curriculum All Students Have Access to the General Education Curriculum • Standards/essential learnings are clearly visible—in writing—in age appropriate student‐friendly language • Continual correlation of curriculum is made to the standards/essential learnings • Models of high quality products (teacher generated, student generated or both) are provided by the district • Students and parents are informed of expectations (course syllabus course, standards/essential learnings, grading policy, homework policy, and final culminating activity) • All students are guaranteed access to the standards/essential learnings • Lessons and units are developed using a backwards design process • Suggested timelines are followed
Instruction Quality Instruction Demands Student‐Teacher Collaboration in the Learning Process Instruction focuses on standards/essential learnings/curriculum • Clear and high expectation for all students • Instruction driven by standards/curriculum, not materials or a published program • Frequent, timely, meaningful feedback of student accomplishment Instruction supports equity with multiple opportunities to learn through grouping, scaffolding, differentiation, and extension • Teachers use multiple forms of representation are used (e.g., pictures, words, symbols, diagrams, tables, graphs, word walls) Students actively engage in learning • Participate in classroom talk (listening, elaborating, clarifying, expanding) • Apply rigorous, strategic thinking (application, explanation, perspective, interpretation, perspective, empathy, self‐knowledge)
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Characteristics of a Boulder Valley School District Standards‐based Classroom
Assessment Assessments are Tightly Aligned to the Standards • Students and parents are provided with clear descriptions of proficiency • Classroom grading practices clearly show how students are progressing toward essential learnings/standards • Grading is based on attainment of the standards • Student understanding is assessed through multiple types of formative and summative assessments • Student assessment results are used to make instructional decisions about what direction to take • Feedback explicitly guides continuous progress toward mastery of the standard and is provided to students in a timely manner • Opportunities to relearn, reassess, and extend learning are embedded in every classroom • Teachers collaborate in the design and analysis of common assessments that are aligned to standards • Students create authentic products and performances for critical audiences
Learning Environment A Healthy Community of Learners Thrives on Collaborative Processes That Value the Input of All Members • Positive respectful relationships are evident within the classroom • Students monitor and manage the quality of their own learning • Student enrollment shows gender and racial/ethnic diversity • Verbal and nonverbal cues indicate student engagement • Teachers plan so that time is used purposefully and efficiently • Students use time provided purposefully and efficiently • Students and teachers negotiate and share decisions that positively impact the learning environment • Teachers help students make connections between community, nation, world, and self • Teachers show a connectedness with all students, respectful of student diversity and individual differences • Students believe they are capable of success, take risks to engage in new experiences, and extend skills and habits of mind
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Elementary Instructional Minutes
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Second Grade Essential Learnings
Health
Identifies connections between food choices and overall wellness Describes and practices personal health care habits Uses reading and writing skills to inquire, think critically, and apply health concepts to new situations Identifies and utilizes communication strategies that promote healthy relationships Describes how individuals prevent violence against self and others Uses communication skills to express and manage emotions Identifies appropriate responses to hazards at home, in the community, and how to stay safe at play
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Second Grade Essential Learnings
Language Arts Uses phonic strategies, syllabication, and language patterns to predict and problem‐solve when reading Samples text, predicts, confirms/rejects, and self‐corrects independently, quickly and confidently Uses prior knowledge of the topic, personal experiences, story content and illustrations to make simple inferences Generates oral and written responses to texts based on ideas and information learned from narrative and informational texts Reads aloud narrative and informational text with fluency and expression Applies positive, independent reading habits Uses oral language to obtain information, complete a task, and share ideas with others Organizes thinking before and during writing using graphic organizers and sequencing Writes to explain or give basic information about familiar topics Revises writing by rereading, adding on, and grouping ideas Applies organization of how published texts are structured to own writing Publishes using legible handwriting Uses phonics and spelling patterns to spell unfamiliar words Spells grade level high frequency no excuse words Uses language patterns, common word endings, words with multiple meanings, and parts of speech knowledge for spelling and writing Writes and edits for correct conventions of contractions, abbreviations, complete sentences, capitals for proper nouns and beginnings of sentences Proofreads and edits for grade level grammar, mechanics and conventions Uses evidence from the text to support predictions Formulates opinions from events or information within texts and from personal experiences Locates information by looking at the book’s cover, graphics, titles/headings and structures Shares facts from informational texts through speaking or writing Expresses text‐to‐self connections, text‐to‐text connections, and text‐to‐world connections Writes responses to literature using story structure and story elements Recognizes literary elements of personification, onomatopoeia and rhyme
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Second Grade Essential Learnings
Mathematics Estimates and compares quantities using the structure of the base‐ten numeration system Demonstrates fluency with multi‐digit addition and subtraction supported by quick recall of addition and related subtraction facts to 20 π Performs the four parts of a statistical investigation by posing questions, collecting data, creating informal and formal representations, and interpreting data π Describes geometric representations and measurement through number π Uses the language of mathematics to express ideas precisely through reasoning, representations, and π π
Music Blends in a vocal ensemble Accompanies a variety of songs with classroom instruments Composes and improvises using voice or instruments Reads and writes rhythms and melodies on a staff using basic music symbols Listens to and describes the music and instruments they hear Interprets how different elements create excitement and variety in musical compositions Interprets the relationship between music in relations to history and culture Describes how music comes from different places in the world and serves a variety of purposes
Physical Education Demonstrates mature form in a variety of locomotor movements and maintains a rhythmic pattern while performing a variety of locomotor and non‐locomotor movements Demonstrates balance control and sufficient muscular strength, muscular endurance, and flexibility while balancing on different body parts and at different levels Demonstrates mature form when catching, kicking, throwing, and striking Applies movement concepts while performing locomotor, nono‐locomotor, and manipulative skills in static and dynamic movement situations Demonstrates activities related to cardiovascular fitness and muscular endurance Demonstrates basic knowledge of healthful benefits as a result of regular participation in physical activity Exhibits consideration for and cooperation with classmates and teachers
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Second Grade Essential Learnings
Science Uses the senses and simple measuring devices to make and describe accurate observations Writes questions and predictions about a scientific investigation Records data and reports on findings using evidence from an investigation Follows classroom and safety procedures when conducting scientific investigations Uses reading and writing skills to inquire, think critically, and apply scientific concepts to new situations Compares and contrasts the states and properties of matter Describes the basic needs, structures, and life cycles of animals (insects) Uses observations to describe weather Uses evidence to explain that air is matter and takes up space
Social Studies Describes cultural and historical similarities and differences in the local community as well as communities in other cultures Uses reading and writing skills to inquire, think critically, and apply social studies concepts to new situations Describes the unique history of the local community and compares this history to other communities across the world Uses geographic data to describe the unique geography of the local community and compares this geography to other communities across the world Describes how people of different ages, cultural backgrounds, and traditions contribute to the community and how citizens respect these differences Describes how natural resources affect the way a community lives Explains the structure and function of local government and how it serves its citizens Describes how citizens in the local community participate in civic life Explains how the exchange of goods and services in the market economy of the local community creates interdependence
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Second Grade Essential Learnings
Visual Arts
Identifies meaning in works of art through artistic style and theme Recognizes that creating art can be an individual or collaborative effort Communicates how color, texture and form exist within natural and man‐made environments and are used in art Describes how color affects and expresses emotion Expresses how color, texture, form and other elements can be organized into unified compositions Creates colors for desired effect Recognizes that texture can provide interesting details in works of art Understands appropriate use of materials and tools Compares the art and artifacts of other cultures with ones’ own culture Develops an understanding of artistic judgment
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Design Templates
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Unit Design Template
Desired Results BVSD Standard(s)/Essential Learnings
Unit Enduring Understandings
Unit Essential Questions
Students will know……
Students will be able to……
Assessment Evidence Performance/Transfer Tasks
Other Evidence
Rubric
Student Self‐Assessment and Reflection
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Unit Design Template (continued)
Learning Plans Learning Activities
Materials
Accommodations
Technology Integration
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Unit Design Template
Essential Learning:
Assessment:
Teaching for Understanding Acquire Knowledge
Make Meaning
Transfer
Essential Questions Learning Activities Materials Accommodations
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Curriculum Map
Month
Standards/Essential Assessment Knowledge Learning Learnings Skills Activities
Second Grade Curriculum Essentials May 2009
Accommodations
Materials
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Curriculum Map Month Theme: Unit Guiding Question(s): Standards
Assessment
Knowledge and Skills
Learning Activities Accommodations
Materials
Science
Math
Reading
Writing
Speaking
Listening
Social Studies
Health
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Curriculum Map
August
September
October
December
November
Standards/ Essential Learnings
Assessment
Knowledge
Skills
Learning Activities
Accommodations
Materials
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Curriculum Map
January
February
March
May
April
Standards/ Essential Learnings
Assessment
Knowledge
Skills
Learning Activities
Accommodations
Materials
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Curriculum Map
Year At A Glance
Reading
Writing
Math
Science
Social Health Studies
Speaking/ Listening
August
September
October
November
December
January
February
March
April
May
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Curriculum Map
Unit: Timing:
Essential Questions
Standards/Essential Learnings
Notes
Assessments
Knowledge and Skills
Learning Activities Accommodations
Materials
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Curriculum Map
Unit: Timing:
Standards/Essential Learnings Enduring Understandings Essential Questions
Assessment Knowledge and Skills Learning Activities Accommodations Materials
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Curriculum Glossary of Terms Anchor
An anchor is a sample of work or performance used to set the specific performance standard for each level of proficiency. Anchors contribute to scoring reliability and support students by providing tangible models of quality work.
Assessment
Assessment refers to the act of determining a value or degree.
Authentic assessment
An authentic assessment is one composed of tasks and activities design to simulate or replicate important, real‐world challenges. It asks a student to use knowledge in real‐world ways, with genuine purposes, audiences, and situational variables. Authentic assessments are meant to do more than “test;” they should teach students what the “doing” of a subject looks like and what kinds of performance challenges are actually considered most important in a field or profession.
Backward Design
An approach to designing a curriculum or unit that begins with the end in mind and designs toward that end. This term is used by Grant Wiggins and Jay McTighe in Understanding by Design.
Benchmark
Clearly demarcated progress points that serve as concrete indicators for a standard.
Big Idea
In Understanding by Design (Wiggins and McTighe, 2005), the core concepts, principles, theories, and processes that should serve as the focal point of the curriculum, instruction, and assessment. Big ideas are enduring and important and transferable beyond the scope of a particular unit.
Concept
A concept is a mental construct or category represented by a word or phrase. Concepts include both tangible objects (chair, telephone) and abstract ideas (bravery, anarchy).
Content Standard
A content standard answers the question, “What a student should know, do or understand?”
Curriculum
The curriculum represents what should be taught. It is an explicit and comprehensive plan that is based on content and process standards.
Curriculum Implementation
Curriculum implementation is putting the curriculum into place.
Curriculum Mapping
Curriculum mapping and webbing are approaches that require teachers to align the curriculum, standards, and learning activities across grade levels, within a grade level to ensure a continuum of learning that makes sense for all students.
Enduring Understanding
Enduring understandings are specific inferences, based on big ideas that have lasting value beyond the classroom. They are full‐sentence statements that describe specifically what students will understand about the topic.
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Curriculum Glossary of Terms (continued) Essential Learnings
Essential Learnings are the backbone of a guaranteed viable curriculum. Essential Learnings are aligned with standards and articulate the skills, content, and concepts determined to be non‐negotiable areas of proficiency attainment by all students so that they are prepared for the next year/level of education. The Essential Learnings are the mandated curriculum of the Boulder Valley School District and form the basis upon which summative assessments are created.
Essential Question
An Essential Question lies at the heart of a subject or a curriculum (as opposed to being either trivial or leading) and promotes inquiry and uncoverage of a subject. Essential questions do not yield a single answer, but produce different plausible responses, about which thoughtful and knowledgeable people may disagree. An essential question can be overarching, grade level specific, or unit specific in scope.
Essential Topics, Skills, Processes, The topics, skills, processes, and concepts clarify the Essential Learnings, describe indicators of achievement, and inform the selection of formative and summative Concepts assessments. Formative assessment
An assessment is considered formative when the feedback from learning activities is actually used to adapt the teaching to meet the learner's needs.
Guaranteed Viable Curriculum
In researching what works in schools, Robert Marzano (2003), found five school‐level factors that promote student achievement. Using the process of statistical effect size analysis, Marzano concluded that a guaranteed and viable curriculum is the most powerful school‐level factor in determining overall student achievement. Marzano defines a guaranteed and viable curriculum as a combination of opportunity to learn (guaranteed) and time to learn (viable). According to Marzano, students have the opportunity to learn when they study a curriculum that clearly articulates required standards to be addressed at specific grade levels and in specific courses. A curriculum is viable when the number of required standards is manageable for a student to learn to a level of mastery in the time provided (usually a semester, trimester, or year).
Learning Activities
These represent the experiences and instruction that will enable students to achieve the desired results such as materials, projects, lectures, videos, homework, assignments, presentations, accommodations, and vocabulary.
Performance Task
A performance task uses one’s knowledge to effectively act or bring to fruition a complex product that reveals one’s knowledge and expertise.
Prerequisite knowledge and skill
The knowledge and skill required to successfully perform a culminating tasks or achieve an understanding. These typically identify discrete knowledge and know‐how required to put everything together in a meaningful, final performance.
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Curriculum Glossary of Terms (continued) Processes
Processes include all the strategies, decisions, and sub‐skills a student uses in meeting the content standard.
Product
The tangible and stable result of a performance and the processes that led to it. The product is valid for assessing the student’s knowledge to the extent that success or failure in producing the product reflects the knowledge taught and being assessed.
Rubric
A scoring tool that rates performance according to clearly stated levels of criteria and enables students to self‐assess. A rubric answers the question, What does understanding or proficiency for an identified result look like? The scales can be numeric or descriptive.
Scope and Sequence
Scope refers to the breadth and depth of content to be covered in a curriculum at any one time (e.g. week, term, year, over a student’s school life). Sequence refers to the order in which content is presented to learners over time. The order in which you do it. Together a scope and sequence of learning bring order to the delivery of content, supporting the maximizing of student learning and offering sustained opportunities for learning. Without a considered scope and sequence there is the risk of ad hoc content delivery and the missing of significant learning.
Strategies
Strategies are procedures, methods, or techniques to accomplish an essential learning.
Summative assessment
An assessment is considered summative when the feedback is used as a summary of the learning up to a given point in time.
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Second Grade Health Education Curriculum Essentials
Second Grade Health Education Curriculum Essentials
Second Grade Health Education Curriculum Essentials May 2009
Boulder Valley School District
Second Grade Health Education Curriculum Essentials
Boulder Valley School District Health Education Background Purpose
The Boulder Valley School District Health Education Content Standards were created through extensive input from educators, students, parents, and community members throughout the school district. Guidance and direction were provided by the National Health Education Standards: Achieving Health Literacy (1995) and the Wyoming Department of Education Health Content and Performance Standards (2002). Health education has specific content and skills that are crucial for students to know, understand, and be able to do in order to achieve and maintain optimal health and minimizing negative health behaviors. Health education skills focus heavily on personal behaviors used in real‐world interactions both inside and outside the school setting and throughout life. These skills include knowledge acquisition, problem‐solving, decision‐making, goal setting, interpersonal communication and resistance skills, and understanding the consequences of health decisions. Student development in these areas is a major goal of the BVSD comprehensive health education program and foregrounds teachers’ thinking in terms of planning, instruction, and assessment at all levels. Health education is unique in that it typically occurs in multiple arenas throughout the school setting. Students learn about health concepts in other classes such as science, social studies, and physical education as well as from other school service providers such as nutrition services professionals, counselors, and school nurses. These learning experiences can occur in structured class settings or through observation of and learning from adult examples. Ultimately, for
health and well‐being to be impacted in the greatest manner, health education and health promotion efforts need to be integrated and coordinated throughout the school, community, and home environments.
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Boulder Valley School District Health Education Content Standards Health Education Standard 1 Students will build health skills and knowledge in the area of physical wellness.
Health Education Standard 2 Students will build health skills and knowledge in the area of mental health/emotional wellness.
Health Education Standard 3 Students will build health skills and knowledge in the area of violence awareness.
Health Education Standard 4 Students will build health skills and knowledge in the area of injury prevention and safety.
Health Education Standard 5 Students will build health skills and knowledge in the area of human growth and development.
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Health Education Overarching Enduring Understandings and Essential Questions
Overarching Enduring Understandings • Personal health care habits and hygiene practices prevent disease and enhance overall wellness. • Accurate nutrition information and healthy food choices contribute to overall wellness. • Mental and emotional health impacts peoples’ overall well‐being. • Effective communication skills enhance overall wellness and reduce health risks. • Managing one’s emotions and developing mediation/ conflict resolution skills decreases bullying and other violent behaviors. • Everyone has unique abilities and aptitudes. • Awareness of one’s surroundings and protecting one’s personal space promotes personal safety. • Practicing and adopting safe behaviors reduces the likelihood of accidents and injury. • Use of tobacco, alcohol, and other drugs negatively impact overall wellness and may lead to other risky healthy behaviors. • Accessing and evaluating health information, products, and services improves a person’s ability to make healthy decisions and enhances one’s quality of life.
Overarching Essential Questions • • • • • •
• •
• •
What is health and wellness? What knowledge, skills, and behaviors contribute to a healthy lifestyle and promote optimal wellness? What factors influence my health‐related behaviors and decisions? How do my health‐related behaviors reflect my personal choices? What information and skills do I need to effectively resolve conflict and mediate disputes? How does effective interpersonal communication contribute to healthy relationships and overall wellness? How does a person’s unique abilities and aptitudes contribute to the good of the larger community? Why is the ability to access valid health information a critical skill, and where can I access accurate information? What knowledge, skills, and behaviors contribute to personal safety? How do I protect myself and others from accidents and injuries?
•
Individuals express their sexuality in ways that are healthy and life affirming.
•
Understanding physical, mental, and emotional changes that occur during puberty facilitates the transition from childhood to adolescence.
• Individuals embrace diversity as contributing members of a larger community.
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Second Grade Health Education Curriculum Essentials
Boulder Valley School District Health Education Content Standards and Second Grade Essential Learnings Health Education Standard 1: Students will build health skills and knowledge in the area of physical wellness. To meet this standard, a Second Grade student: √ Identifies connections between food choices and overall wellness. √ Describes and practices personal health care habits. √ Uses reading and writing skills to inquire, think critically, and apply health concepts to new situations.
Health Education Standard 2: Students will build health skills and knowledge in the area of mental health/emotional wellness. To meet this standard, a Second Grade student: √ Identifies and utilizes communication strategies that promote healthy relationships.
Health Education Standard 3: Students will build health skills and knowledge in the area of violence awareness. To meet this standard, a Second Grade student: √ Describes how individuals prevent violence against self and others.
Health Education Standard 4: Students will build health skills and knowledge in the area of injury prevention and safety
√
Uses communication skills to express and manage emotions.
To meet this standard, a Second Grade student: √ Identifies appropriate responses to hazards at home, in the community, and how to stay safe at play.
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Boulder Valley School District
Second Grade Health Education Curriculum Essentials
BVSD Second Grade Health Education Overview
Food Food groups & sources, influence of packaging Communities
Course Description
Health education in second grade is based on developing skills in relation to age appropriate health topics. By developing skills related to effectively accessing health resources, communicating, analyzing peer and media influences, goal setting, decision making, and health advocacy, students in BVSD will be able to achieve and maintain optimal wellness.
Relationships
Communication
Respecting Self & Others
Second Grade Health Education Sun Safety
Pedestrian & Bicycle Safety
Touch Appropriate Inappropriate Fire Safety Stop, drop, roll Get out & call for help
Body Autonomy
Conflict resolution & mediation
Assessment Effective Components of a Second Grade Health Education Program
Students receive adequate instructional time to meet health standards. Health instruction, content, and skill development is age appropriate for students. Health instruction bridges the cognitive, affective, and psychomotor domains of learning. Health education is addressed collaboratively within the broader context of school and community experiences and connected with other relevant content areas. Instruction in health education is scientifically accurate, inclusive, non‐biased, and exhibit cultural proficiency.
√ √ √ √
Observation Participation Performance Tasks Rubrics
Essential Questions • What is health and wellness? • What knowledge, skills, and behaviors contribute to a healthy lifestyle and promote optimal wellness? • How do my health‐related behaviors reflect my personal choices? • What information and skills do I need to effectively resolve conflict and mediate disputes? • How does effective interpersonal communication contribute to healthy relationships and overall wellness? • What knowledge, skills, and behaviors contribute to personal safety? • How do I protect myself and others from accidents and injuries?
√ √ √
Conferencing Portfolio Growth Over Time
Technology Integration & Information Literacy Formulates questions about health Accesses school library, teacher ‐ librarian, teacher web pages and other age appropriate information resources Recognizes inaccurate and misleading information Respects others by doing their own work Create project using district core software Uses technology responsibly
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Boulder Valley School District
Second Grade Health Education Curriculum Essentials
Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Health Education Standard 1 Students will build health skills and knowledge in the area of physical wellness. Enduring Understandings Essential Questions Personal health care habits and hygiene What knowledge, skills, and behaviors contribute to practices prevent disease and enhance overall a healthy lifestyle and promote optimal wellness. wellness? Accurate nutrition information and healthy food What factors influence my health‐related choices contribute to overall wellness. behaviors and decisions? How do
Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts
2H1 Identifies connections between food choices and overall wellness a
Identifies the basic food groups
b
Identifies where food comes from (farms, ranches, markets, etc.)
c
Identifies ways in which packaging influences choices about food
d
Demonstrates strategies for making healthy food selections from a range of choices
e
Develops a class plan for healthy food choices consumed during classroom activities
2H2 Describes and practices personal health care habits
2H3
a
Creates and executes personal wellness plan (physical activity, nutrition, dental health, etc.)
b
Demonstrates sun safety practices (appropriate clothing, hat, sunscreen, etc.)
Uses reading and writing skills to inquire, think critically, and apply health concepts to new situations a
Recognizes key academic words relevant to health
b
Uses the key features of informational text to construct meaning
Key Academic Vocabulary: dental health, food group, personal wellness plan, sunscreen
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Boulder Valley School District
Second Grade Health Education Curriculum Essentials
Unit Design Template
Essential Learning:
Assessment:
Teaching for Understanding Acquire Knowledge
Make Meaning
Transfer
Essential Questions Learning Activities Materials Accommodations
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Boulder Valley School District
Second Grade Health Education Curriculum Essentials
Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Health Education Standard 2 Students will build health skills and knowledge in the area of mental health/emotional wellness. Enduring Understandings Essential Questions Mental and emotional health impacts peoples’ What information and skills do I need to overall well‐being. effectively resolve conflict and mediate Effective communication skills enhances the disputes? capacity to create and sustain relationships and How does effective interpersonal communication overall wellness. contribute to healthy relationships and overall wellness?
Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts
2H4
Identifies and utilizes communication strategies that promote healthy relationships a
Identifies the multiple communities to which we belong (family, faith, cultural, school, neighborhood)
b
Describes the qualities of a healthy friendship
c
Identifies and demonstrates strategies for developing new friendships
d
Explains ways in which we show respect for ourselves and others
e
Appropriately shares personal achievements
f
Demonstrates effective speaking and listening skills necessary to express needs, wants, and feelings
Key Academic Vocabulary: community, feelings, friendship, needs, wants
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Boulder Valley School District
Second Grade Health Education Curriculum Essentials
Unit Design Template
Essential Learning:
Assessment:
Teaching for Understanding Acquire Knowledge
Make Meaning
Transfer
Essential Questions Learning Activities Materials Accommodations
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Boulder Valley School District
Second Grade Health Education Curriculum Essentials
Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Health Education Standard 3 Students will build health skills and knowledge in the area of violence awareness. Enduring Understandings Awareness of one’s surroundings and protecting one’s personal space promotes personal safety. Managing one’s emotions and developing mediation/conflict resolution skills decreases bullying and other violent behavior.
Essential Questions What information and skills do I need to effectively resolve conflict and mediate disputes? What knowledge skills, and behaviors contribute to personal safety?
Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts
2H5 Describes how individuals prevent violence against self and others a
Describes what to do if people tease, bully, or harass us
b
Demonstrates how to react safely when confronted with bullying behaviors
c
Describes what to do and who to go to if people or events around us are frightening (person, weapon, animal)
d
Role‐plays what to do if a stranger approaches us at school or in the community
e
Explains what to do if people we trust touch us inappropriately
f
Describes the concept of body autonomy (“my body belongs to me”)
2H6 Uses communication skills to express and manage emotions a
Demonstrates simple conflict resolution and mediation strategies
b
Identifies and demonstrates appropriate ways to express anger, hurt, and stress
Key Academic Vocabulary: acceptable/unacceptable touch, body autonomy, bullying, conflict resolution, mediation, stress
Second Grade Health Education Curriculum Essentials May 2009 11
Boulder Valley School District
Second Grade Health Education Curriculum Essentials
Unit Design Template
Essential Learning:
Assessment:
Teaching for Understanding Acquire Knowledge
Make Meaning
Transfer
Essential Questions Learning Activities Materials Accommodations
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Boulder Valley School District
Second Grade Health Education Curriculum Essentials
Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Health Education Standard 4 Students will build health skills and knowledge in the area of injury prevention and safety . Enduring Understanding Practicing and adopting safe behaviors reduces the likelihood of accidents and injury.
Essential Question How do I protect myself and others from accidents and injuries?
Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts
2H7
Identifies appropriate responses to hazards at home, in the community, and how to stay safe at play a
Identifies ways fires start and describes fire prevention strategies
b
Demonstrates how to escape from a fire (get low, feel doors before opening, etc.) and extinguish flames on self or others (“stop, drop, and roll”)
c
Demonstrates what to do in the event of a fire (get out, call 911, go to meeting place)
d
Describes safety precautions around water, electricity, and during lightning storms and demonstrates skills to stay safe around each
e
Distinguishes between harmful and helpful uses of drugs/medicines
f
Describes strategies to stay safe while walking home from school, crossing the street, riding bicycles, and participating in sports
Key Academic Vocabulary: drugs, medicine, stop‐drop‐roll
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Boulder Valley School District
Second Grade Health Education Curriculum Essentials
Unit Design Template
Essential Learning:
Assessment:
Teaching for Understanding Acquire Knowledge
Make Meaning
Transfer
Essential Questions Learning Activities Materials Accommodations
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Boulder Valley School District
Second Grade Health Education Curriculum Essentials
Suggested Timelines
Topic Physical Health & Wellness Mental Health/Emotional Wellness Violence Awareness Injury Prevention & Safety
Suggested Timeframe 3‐6 weeks 5‐8 weeks 5‐8 weeks Up to 450 minutes OR the equivalent of roughly 6 weeks
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Second Grade Health Education Curriculum Essentials
Health Scope & Sequence K‐8
BVSD Health Content Standard
K
1
2
3
4
5
7
8
Physical Health & Wellness
Physical Activity
X
X
X
X
X
X
Hygiene
X
X
X
X
Nutrition
X
X
X
X
X
X
Sleep
X
X
Dental Health
X
X
X
X
Disease Prevention *Infectious
X
X
X
X
X
Disease Prevention *Non‐infectious
X
X
X
Body Art
Mental Health/Emotional Wellness
Communication Skills
X
X
X
X
X
X
X
X
Understanding Feelings & Managing Emotions
X
X
X
X
X
X
X
X
Stress Management & Coping Skills
X
X
X
X
X
Relationships & Being Connected
X
X
X
X
X
X
X
X
Self‐Esteem & Peer Pressure
X
X
X
X
X
X
X
X
Violence Awareness
Causes of Violence
X
X
X
X
Types of Violence
X
X
X
X
X
X
X
X
Bullying & Harassment
X
X
X
X
X
X
X
X
Violence Prevention
X
X
X
X
X
X
X
X
Weapons
X
Substance Use, Abuse, & Addiction
Drugs & Medicines
X
X
X
X
X
X
X
X
Understanding Use, Abuse, & Addiction
X
X
X
X
X
Classifications of Drugs
X
X
X
X
X
Types of Drugs
X
X
X
X
X
X
X
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Second Grade Health Education Curriculum Essentials
Health Scope & Sequence K‐8 (continued)
BVSD Health Content Standard
K
1
2
3
4
5
7
8
Human Growth & Development /Human Sexuality
Puberty & Adolescence
X
X
Sexual & Reproductive Anatomy
X
X
Conception, Pregnancy & Fetal Development
X
Contraception & Birth Control
X
X
Intimacy (7‐10) & Relationships (K‐10)
X
X
X
X
X
X
X
Sexual Risk Behaviors
X
X
Gender Identity & Sexual Orientation
X
X
Safety & Injury Prevention
Personal Safety & Awareness of Surroundings
X
X
X
X
X
X
Fire Safety & Calling 911
X
X
Home Safety
X
X
X
X
Bicycle & Pedestrian Safety
X
X
X
Recreation & Play Safety
X
X
X
X
X
Driver & Passenger Safety
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Boulder Valley School District
Second Grade Health Education Curriculum Essentials
Health Glossary of Terms
Acceptable/Unacceptable Touch
touch that feels “safe” or “comfortable” to the child vs. touch that feels “unsafe” or “uncomfortable”
Body Autonomy
a sense of independence and self‐control with respect to one’s body; the idea that “my body belongs to me”
Bullying
to treat abusively; to affect by means of force or coercion
Community
a group of people with a common characteristic or interest living together within a larger society
Conflict resolution
the act or process of resolving a disagreement between two or more individuals or parties
Drug
a substance other than food intended to affect the structure or function of the body
Dental Health
Hygiene and health practices that contribute to healthy teeth and gums; regular brushing and flossing regular teeth cleanings by dental hygienists and exams by dentists
Feelings
an emotional state or reaction; the overall quality of one's awareness especially as measured along a pleasantness‐unpleasantness continuum
Friendship
the state of being friends
Food group
one of the groups of foods in the USDA’s My Pyramid Plan; includes grains, vegetables, fruits, milk, meats and beans, oils
Mediation
intervention between conflicting parties to promote reconciliation, settlement, or compromise
Medicine
a substance or preparation used in treating disease b: something that affects well‐being; drugs that have beneficial uses
Needs
a physiological or psychological requirement for the well‐being of an organism
Personal wellness plan
the ability to safely navigate sidewalks, paths, and roadways
Stop‐drop‐roll
the method by which people should attempt to put out fires on themselves or on others; stop moving, drop to the ground, and roll around to smother the flames.
Stress
a complex series of psychological and physical reactions that occur as a person responds to a demanding or threatening situation
Sunscreen
a physical or chemical barrier applied to the skin that prevents sunburn and penetration of UV radiation into the skin
Wants
something that is desired by not necessary for survival.
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Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Second Grade Language Arts Curriculum Essentials
Second Grade Language Arts Curriculum Essentials May 2009
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Boulder Valley School District Language Arts Background The Boulder Valley School District Board of Education says that: ♦ Teachers and parents will work together to teach approved six Language Arts standards on June 25, 1998. all children to read; These standards are based upon the State of Colorado ♦ Each child’s progress in learning to read will standards and are identical for all students K‐12. These standards guide the Kindergarten‐5th Grade Language Arts Be carefully and routinely assessed; ♦ Teachers will use a variety of methods to assess Curriculum which provides details on essential learnings, progress; and key concepts, knowledge, topics, and skills for all students. ♦ Teachers will provide intensive reading instruction for The BVSD curriculum and assessments inform teacher children who need additional support in learning to planning and teachers use a Balanced Literacy Approach to read. instruction. In the Boulder Valley School District, all students in Balanced literacy is the integration of reading, writing, research, speaking, listening, viewing and representing in a kindergarten through third grade are assessed in the fall and spring of each school year to determine reading way that supports the learning needs of every individual proficiency in accordance with the CBLA guidelines. The student. Many times we separate these elements because it is easier to examine their processes in isolation. In reality BVSD curriculum outlines the knowledge, skills, and they all develop together and have a huge effect upon one strategies teachers need to ensure students reach another. One can't write without reading and one certainly proficiency on to meet the expectations for all students as outlined in the Colorado Basic Literacy Act. can't write without spelling. Oral language underpins all literacy development. Think of balanced literacy as a way
Purpose
of putting the pieces of language arts together in a Alignment of Language Arts Standards and harmonious way. English Language Development Standards Included in this document is an alignment between The use of explicit teaching (e.g., demonstration think‐ Language Arts Standards and the English Language alouds, teacher modeling, individual or group conferences, Development Standards (ELD). This alignment articulates guided reading) is critical for effective balanced literacy the commonalities that exist in student essential learning instruction. By modeling and identifying the strategies and expectations so that both the general education and ESL skills used in reading and writing, teachers help students teacher can collaborate to provide a strong support develop a clear understanding of how to use those system to students. The ELD Standards and essential strategies and skills independently. Explicit instruction learnings follow a continuum of language acquisition from plays an important role in modeled, shared, and guided Beginner to Intermediate to Advanced Level. The Primary literacy lessons. As teachers observe student behaviors Strand focuses on grade levels K‐2 while the Intermediate during independent work time, they gather data to inform Strand focuses on grades 3‐5. Within the Essentials their explicit teaching during modeled, shared, and guided Document, the numbers in parenthesis correspond to the literacy lessons. ELD curriculum. Teachers can use this information when completing the ELD profile.
The Colorado Basic Literacy Act
The Colorado Legislature passed the Colorado Basic Literacy Act (CBLA) in 1996 to ensure that all children are reading on grade level by the end of third grade. The act
Second Grade Language Arts Curriculum Essentials May 2009 2
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Second Grade Language Arts Curriculum Essentials Document
Boulder Valley School District Language Arts Content Standards and English Language Development Standards Language Arts Standard 1 Students read and understand a variety of materials.
Language Arts Standard 2 Students listen, observe, speak, and write for a variety of purposes and audiences.
Language Arts Standard 3 Students use grammatical and mechanical conventions of language in speaking and writing.
Language Arts Standard 4 Students read, write, speak, observe, and listen to synthesize information, to analyze and evaluate arguments, and to develop and defend argumentative positions. Language Arts Standard 5 Students apply research skills to locate, select, and make use of relevant information.
Language Arts Standard 6 Students read, understand, and interpret literature as a record and expression of human experience.
English Language Development Standard 1 English Language Learners listen for information and understanding, using a variety of sources, for academic and social purposes.
English Language Development Standard 2 English Language Learners speak to convey information and understanding, using a variety of sources, for academic and social purposes.
English Language Development Standard 3 English Language Learners read for information and understanding, using a variety of sources, for academic and social purposes. English Language Development Standard 4 English Language Learners write to convey information and understanding, using a variety of sources, for academic and social purposes.
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Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Language Arts Overarching Enduring Understanding and Essential Questions
Overarching Enduring Understandings •
Readers use many strategies that work, and they quickly try another one when the one they are using doesn’t work. They not only know many different strategies, but they never get stuck in persisting with one that isn’t working.
•
•
What is the relationship between writers and readers?
• •
What makes writing easy to follow?
Conventions of language help readers understand what is being communicated.
What are benefits of recognizing the difference between facts and opinions?
•
•
•
How do readers know they are reading well?
Writing is a deliberate process involving planning, drafting, revising, editing, publishing, sharing, & responding.
•
Overarching Essential Questions
What can we learn from print?
•
How does reading enjoyment impact our lives?
People combine facts and opinions to communicate perspectives and information.
•
Texts are intentionally organized by authors to emphasize information and therefore impact readers’ meaning making.
•
Readers choose to engage in reading because of emotional responses from the story line and from learning new information.
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Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Boulder Valley School District Language Arts Content Standards and Second Grade Essential Learnings Standard 1: Students read and understand a variety of Standard 2: Students listen, observe, speak, and write for materials. a variety of purposes and audiences. To meet this standard, a Second Grade student: To meet this standard, a Second Grade student: √ Uses phonics strategies, syllabication, and language √ Uses oral language to obtain information, complete a patterns to predict and problem‐solve when reading. task, and share ideas with others. √ Samples text, predicts, confirms/rejects, and √ Organizes thinking before and during writing using self‐corrects independently, quickly, and confidently. graphic organizers and sequencing. √ Uses prior knowledge of the topic, personal √ Writes to explain or give basic information about experiences, story context and illustrations to make familiar topics. simple inferences. √ Revises writing by rereading, adding on, and grouping ideas. √ Generates oral and written responses to texts based on ideas and information learned from narrative and √ Applies organization of how published texts are informational texts. structured to own writing. √ Reads aloud narrative and informational texts with fluency and expression. √ Applies positive, independent reading habits.
Standard 3: Students use grammatical and mechanical conventions of language in speaking and writing. To meet this standard, a Second Grade student: √ Publishes using legible handwriting. √ Uses phonics and spelling patterns to spell unfamiliar words. √ Spells grade level high frequency no excuse words. √ Uses language patterns, common word endings, words with multiple meanings, and parts of speech knowledge for spelling and writing. √ Writes using correct conventions of contractions, abbreviations, complete sentences, capitals for proper nouns and beginnings of sentences. √ Proofreads and edits for grade level grammar, mechanics and conventions.
Standard 4: Students use reading, writing, speaking, observing, and listening to synthesize information to analyze and evaluate arguments and to develop and defend argumentative positions. To meet this standard, a Second Grade student: √ Uses evidence from the text to support predictions. √ Formulates opinions from events or information within texts and from personal experiences.
Second Grade Language Arts Curriculum Essentials May 2009 5
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Boulder Valley School District Language Arts Content Standards and Second Grade Essential Learnings
Standard 5: Students apply research skills to locate, select, and make use of relevant information. To meet this standard, a Second Grade student: √ Locates information by looking at the book’s cover, graphics, titles/headings, and structure. √ Shares facts from informational texts through speaking or writing.
Standard 6: Students read, understand, and interpret literature as a record and expression of human experience. To meet this standard, a Second Grade student: √ Expresses text‐to‐self connections, text‐to‐text connections, and text‐to‐world connections √ Writes responses to literature using story structure and story elements. √ Recognizes literary elements of personification, onomatopoeia and rhyme.
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Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
BVSD Second Grade Language Arts Overview
Phonemic Awareness
Phonics
Vocabulary
Comprehension
Course Description Language Arts in second grade focuses on incorporating reading skills to independently make and confirm predictions and self‐ correct while reading long texts; using legible handwriting, phonics and word patterns, and correct grammar to write narrative and informational texts.
Second Grade Language Arts Fluency
Writing Process
Handwriting
Spelling Reading Process
Effective Components of a Second Grade Language Arts Program
Schedule 120 minutes for literacy block every day Use Data Driven Balanced Literacy Instructional Approaches ♦ Reading & Writing Demonstrations Shared Reading & Writing ♦ ♦ Guided Reading & Writing ♦ Students read and write independently every day Balance whole group, small group, and individual instruction Use collaborative learning groups Provide opportunities to read multiple genres Provide authentic opportunities to respond to what is read Explicitly and systematically teach essential skills and strategies
√ √ √ √ √ √
Assessment CSAP CELA DRA2/EDL DRA2 Word Analysis Guided Reading Level Benchmark Books / QRI Running Records
Essential Questions • • • • • •
How do readers know they are reading well? What is the relationship between writers and readers? What makes writing easy to follow? What are benefits of recognizing the difference between facts and opinions? What can we learn from print? How does reading enjoyment impact our lives?
√ √
√ √
Conversations / Interviews / Observations Writing Samples from all content areas Individual Projects Tests / quizzes
Technology Integration & Information Literacy Explores internet sites Identifies books by specific authors & illustrators Shares information in various formats: written, oral, visual and electronic
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Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Essential Learnings Essential Knowledge, Skills, topics, Processes, and Concepts Standard 1 Students read and understand a variety of materials. Enduring Understanding Readers use many strategies that work, and they quickly try another one when the one they are using doesn’t work. They not only know many different strategies, but they never get stuck in persisting with one that isn’t working.
Essential Question How do readers know they are reading well?
Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts
2LA1
Uses phonics strategies, syllabication, and language patterns to predict and problem‐solve when reading
a
Uses a developed bank of phonics generalizations to decode unfamiliar multisyllabic words (P3A2, P1B1)± • use letter‐sound relationships • consonant blends • digraphs (sh, wh, ch, th) • diphthongs, • common word endings
b
Uses knowledge of common vowel patterns (P3A2, P1B1)±
c
Breaks two‐ and three‐syllable words into parts (P3A2, P1B1)±
d
Uses structural analysis to problem‐solve unknown words (recognizing the word ‘part’ & knowing its meaning helps to decode & understand the unknown word ‘partner’) (P3A2, P1B1)±
e
Uses knowledge of affixes, contractions, possessives, abbreviations, and opposites (P3A2, P1B1)±
± Key: Alignment to English Language Development Standards
P=Primary I= Intermediate EDL Standard (1‐4)
P4I3
Essential Learning
B = Beginner I = Intermediate A= Advanced
Continued on next page Second Grade Language Arts Curriculum Essentials May 2009 8
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Standard 1 (continued) Students read and understand a variety of materials.
Essential Knowledge, Skills, Topics, Processes, and Concepts
2LA2
2LA3
Samples text, predicts, confirms/rejects, and self‐corrects independently, quickly, and confidently a
Monitors own reading and self‐corrects to gain understanding of authors’ intended message (P3A1, I3I7)±
b
Rereads to confirm or assist with problem solving unfamiliar words or clarify confusions (P3A1, I3I7)±
c
Traces characters and plots across multiple episodes to predict events and outcomes (P3A1, ± I3I7)
Uses prior knowledge of the topic, personal experiences, context and illustrations to figure out unfamiliar words and predict text a
Uses surrounding words in a sentence to determine the meanings of unfamiliar words (P3A1, P3A4, P1A3, P1A4, I3I6, I1I3, I1I4)±
b
Uses the context of the sentence to distinguish which of the multiple meanings of a word makes sense (P3A1, P3A4, P1A3, P1A4, I3I6, I1I3, I1I4)±
c
Classifies and categorize words into meaningful categories to build vocabulary and word solving strategies (P3A1, P3A4, P1A3, P1A4, I3I6, I1I3, I1I4)±
± Key: Alignment to English Language Development Standards
P=Primary I= Intermediate EDL Standard (1‐4)
P4I3
Essential Learning
B = Beginner I = Intermediate A= Advanced
Continued on next page
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Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Standard 1 (continued) Students read and understand a variety of materials.
Essential Knowledge, Skills, Topics, Processes, and Concepts
2LA4
Generates oral and written responses to texts based on ideas and information learned from narrative and informational texts a
Articulates explicit main idea and identifies the key words and statements in texts to support it (P2A2, P2A3, P1A3, P1A5, P3A5, I1I5, I3I5)±
b
Gives an oral presentation to share information learned (P2A2, P2A3, P1A3, P1A5, P3A5, I1I5, I3I5)±
c
Writes scaffolded summaries for fiction and information texts (P2A2, P2A3, P1A3, P1A5, P3A5, I1I5, I3I5)±
2LA5 Reads aloud narrative and informational texts with fluency and expression a
Reads regularly spelled one‐ and two‐syllable words automatically (P3A3, P3A8, I3I7)±
b
Identifies and reads grade level high frequency “no excuse” words automatically (P3A3, P3A8, I3I7)±
c
Recognizes quotation marks to signal dialogue between characters and ending punctuation to signal emotion of characters (P3A3, P3A8, I3I7)±
2LA6 Applies positive, independent reading habits a
Shares information about favorite books (PIB4, P2B5, P2I4, I2A1)±
b
Self selects independent reading books
c
Chooses to reread texts (poems, rhymes, predictable, picture books, short novels)
d
Reads independently 15‐20 minutes a day
± Key: Alignment to English Language Development Standards
P=Primary I= Intermediate EDL Standard (1‐4)
P4I3
Essential Learning
B = Beginner I = Intermediate A= Advanced
Key Academic Vocabulary: character, setting, episode, cause‐effect, theme, illustration, inference classify, categorize, strategy, vocabulary, chunk, response, key word, main idea, summary, personification
Second Grade Language Arts Curriculum Essentials May 2009 10
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Teaching for Understanding
Essential Learning:
Assessment:
Acquire Knowledge
Make Meaning
Transfer
Essential Questions Learning Activities Materials Accommodations
Second Grade Language Arts Curriculum Essentials May 2009 11
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Essential Learnings Essential Knowledge, Skills, topics, Processes, and Concepts Standard 2 Students listen, observe, speak, and write for a variety of purposes and audiences. Enduring Understanding Writing is a deliberate process involving planning, drafting, revising, editing, publishing, sharing, & responding.
Essential Question What is the relationship between writers and readers?
Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts
2LA7
2LA8
Uses oral language to obtain information, complete a task, and share ideas with others a
Organizes ideas in a simple pattern or logical sequence for listeners (P2A2, I1A2)±
b
Adds details and information to support ideas when speaking (P2A2, I1A2)±
Organizes thinking before and during writing using graphic organizers and sequencing a
Uses basic graphic organizers to match form of writing (P4I11)±
b
Generates & expand ideas for writing and during writing through talk with peers and teachers (P2I3, P2I5, P2I6)±
c
Uses chronological order to write own texts and to retell stories and information learned in non‐fiction texts (P4A1, I4I7)± • Use time‐sequence words such as first, next, then, and last
2LA9 Writes to explain or give basic information about familiar topics a
Focus on a single topic in a piece of writing (I4I1, I4I5)±
b
Writes questions, facts, observations and other nonfiction (I4I1, I4I5)±
c
Writes a brief narrative with logical sequencing and some detail (I4I1, I4I5)±
d
Provides description, details, or examples to explain important ideas (I4I1, I4I5)±
± Key: Alignment to English Language Development Standards
P=Primary I= Intermediate
P4I3
Essential Learning
EDL Standard (1‐4) B = Beginner I = Intermediate A= Advanced
Continued on next page Second Grade Language Arts Curriculum Essentials May 2009 12
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Second Grade Language Arts Curriculum Essentials Document
Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Standard 2 (continued) Students listen, observe, speak, and write for a variety of purposes and audiences.
Essential Knowledge, Skills, Topics, Processes, and Concepts
2LA10 Revises writing by rereading, adding on, and grouping ideas a
Rereads own writing for accuracy and meaningfulness (P4A2)±
b
Adds descriptive words, adjectives and adverbs, into simple sentences (P4A2)±
c
Moves sentences to cluster ideas (P4A2)±
2LA11 Applies organization of how published texts are structured to own writing a
Uses elements of the genre to determine publishing formats (P4A8)±
b
Publishes cover, title, author, illustrator, illustrations, about the author page (P4A8)±
c
Shares published work with intended audiences (P4A8)±
± Key: Alignment to English Language Development Standards
P=Primary I= Intermediate EDL Standard (1‐4)
P4I3
Essential Learning
B = Beginner I = Intermediate A= Advanced
Key Academic Vocabulary: legible, phrasing, describe, audience, publish, plan, draft, revise, proofread, edit, brainstorm, description, journal, purpose, writing process
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Second Grade Language Arts Curriculum Essentials Document
Teaching for Understanding
Essential Learning:
Assessment:
Acquire Knowledge
Make Meaning
Transfer
Essential Questions Learning Activities Materials Accommodations
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Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Standard 3 Students use grammatical and mechanical conventions of language in speaking and writing.
Enduring Understanding Conventions of language help readers understand what is being communicated.
Essential Question What makes writing easy to follow?
Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts
2LA12 Publishes using legible handwriting a
Spaces words in sentences (P4A9)±
b
Spaces sentences in writing (P4A9)±
c
Uses fluid strokes for printing – transition to cursive (P4A9)±
2LA13 Uses phonics and spelling patterns to spell unfamiliar words a
Approximates spelling of unfamiliar words using sound/symbol knowledge and common word pattern knowledge (P4A9)±
b
Recognizes and uses vowel patterns of VC, CVC, CVCe, VCC,VVC, VVCC, VVCe, VVCCC (P4A9)±
2LA14 Spells grade level high frequency no excuse words a
Spells high frequency no excuse words throughout the writing process (I4I4)±
b
Spells high frequency no excuse words in list form (I4I4)±
± Key: Alignment to English Language Development Standards
P=Primary I= Intermediate EDL Standard (1‐4)
P4I3
Essential Learning
B = Beginner I = Intermediate A= Advanced
Continued on next page Second Grade Language Arts Curriculum Essentials May 2009 15
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Second Grade Language Arts Curriculum Essentials Document
Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Standard 3 (continued) Students use grammatical and mechanical conventions of language in speaking and writing.
Essential Knowledge, Skills, Topics, Processes, and Concepts
2LA15
2LA16
Uses language patterns, common word endings, words with multiple meanings, and parts of speech knowledge for spelling and writing a
Understands meaning of and uses common word endings (P4A9)±
b
Understands and uses homophones/homographs (P4A9)±
c
Uses synonyms and antonyms (P4A9)±
d
Uses singular and plural nouns and pronouns (P4A9)±
e
Uses common prefixes, such as un‐, re‐, dis, pre‐, and mis‐ (I3I4)±
f
Uses common suffixes, such as –er, ‐y, ‐ful, ‐less, ‐est, and –ly (I3I4)±
Writes using correct conventions of contractions, abbreviations, complete sentences, capitals for proper nouns and beginnings of sentences a
Uses apostrophes in common contractions (I4I3)±
b
Identifies and writes simple abbreviations, including titles (Mr., Mrs., Ms., Dr.), calendar word (Feb., Mon.), and address words (St., Rd.) (I4I3)±
c
Writes in and edits for complete sentences (I4I3, P4A6)±
d
Uses and punctuates declarative, interrogative, and exclamatory sentences(I4I3, P4A3)±
e
Uses capitals for proper nouns and pronoun “I” (I4I3)±
f
Uses capitals at the beginning of sentences (I4I3)±
g
Recognizes and uses capitals for days of the week, months of the year, holidays and special events (I4I3)±
± Key: Alignment to English Language Development Standards
P=Primary I= Intermediate EDL Standard (1‐4)
P4I3
Essential Learning
B = Beginner I = Intermediate A= Advanced
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Second Grade Language Arts Curriculum Essentials Document
Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts
Essential Knowledge, Skills, Topics, Processes, and Concepts
Standard 3 (continued) Students use grammatical and mechanical conventions of language in speaking and writing.
2LA17 Proofreads and edits for grade level grammar, mechanics and conventions a
Recognizes and independently edits grammar, mechanics and conventions (listed as “essential” on the scope and sequence chart) (P4A6, I4I10)±
b
Edits for and reflects on independent use of grammar, mechanics and conventions (listed as “continue” on the scope and sequence chart) (P4A6, I4I10)±
± Key: Alignment to English Language Development Standards
P=Primary I= Intermediate EDL Standard (1‐4)
P4I3
Essential Learning
B = Beginner I = Intermediate A= Advanced
Key Academic Vocabulary: fluent, pause, prefix, suffix, root, homograph, plural, synonym, antonym, compound, dialogue Second Grade Language Arts Curriculum Essentials May 2009 17
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Teaching for Understanding
Essential Learning:
Assessment:
Acquire Knowledge
Make Meaning
Transfer
Essential Questions Learning Activities Materials Accommodations
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Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Standard 4 Students use reading, writing, speaking, observing, and listening to synthesize information to analyze and evaluate arguments and to develop and defend argumentative positions. Enduring Understanding Essential Question People combine facts and opinions to What are the benefits of recognizing the difference communicate perspectives and information. between facts and opinions?
Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts
2LA18 Uses evidence from the text to support predictions (I think… because…) a
2LA19
Discusses specific examples from the text to support or justify predictions and ideas (P2A3, P3A4, P3A6, P1A4, I4I1)±
Formulates opinions from events or information within texts and from personal experiences a
States a personal opinion connected to text (I1A3, P2A4, P3A4, P1A3, P1A4)±
b
Writes opinions about new information learned from a text (P1A3, P1A4)±
c
Expresses opinions about the appropriateness of story endings (P2A4, P3A4, P1A3, P1A4)±
± Key: Alignment to English Language Development Standards
P=Primary I= Intermediate EDL Standard (1‐4)
P4I3
Essential Learning
B = Beginner I = Intermediate A= Advanced
Key Academic Vocabulary: evidence, opinion, fact
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Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Teaching for Understanding
Essential Learning:
Assessment:
Acquire Knowledge
Make Meaning
Transfer
Essential Questions Learning Activities Materials Accommodations
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Second Grade Language Arts Curriculum Essentials Document
Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Standard 5 Students apply research skills to locate, select, and make use of relevant information.
Enduring Understanding Texts are intentionally organized by authors to emphasize information and therefore impact readers’ meaning making.
Essential Question What can we learn from print?
Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts
2LA20
Locates information by looking at the book’s cover, graphics, titles/ headings, and structure a
Previews texts for headings bold type, and picture captions to help set a purpose for reading and to guide reading (P3A4, P1A3)±
b
Uses titles, illustrations and headings to generate ideas about the text (P3A4, P1A3)±
c
Interprets information from simple diagrams, charts, and graphs in narrative and informational texts (P3A4, P1A3)±
d
Uses text features of table of contents, index, glossary, headings to locate topics/ information within nonfiction, informational texts (P3A4, P1A3)±
± Key: Alignment to English Language Development Standards
P=Primary I= Intermediate EDL Standard (1‐4)
P4I3
Essential Learning
B = Beginner I = Intermediate A= Advanced
Continued on next page
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Second Grade Language Arts Curriculum Essentials Document
Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Standard 5 (continued) Students apply research skills to locate, select, and make use of relevant information.
Essential Knowledge, Skills, Topics, Processes, and Concepts
2LA21 Shares facts from informational texts through speaking or writing a
Arranges events in sequential order when retelling stories and when writing (P2A2, P1A3, P2A3)±
b
Writes short sentences to report or summarize important details from a text (P2A2, P1A3)±
c
Draws and/or labels pictures as captions to record research information (P2A2, P1A3, P2A3)±
d
Asks and answers simple who, what, when, where, why, and how questions (P2A2, P1A3, P2A3)±
e
Identifies topic or main idea of a short fiction and non‐fiction passage (P2A2, P1A3, P2A3)±
f
Organizes information to share using graphic organizers (P2A2, P1A3, P2A3)±
± Key: Alignment to English Language Development Standards
P=Primary I= Intermediate EDL Standard (1‐4)
P4I3
Essential Learning
B = Beginner I = Intermediate A= Advanced
Key Academic Vocabulary: diagram, chart, graph, table of contents, index, glossary, headings
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Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Teaching for Understanding
Essential Learning:
Assessment:
Acquire Knowledge
Make Meaning
Transfer
Essential Questions Learning Activities Materials Accommodations
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Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Standard 6 Students read, understand, and interpret literature as a record and expression of human experience.
Enduring Understanding Readers choose to engage in reading because of emotional responses from the story line and from learning new information.
Essential Question How does reading enjoyment impact our lives?
Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts
2LA22
Expresses text‐to‐self connections, text‐to‐text connections, and text‐to‐ word connections a
Articulates the characteristics of the work of favorite authors and illustrators (P2A3, P2A4, P1A3, P1A4, PEA4, P3A6)±
b
Uses names of favorite authors, illustrators, and texts when discussing similarities and differences among texts (P2A3, P2A4, P1A3, P1A4, PEA4, P3A6)±
c
Makes thoughtful connections that reflect a deep understanding of narrative texts (P2A3, P2A4, P1A3, P1A4, PEA4, P3A6)±
2LA23 Writes responses to literature using story structure and story elements a
Describes characters, setting, and important events in literature (I4I2, P23, P24)±
b
Uses framework of beginning, middle, and end to retell story events (I4I2, P23, P24, PEA5, P3A7)±
c
Discusses similarities and differences among genres being studies (P23, P24)±
± Key: Alignment to English Language Development Standards
P=Primary I= Intermediate EDL Standard (1‐4)
P4I3
Essential Learning
B = Beginner I = Intermediate A= Advanced
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Second Grade Language Arts Curriculum Essentials Document
Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Standard 6 (continued) Students read, understand, and interpret literature as a record and expression of human experience.
Enduring Understanding Readers choose to engage in reading because of emotional responses from the story line and from learning new information.
Essential Question How does reading enjoyment impact our lives?
Essential Knowledge, Skills, Topics, Processes, and Concepts
Essential Learnings 2LA24 Recognizes literary elements of personification and rhyme a
Recognizes personification and describes how it is used in stories (P2A3, P2A4)±
b
Describes rhyming patterns throughout narrative texts and poetry (P2A3, P2A4)±
± Key: Alignment to English Language Development Standards
P=Primary I= Intermediate EDL Standard (1‐4)
P4I3
Essential Learning
B = Beginner I = Intermediate A= Advanced
Key Academic Vocabulary: motivation, connection, comparison, similarities, difference, text‐text connections, text to world connections
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Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Teaching for Understanding
Essential Learning:
Assessment:
Acquire Knowledge
Make Meaning
Transfer
Essential Questions Learning Activities Materials Accommodations
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Second Grade Language Arts Curriculum Essentials Document
English Language Development Standards Primary
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Second Grade Language Arts Curriculum Essentials Document
English Language Development Standards and Essential Learnings Standard 1 English Language Learners listen for information and understanding, using a variety of sources, for academic and social purposes.
Primary Beginner Essential Learnings P1B1
Follow clear one‐step directions in 1:1 situations
P1B2
Respond non‐verbally or in one‐ or two‐word phrases to greetings and requests in 1:1 situations
P1B3
Respond to simple questions with one or two words in 1:1 situations, e.g., yes/no, personal information, either/or
P1B4
Demonstrate comprehension of stories and information by responding nonverbally, e.g., listening, pointing, moving, matching, drawing or gesturing or with simple word responses
P1B5
Understand key words and familiar phrases
P1B6
Recognize patterns of sound in oral language, e.g., rhyming
P1B7
Listen for specific purposes and main ideas
P1B8
Hear and discriminate among a number of phonemes representing sounds specific to the English language
Primary Intermediate Essential Learnings P1I1
Follow clear two/three‐step directions in 1:1 situations
P1I2
Respond to familiar social language
P1I3
Respond to simple and some complex questions with words or phrases, e.g., either/or, who/how
P1I4
Comprehend stories, key concepts of content area information and oral presentations with contextual support, e.g., graphic organizers, posters, diagrams, charts
P1I5
Identify characters and sequence in a story
Primary Advanced Essential Learnings P1A1
Follow multiple‐step directions
P1A2
Follow meaning when working in pairs, small group, or whole class discussions on personal, social, or grade‐level academic topics Demonstrate comprehension of read‐aloud stories, content area information, and oral presentations with contextual support by paraphrasing, explaining, expressing opinions, etc. Respond to complex and content‐related questions about newly learned information, e.g., compare and contrast Identify main idea and details in a story
P1A3 P1A4 P1A5 P1A6 P1A7
Demonstrate understanding of some idiomatic expressions by responding appropriately to such expressions as “hit the road.” Generate questions to focus listening for purpose of predicting or to find specific information
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Second Grade Language Arts Curriculum Essentials Document
English Language Development Standards and Essential Learnings Standard 2 English Language Learners speak to convey information and understanding, using a variety of sources, for academic and social purposes.
Primary Beginner Essential Learnings P2B1
Use gestures, single words, and simple phrases in greetings, routine conversations and to communicate needs
P2B2
Use both social and academic learned vocabulary in context
P2B3
State basic personal information, e.g.: age, name, family members
P2B4
Participate in classroom group activities, e.g.: chants, songs, choral readings
P2B5
Retell simple stories and personal experiences using key words and phrases
P2B6
Respond to simple questions related to immediate context with single words, e.g.: yes/no, either/or, basic personal information
P2B7
Approximate pronunciation of a number of phonemes representing sounds particular to the English language and single words
Primary Intermediate Essential Learnings P2I1
Imitate appropriate language in formal and informal settings
P2I2
Use vocabulary learned in content area lessons
P2I3
Use simple sentences to express needs and ideas about familiar topics in social and academic contexts
P2I4
Retell familiar stories and experiences using simple sentences
P2I5
Initiate conversation in social and academic settings using simple sentences
P2I6
Contribute to classroom and small group discussions by responding to and asking simple questions
P2I7
Approximate pronunciation, rhythm, stress and intonation of English
Primary Advanced Essential Learnings P2A1
Communicate information and feelings clearly in conversations
P2A2
Contribute to classroom discussions by asking/answering questions, giving opinions, disagreeing, and sharing experiences Retells, narrates and paraphrases stories with descriptive detail including characters and setting
P2A3 P2A4 P2A5
Use both formal and informal language, e.g., interviewing, persuasive speech, with attention to grammar, vocabulary, intonation and pronunciation Use expanded and descriptive vocabulary related to content areas
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Second Grade Language Arts Curriculum Essentials Document
English Language Development Standards and Essential Learnings Standard 3 English Language Learners read for information and understanding, using a variety of sources, for academic and social purposes.
Primary Beginner Essential Learnings P3B1
Recognize print carries meaning
P3B2
Recognize own name in print
P3B3
Demonstrate understanding of sound‐symbol relationships appropriate to grade level
P3B4
Use illustrations and background knowledge to create meaning from read aloud stories
P3B5
Respond to simple stories read aloud using physical actions and other means of non‐verbal communication, e.g.: matching objects, pointing, drawing, etc.
P3B6
Point out text features, e.g.: front and back cover, title, and author
P3B7
Show awareness of directionality
P3B8
Recognize English phonemes that students are already able to hear and produce
P3B9
Recognize patterns in written, e.g. rhyming, word families
P3B10 Recognize the difference between letters and numbers P2B11 Demonstrate an understanding of prediction and sequence using key words and physical actions, e.g.: arranging a series of pictures into sequence
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Second Grade Language Arts Curriculum Essentials Document
English Language Development Standards and Essential Learnings Standard 3 (continued) English Language Learners read for information and understanding, using a variety of sources, for academic and social purposes.
Primary Intermediate Essential Learnings P3I1
Read patterned language and familiar stories at appropriate grade level
P3I2
Has command of sound/symbol relationship and basic rules in word formation
P3I3
Show command of left/right directionality
P3I4
Recognize sight words which have been taught in context
P3I5
Use illustrations and background knowledge in combination with more complex vocabulary to create meaning and predict text
P3I6
Read and understand the meaning of words, phrases, and short sentences with familiar vocabulary and text independently
P3I7
Respond to simple stories read aloud using simple sentences
P3I8
Describe text features, e.g.: front and back cover, title, and author
P3I9
Demonstrate an understanding of prediction, main idea, and sequence using key words and simple sentences
P3I10
Demonstrate knowledge of grade‐appropriate syntax by correcting some errors when reading aloud
P3I11
Comprehend key concepts of grade‐appropriate content area text supported within an instructional unit
P3I12
Follow simple written directions
Primary Advanced Essential Learnings
P3A4
Use basic reading strategies to make text comprehensible and meaningful, e.g.: prior knowledge, previewing, reviewing, asking questions, predicting, self‐correction Has command of sound/symbol relationship and basic rules of word formation in phrases, simple sentences, and simple texts Use knowledge of print conventions to construct meaning, e.g.: capitalization, commas, periods, questions marks Demonstrate ability to comprehend text and use new information to respond appropriately
P3A5
Respond appropriately to questions about main idea and story elements
P3A6
Answer questions about inferences, cause and effect, problem solving
P3A7
Summarize the essential elements of a story in logically connected sentences
P3A8 P3A9
Demonstrate grade‐appropriate syntax by correcting errors more consistently when reading Follow written directions
P3A1 P3A2 P3A3
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Second Grade Language Arts Curriculum Essentials Document
English Language Development Standards and Essential Learnings Standard 4 English Language Learners write to convey information and understanding, using a variety of sources, for academic and social purposes.
Primary Beginners Essential Learnings P4B1
Show awareness of directionality
P4B2
Reproduce upper and lower case letters legibly
P4B3
Write own name
P4B4
Recognize that oral language can be written
P4B5
Reproduce print seen in the environment
P4B6
Communicate prior knowledge through drawings, picture stories and captions
P4B7
Label familiar objects and pictures, including key parts of content area objects
P4B8
Write about personal experiences using pictures, letters and numbers
P4B9
Write pattern sentences with assistance
P4B10 Use familiar words presented and emphasized in content, e.g., literature, math and science area lessons.
Primary Intermediate Essential Learnings P4I1
Demonstrate knowledge of directionality, space between words and upper/lower case letters
P4I2
Supply missing words in familiar or framed patterns
P4I3
Dictate and copy a simple sentence about a picture or experience
P4I4
Write a phrase or simple sentence about an event or character from a predictable text read aloud
P4I5
Write simple phrases/sentences about group or shared activity with assistance
P4I6
Write simple sentences with spelling approximations and accurate end punctuation
P4I7
Incorporate background knowledge into writing
P4I8 P4I9 P4I10
Use some sight words and familiar words correctly in writing Write a simple narrative with beginning, middle, and end including sequencing words, e.g., next, then with guidance Write a simple descriptive sentence based on observation and learned vocabulary related to content areas
P4I11
Use pre‐writing strategies, e.g.: timelines, web, maps, pictures with assistance
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Second Grade Language Arts Curriculum Essentials Document
English Language Development Standards and Essential Learnings Standard 4 (continued) English Language Learners write to convey information and understanding, using a variety of sources, for academic and social purposes.
Primary Advanced Essential Learnings P4A1
Write stories about a series of pictures sequentially and with details
P4A2
Proofread own writing
P4A3
Write a variety of sentences, e.g.: interrogative, declarative and exclamatory
P4A4
Write simple sentences and short paragraphs to demonstrate content area learning
P4A5
Write short narrative stories that include the elements of setting, characters and events
P4A6
Demonstrate effective use of organizational structures and transitional words
P4A7
Write expository compositions based on classroom activities and experiences, e.g.: science experiments, field trips
P4A8
Communicate in writing using a variety of genre, e.g.: expository, descriptive, letters, poetry, autobiography
P4A9
Use conventional spelling, capitalization, punctuation, grammar, and sentence structure
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Second Grade Language Arts Curriculum Essentials Document
English Language Development Standards Intermediate
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Second Grade Language Arts Curriculum Essentials Document
English Language Development Standards and Essential Learnings Standard 1 English Language Learners listen for information and understanding, using a variety of sources, for academic and social purposes.
Intermediate Beginner Essential Learnings I1B1
Follow clear, one‐step directions in 1:1 situations
I1B2
Respond non‐verbally or in one‐ or two‐word phrases to greetings and requests in 1:1 situations
I1B3
Respond to simple questions with one or two words in 1:1 situations, e.g.: yes/no, personal information, either/or
I1B4
Demonstrate comprehension of stories, information, and academic content by responding nonverbally, e.g.: listening, pointing, moving, matching, drawing and gesturing
I1B5
Understand key words and familiar phrases
I1B6
Recognize patterns of sound in oral language, e.g.: rhyming
I1B7
Listen for specific purposes and main ideas
I1B8
Hear and discriminate among a number of phonemes representing sounds specific to the English language
Intermediate Intermediate Essential Learnings I1I1
Follow clear two/three‐step directions in 1:1 situations
I1I2
Respond to familiar social language
I1I3
Respond to simple and some complex questions with words or phrases, e.g.: either/or, who/how
I1I4
Comprehend stories, key concepts of content area information and oral presentations with contextual support, e.g.: graphic organizers, posters, diagrams, charts
I1I5
Identify characters and sequence in a story
Intermediate Advanced Essential Learnings I1A1
Follow multiple‐step directions
I1A2
Follow meaning when working in pairs, small group, or whole class discussions on personal, social, or grade‐level academic topics Demonstrate comprehension of read‐aloud stories, content area information, and oral presentations with contextual support by paraphrasing, explaining, expressing opinions, etc. Respond to complex and content‐related questions about newly learned information, e.g.: compare and contrast, describe Identify main idea and details in a story
I1A3 I1A4 I1A5 I1A6
Demonstrate understanding of some idiomatic expressions by responding appropriately to such expressions as “hit the road.”
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Second Grade Language Arts Curriculum Essentials Document
English Language Development Standards and Essential Learnings
Standard 2 English Language Learners speak to convey information and understanding, using a variety of sources, for academic and social purposes.
Intermediate Beginner Essential Learnings I2B1
Use gestures, single words, and simple phrases in greetings, routine conversations and to communicate needs
I2B2
Use both social and academic learned vocabulary in context
I2B3
State basic personal information, e.g.: age, name, family members
I2B4
Participate in classroom group activities, e.g.: chants, songs, choral readings
I2B5
Retell predictable and familiar stories using single words and phrases
I2B6
Respond to simple questions related to immediate context with single words, e.g.: yes/open, either/or, basic personal information
I2B7
Approximate pronunciation of a number of phonemes and single words
Intermediate Intermediate Essential Learnings I2I1
Use formal and informal register
I2I2
Use key content and descriptive vocabulary
I2I3
Communicate ideas using simple sentences in social and academic settings
I2I4
Retell familiar stories and identifies main idea and some details using phrases and sentences
I2I5
Initiate conversation in social and academic settings
I2I6
Contribute to classroom and small group discussions by responding to and asking simple questions
I2I7 I2I8
Contribute to content area discussions in small groups by summarizing, defining, and explaining using simple sentences Use some humor
I2I9
Approximate pronunciation, rhythm, stress and intonation of English
Second Grade Language Arts Curriculum Essentials May 2009 36
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
English Language Development Standards and Essential Learnings
Standard 2 (continued) English Language Learners speak to convey information and understanding, using a variety of sources, for academic and social purposes.
Intermediate Advanced Essential Learnings I2A1
Communicate information, observations, and ideas, and expresses feelings clearly in conversations
I2A2
Engage in collaborative activities through a variety of student groupings to respond to literature and to share experiences, ideas, information and opinions
I2A3
Contribute to classroom discussions by asking/answering questions, giving opinions, disagreeing
I2A4
Retell, narrate and paraphrase stories with descriptive detail including characters, setting, plot, summary and analysis
I2A5
Use both formal and informal language, e.g.: interviewing, persuasive speech, with attention to grammar, vocabulary, intonation and pronunciation
I2A6
Use figurative language, e.g.: metaphors, similes, hyperbole
I2A7
Use technical, expanded and descriptive vocabulary related to content areas
Second Grade Language Arts Curriculum Essentials May 2009 37
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
English Language Development Standards and Essential Learnings Standard 3 English Language Learners read for information and understanding, using a variety of sources, for academic and social purposes.
Intermediate Beginner Essential Learnings I3B1
Demonstrates understanding of sound‐symbol relationship in context and in own reading
I3B2
Uses illustrations and background knowledge to create meaning from read aloud stories
I3B3
Recognizes simple words, familiar phrases, and simple sentences
I3B4
Retells simple stories read aloud using non‐verbal communication and one‐ or two‐word responses, e.g.: matching objects, pointing, drawing, etc
I3B5
Recognizes sight words and content area vocabulary that have been taught in context
I3B6
Identifies the basic sequence of events and understands prediction in stories and information read aloud by using key words or pictures
I3B7
Follows one‐step written directions; schedules, calendars
I3B8
Answers in one or two‐word phrases literal questions about text
Second Grade Language Arts Curriculum Essentials May 2009 38
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
English Language Development Standards and Essential Learnings Standard 3 (continued) English Language Learners read for information and understanding, using a variety of sources, for academic and social purposes.
Intermediate Intermediate Essential Learnings I3I1
Has command of sound‐symbol relationship and basic rules of word formation in own reading
I3I2
Understand the meaning of words, phrases, and short sentences with familiar vocabulary in text
I3I3
Retell and respond to stories/text using simple sentences
I3I4
Recognize some common root words, prefixes and suffixes when they are attached to known vocabulary
I3I5
Identify basic story elements and make predictions in stories and information using simple sentences
I3I6
Use a variety of reading strategies to interpret the meaning of unfamiliar words and gain information from text, print and media resources, e.g.: illustrations, decoding, word attack skills, background knowledge
I3I7
Demonstrate knowledge of grade‐appropriate syntax by correcting some errors when reading aloud
I3I8
Summarize and discusses text
I3I9
Comprehend key concepts of grade‐appropriate content area text supported within an instructional unit
I3I10
Follow multi‐step written directions
Intermediate Advanced Essential Learnings I3A1
Apply reading strategies to understand more complex text and unfamiliar words, e.g.: decoding, previewing, skimming/scanning, problem solving, word attack skills, prior knowledge
I3A2
Comprehend grade‐appropriate content area text with support
I3A3
Make inferences about information and ideas with reference to features in text
I3A4
Respond to stories/text by analyzing, summarizing, giving opinions, evaluation, justifying, examining, and explaining Recognize common root words, prefixes and suffixes
I3A5
I3A7
Gather, read, organize, and interpret information related to academic content areas from various sources, e.g.: glossaries, indexes, reference books, magazines, textbooks, internet media presentations, charts, maps, graphs, diagrams Read aloud with confidence, accuracy, and fluency
I3A8 I3A9
Follow multi‐step written directions to complete assigned tasks independently Show awareness of language subtleties, e.g.: humor, common idioms, slang, and riddles
I3A6
Second Grade Language Arts Curriculum Essentials May 2009 39
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
English Language Development Standards and Essential Learnings Standard 4 English Language Learners write to convey information and understanding, using a variety of sources, for academic and social purposes.
Intermediate Beginners Essential Learnings I4B1
Write the English alphabet legibly
I4B2
Write basic personal information
I4B3
Label familiar objects and pictures including key parts of content area objects
I4B4
Use print seen in the environment
I4B5
Communicate prior knowledge through drawing, picture stories and captions
I4B6
Write pattern sentences with assistance
I4B7
Write about personal experiences with support and using illustrations and simple phrases
I4B8
Use familiar words presented and emphasized in content, e.g.: literature, math and science area lessons
I4B9
Plan writing using webs, maps and pictures
Intermediate Intermediate Essential Learnings I4I1
Respond to visual or written prompts using phrases and simple sentences
I4I2
Write simple sentences about an event or character from a predictable text
I4I3 I4I4
Use standard word order and conventional spelling, punctuation, and capitalization in basic sentence patterns with support Use sight words correctly in writing
I4I5
Incorporate key content area vocabulary in writing
I4I6
Short descriptive and expository paragraphs for academic communication
I4I7
Use transition words to organize writing, e.g.: first, after that, in the beginning, later
I4I8
Use pre‐writing strategies, e.g.: timelines, web, maps, pictures
I4I9
Write to express preferences and opinions
I4I10
Proofread and edit own writing
I4I11
Access classroom resources including electronic media to support independent writing
Second Grade Language Arts Curriculum Essentials May 2009 40
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
English Language Development Standards and Essential Learnings Standard 4 (continued) English Language Learners write to convey information and understanding, using a variety of sources, for academic and social purposes.
Intermediate Advanced Essential Learnings I4A1
Use print for social communication, e.g.: notes, invitations, e‐mail, diary entries
I4A2
Respond appropriately to a prompt using narrative, expository, or persuasive writing
I4A3
Use a variety of sentence patterns with appropriate tenses and conventions
I4A4
Utilize topic sentences, supporting details, transitions, and conclusions when writing paragraphs
I4A5
Create multi‐paragraphed narrative and expository compositions with a clear focus
I4A6
Use informational writing in content areas, e.g., recording a math problem‐solving process, summarizing a social studies concept
I4A7
Write descriptions and comparisons, including the use of figurative language
I4A8
Use conventional spelling, capitalization, punctuation, grammar, and sentence structure
I4A9
Edit for conventions of writing and revise for appropriate word choice and organization
I4A10
Gather and organize information related to academic content areas from various sources in written reports
Second Grade Language Arts Curriculum Essentials May 2009 41
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Suggested Timelines Topic
Suggested Timeframe
Reading Demonstrations
The teacher or class selects text to read to the students. Texts rich in meaning or language and class favorites are read again and again and are used as a basis for other activities. Daily throughout the year, 5‐7 minutes each day
Writing Demonstrations
Using a selected topic, the teacher talks, thinks, and questions the way through the writing process and writing strategies. Students may join in, but the teacher does the writing. The message is reread many times. Daily throughout the year, 5‐7 minutes each day
Shared Reading (Whole Group &/or Small Group)
The teacher introduces and reads enlarged text or small text if each student has a copy. On refrains and in multiple readings, students join in, reading in unison. Select this approach if the text is high instructional/low instructional, yet is a high quality resource that meets the objective for a group of students 10‐15 minutes
Shared Writing (Small Group)
The teacher guides group writing of a large scale piece, which can be a list, a chart, pages of a book, or another form of writing. All students participate in composing and constructing various aspects of the writing process. The piece of writing is read many times by the group during the writing process and as shared reading. Select this approach if the content or writing skills to be learned are within the grade level curriculum, yet students are not at a low instructional point of taking on the new learning, therefore , the teacher would highly support students to learn the writing content or writing skill. 10‐15 minutes
Guided Reading (Small Group)
The teacher guides the student to use reading strategies appropriately. The teacher helps small groups of students to talk, think, and question their way through the reading process. Books are at the instructional level, are selected by the teacher, and read by the students. Select this approach if the text is low instructional‐close to students’ independent reading skill level, yet is a high quality resource that meets the objective for the group of students. 10‐15 minutes
Guided Writing (Small Group)
The teacher has individual conferences with writers, giving selected feedback. The teacher may work with the whole class or a small group to provide general guidance and mini‐lessons on any aspect of writing. Select this approach if the content or writing skills to be learned are within the grade level curriculum, and students are making close approximations toward proficiency on the new learning, therefore , the teacher would provide a low degree of support for students to learn the writing content or writing skill 10‐15 minutes
Independent Reading and Students read to themselves or with partners; students write their own messages and stories, sometimes helping each other. Varied times depending on grade level; 10‐60 minutes per day Writing Word Work / Spelling
Daily throughout the year 15 minutes each day – instruction &/or independent practice
Handwriting
Regularly throughout the year 5‐15 minutes each day ‐ – instruction &/or independent practice
Oral Language
Teach, practice ,and monitor usage during instructional learning times and while students are working with others. Daily throughout the year
Second Grade Language Arts Curriculum Essentials May 2009 42
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
High Frequency Words
I and the a to in is you it he at go look see up dog can on like my said
Second Grade
First Grade
Kindergarten
Third Grade
for
big
more
door
their
right
thing
was
stop
other
because
each
think
house
are
little
make
right
about
also
need
his
said
then
again
could
around
picture
they
eat
them
year
would
another
feet
be
home
into
try
these
came
what
have
help
these
around
other
work
live
or
old
has
walk
people
three
now
we
get
so
next
its
must
long
she
did
number
girl
way
become
who
one
ask
call
about
find
does
start
do
time
come
with
use
part
felt
had
him
many
tree
may
even
want
how
play
made
man
water
place
her
word
oil
good
long
well
last
by
may
boy
very
such
better
if
find
tell
after
here
head
but
over
of
words
take
were
not
than
when
called
why
hard
use
down
animal
where
help
thought
what
first
saw
know
put
there
an
part
most
through
different
shout
all
each
place
much
away
watch
day
which
from
good
again
no
some
great
new
old
will
under
move
write
small
some
run
just
our
men
two
this
back
me
say
her
only
off
too
boat
out
your
as
any
been
by
before
day
behind
that
went
same
children
Second Grade Language Arts Curriculum Essentials May 2009 43
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
High Frequency Words Fourth Grade
Fifth Grade
every
asked
let
sure
morning
remember
mean
found
house
night
knew
I’m
tree
English
still
don’t
being
it’s
body
course
between
world
study
try
upon
front
main
going
second
told
family
American
should
school
soon
young
later
space
home
important
story
sun
turn
inside
give
until
since
thing
face
ago
air
form
white
whole
move
sad
line
food
ever
hear
door
early
set
keep
paper
example
cut
I’ll
own
land
hard
heard
done
learned
read
side
near
several
group
brought
never
life
sentence
change
true
close
us
enough
best
answer
half
nothing
left
took
across
room
red
though
end
four
during
sea
fish
idea
along
without
today
against
plants
lived
while
above
however
top
living
became
might
kind
turned
black
add
sound
began
learn
eat
become
below
almost
point
short
grow
saw
page
city
United States
draw
something
got
play
run
yet
both
earth
toward
book
less
few
far
five
gave
wind
those
hand
himself
order
behind
always
high
usually
open
cannot
show
mother
money
ground
letter
large
light
seen
cold
among
often
country
didn’t
really
able
together
father
car
table
show
Second Grade Language Arts Curriculum Essentials May 2009 44
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
High Frequency Words Middle Level Middle Level opposite
similar
death
grown
bank
speech
born
return
hole
cost
farther
forth
sense
corn
coast
wear
won
nation
cattle
decide
Cross
act
total
knowledge
million
position
sharp
hat
sell
appear
anyone
bear
fight
arm
wire
ate
rule
hope
capital
believe
rose
dinner
science
song
fill
major
cotton
hurt
afraid
engine
deal
gray
spoke
spend
women
board
busy
wonder
rope
experiment
produce
control
Beyond
Include
fear
touch
pull
spread
send
describe
shore
drop
son
evening
love
electric
throughout
chair
meant
brown
cool
sold
compare
east
broken
clean
cause
visit
movement
separate
Interest
wouldn’t
please
sheep
exercise
truck
chance
section
meat
I’d
bread
sing
thick
spent
lady
office
process
column
sight
ring
west
row
nature
twice
pretty
teeth
glad
contain
apart
particular
train
quiet
action
fit
path
shop
fresh
ancient
pass
equal
careful
unless
drive
stick
type
value
narrow
spot
lead
afternoon
attention
yard
mental
neither
break
silver
gas
beat
nine
sit
nose
kitchen
Inch
useful
bought
century
scale
sugar
public
radio
therefore
basic
key
according
method
level
happen
product
steel
king
you’ll
safe
desert
salt
Second Grade Language Arts Curriculum Essentials May 2009 45
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Scope and Sequence Key
X = Exposure Student sees, recognizes and experiments with the knowledge/skills listed. Modeled and shared instructional approaches are recommended throughout the year to demonstrate the use of the skills and highly support students knowledge and skill development. EL = Essential Learning Student independently uses the knowledge of skills listed by the end of the grade level listed. Guided, instruction and independent practice is recommended throughout the year. • = Proficiency and Student Use Student continues to show proficiency through independent use of understanding, knowledge and skill. Teacher monitors and holds student.
Second Grade Language Arts Curriculum Essentials May 2009 46
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Reading Scope & Sequence READING GENRES
K
1
2
3
4
5
6
7
8
9
10
11
12
Short poem, nursery rhymes, chants and songs from many EL cultures
EL
EL
•
•
•
•
•
•
•
•
•
•
Poems: patterned and rhyming
X
EL
•
•
•
•
•
•
•
•
•
•
•
Poems: patterned rhyming, chants, free verse
X
X
EL
•
•
•
•
•
•
•
•
•
•
Poems: humorous and free verse
X
X
EL
•
•
•
•
•
•
•
•
•
Poems: metered and free verse
X
X
EL
•
•
•
•
•
•
•
•
Poems: free verse, narrative, ballad
X
X
EL
•
•
•
•
•
•
•
Poems of all types
X
X
X
X
X
X
EL
•
•
•
•
•
•
Traditional literature: fairytale and folktale
X
EL
EL
•
•
•
•
•
•
•
•
•
•
Traditional literature: cumulative, pour quoi, beasts, cyclical, fables, tall tales, folktales
X
EL
EL
•
•
•
•
•
•
•
•
•
Traditional literature: cultural variance of tales, humorous twists
X
X
X
EL
•
•
•
•
•
•
•
•
Traditional literature: folktales, myths, legends, fables, humorous twists, tall tales, cultural variance of tales
EL
EL
•
•
•
•
•
•
•
•
Simple fantasy—many with talking animals (K‐3) Fantasy (4‐12)
X
X
EL
•
EL
EL
•
•
•
•
•
•
•
Science fiction
X
X
EL
•
•
•
•
•
•
•
Realistic fiction
X
X
EL
EL
•
•
•
•
•
•
•
•
Historical fiction
X
EL
EL
•
•
•
•
•
•
•
Informational texts
X
X
X
EL
EL
EL
EL
EL
EL
•
•
•
•
Factual texts (ABC books, label books, concept books, counting books, simple informational books)
EL
EL
•
•
•
•
•
•
•
•
•
•
•
Biographies on well known subjects
X
X
EL
EL
•
•
•
•
•
•
•
Autobiographies
X
X
X
EL
•
•
•
•
•
•
•
Memoir on a variety of subjects
X
X
X
X
EL
•
•
•
•
•
•
•
Memoir: personal narrative, small moments
X
X
X
EL
•
•
•
•
•
•
•
•
•
Special types of genres: mystery, adventure, survival
X
X
X
EL
EL
EL
•
•
•
•
•
Hybrid texts —a text in one genre with a simple form of another genre embedded in it
X
X
X
X
X
X
X
EL
•
•
•
•
Essay documents
X
X
EL
•
•
•
•
Short stories
X
X
EL
•
•
•
•
•
Novels
X
X
EL
•
•
•
•
•
•
Second Grade Language Arts Curriculum Essentials May 2009 47
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Writing Scope & Sequence WRITING TYPES AND FORMS
K
1
2
3
4
5
6
7
8
9
10
11
12
Short poem, nursery rhymes, chants and songs from many EL cultures
EL
EL
•
•
•
•
•
•
•
•
•
•
Poems: patterned and rhyming
X
EL
•
•
•
•
•
•
•
•
•
•
•
Poems: patterned rhyming, chants, free verse
X
X
EL
•
•
•
•
•
•
•
•
•
•
Poems: humorous and free verse
X
X
EL
•
•
•
•
•
•
•
•
•
Poems: metered and free verse
X
X
EL
•
•
•
•
•
•
•
•
Poems: free verse, narrative, ballad
X
X
EL
•
•
•
•
•
•
•
Poems of all types
X
X
X
X
X
X
EL
•
•
•
•
•
•
Traditional literature: fairytale and folktale
X
EL
EL
•
•
•
•
•
•
•
•
•
•
Traditional literature: cumulative, pour quoi, beasts, cyclical, fables, tall tales, folktales
X
EL
EL
•
•
•
•
•
•
•
•
•
Traditional literature: cultural variance of tales, humorous twists
X
X
X
EL
•
•
•
•
•
•
•
•
Traditional literature: folktales, myths, legends, fables, humorous twists, tall tales, cultural variance of tales
EL
EL
•
•
•
•
•
•
•
•
Simple fantasy—many with talking animals (K‐3) Fantasy (4‐12)
X
X
EL
•
EL
EL
•
•
•
•
•
•
•
Science fiction
X
X
EL
•
•
•
•
•
•
Realistic fiction
X
X
EL
EL
•
•
•
•
•
•
•
•
Historical fiction
X
EL
EL
•
•
•
•
•
•
•
Informational texts
X
X
X
EL
EL
EL
EL
EL
EL
•
•
•
•
Factual texts (ABC books, label books, concept books, counting books, simple informational books)
EL
EL
•
•
•
•
•
•
•
•
•
•
•
Biographies on well known subjects
X
X
EL
EL
•
•
•
•
•
•
•
Autobiographies
X
X
X
EL
•
•
EL
•
•
•
•
Memoir on a variety of subjects
X
X
X
X
EL
•
•
EL
•
•
•
•
Memoir: personal narrative, small moments
X
X
X
EL
•
•
•
•
•
•
•
•
•
Special types of genres: mystery, adventure, survival
X
X
X
EL
EL
EL
•
•
•
•
•
Hybrid texts —a text in one genre with a simple form of another genre embedded in it
X
X
X
X
X
X
X
EL
•
•
•
•
Essay documents
X
X
EL
•
•
•
•
Short stories
X
X
EL
•
•
•
•
•
Novels
X
X
EL
•
•
•
•
•
•
Second Grade Language Arts Curriculum Essentials May 2009 48
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Writing Mechanics Scope & Sequence Writing
K
1
2
3
4
5
6
7
8
9
10
11
12
Capitalization Word I
EL
•
•
•
•
•
•
•
•
•
•
•
•
First and last name
EL
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Names of people (proper nouns: X people)
EL
First word in a sentence
X
X
Calendar words (days, month, holidays)
X
EL
Geographic locations (proper nouns: places)
X
X
Titles used with names (Mr., Mrs., President, Senator, Doctor)
X
EL
A speakers first word in dialogue
X
X
X
EL
•
•
•
•
•
•
•
•
Proper nouns (things) and proper adjectives
X
X
X
EL
•
•
•
•
•
•
•
•
Words used as names (Uncle John)
X
X
X
EL
•
•
•
•
•
•
•
•
•
Abbreviations
X
X
EL
•
•
•
•
•
•
•
•
•
Book titles
X
X
X
EL
•
•
•
•
•
•
•
•
•
Names of races, religions, nationalities and languages
X
X
X
•
•
•
•
•
•
Organizations
X
X
EL
Historical events
X
X
EL
Acronyms
X
X
EL
•
EL
•
•
EL
X
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
EL
Second Grade Language Arts Curriculum Essentials May 2009 49
Boulder Valley School District
Second Grade Language Arts Curriculum Essentials Document
Writing Mechanics Scope & Sequence (continued) Writing
K
1
2
3
4
5
6
7
8
9
10
11
12
Periods, question marks, exclamation marks
•
Period at the end of a sentence
X
X
EL
Period for abbreviations
X
X
X
Period after a person’s initials
X
X
EL
Question marks at the end of direct X questions
X
EL
To show doubt
Exclamation point to express strong feelings
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X
X
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EL
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EL
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EL
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Commas Between items in a series
X
X
X
EL
•
•
•
•
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•
In dates
X
X
EL
•
•
•
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•
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•
In letter writing: greeting and closing
X
X
EL
•
•
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In compound sentences
X
X
X
•
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To set off a speakers words in dialogue
X
X
EL
•
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In addresses: between city and state
X
X
EL
•
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In direct address to name a person spoken to
X
X
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Between adjectives
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EL
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To keep numbers clear
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EL
•
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To set off interruptions
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X
X
•
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To set off interjections
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EL
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To separate introductory phrases and clauses
X
X
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EL
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To set off explanatory phrases and apposi‐ tives
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EL
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To set off non‐restrictive phrases and clauses
X
X
X
•
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EL
EL
EL
•
EL
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Writing Mechanics Scope & Sequence (continued) Writing
K
1
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Abbreviations
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Titles of peoples names (Dr., Mrs.)
X
EL
Calendar words
X
X
EL
State and address
X
EL
Acronyms
X
X
X
EL
Initialisms
X
X
X
EL
Quotation Marks Before and after a speakers words
X
X
EL
•
•
•
•
•
•
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•
To punctuate titles
X
EL
•
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•
For special words
X
X
X
EL
•
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•
•
•
Single quotation for quoting a quotation
X
X
•
•
•
X
EL
Underlining and Italics
•
•
For titles of books and magazines
X
X
EL
For special words
X
X
X
EL
For foreign words (underlining)
X
•
•
•
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•
•
•
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X
X
EL
Apostrophes
•
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EL
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Contractions: common combinations such as don’t, won’t
X
X
EL
Contractions: with pronouns (I’m, we’re)
X
X
X
Show ownership: singular possessives
X
X
EL
•
Show ownership: plural possessives
X
EL
To form possessives with indefinite pronouns
X
X
To form shared possessives
X
In place of omitted letters or numbers
EL
X
X
X
EL
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Writing Mechanics Scope & Sequence (continued) Writing
K
1
2
3
4
5
6
7
8
9
10
11
12
Parenthesis To add information
X
X
X
X
EL
•
•
•
•
•
Parenthetical Reference
X
X
EL
•
•
•
•
•
Hyphens To divide a word
X
X
EL
•
•
•
•
•
•
•
In compound words
X
EL
•
•
•
•
•
•
•
To avoid confusing or awkward spelling
•
•
•
Between numbers in a fraction
EL
To create new words
X
X
To join letters or words
X
To form an adjective
X
X
•
X
•
•
•
•
EL
•
•
•
•
X
EL
•
•
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•
X
EL
•
•
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•
•
EL
Colons To introduce a list
X
X
EL
As a formal introduction
X
X
In business letters
X
X
Between numbers in time
X
X
EL
For emphasis
•
•
•
•
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EL
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EL
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X
X
X
EL
Semicolons
•
To join two independent clauses
X
X
X
EL
To separate groups in a series with commas
X
X
X
X
EL
With conjunctive adverbs
X
X
X
To set off two independent clauses
X
X
EL
X
EL
•
•
•
•
•
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•
•
•
•
•
EL
•
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Ellipses To show omitted words
X
To show a pause
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X
X
EL
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•
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•
•
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Dashes To show a sentence break
X
X
X
EL
For emphasis
X
X
X
X
EL
•
•
•
•
To show interrupted speech
X
X
X
X
EL
•
•
•
•
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Language Arts Glossary of Terms Adjective
A word that describes somebody or something. Old, white, busy, careful, and horrible are all adjectives. Adjectives either come before a noun, or after linking verbs (be, seem, look). See Adverb, Noun, Verb, Adjectival phrase
Adverb
A word that modifies a verb, an adjective, or another adverb. An adverb tells how, when, where, why, how often, or how much. Adverbs can be cataloged in four basic ways: time, place, manner, and degree. See Adjective, Noun, Verb, Adverbial phrase
Alliteration
The repetition of initial consonant sounds in words. For example, rough and ready.
Archetype
An image, a descriptive detail, a plot pattern, or a character type that occurs frequently in literature, myth, religion, or folklore and is, therefore, believed to evoke profound emotions.
Aside
A dramatic device in which a character speaks his or her thoughts aloud, in words meant to be heard by the audience but not by the other characters. See Soliloquy
Assonance
The repetition of vowel sounds without the repetition of consonants. For example, lake and fake. See Consonance
Ballad
A poem in verse form that tells a story. See Poetry, Refrain
Character
A person who takes part in the action of a story, novel, or a play. Sometimes characters can be animals or imaginary creatures, such as beings from another planet.
Characterization/Character The method a writer uses to develop characters. There are four basic methods: (a) a development writer may describe a character’s physical appearance; (b) a character’s nature may be revealed through his/her own speech, thoughts, feelings, or actions; (c) the speech, thoughts, feelings, or actions of other characters can be used to develop a character; and (d) the narrator can make direct comments about a character. Clause
A group of related words that has both a subject and a predicate. For example, ‘because the boy laughed.’ See Phrase
Cliché
A trite or stereotyped phrase or expression. A hackneyed theme, plot, or situation in fiction or drama. For example, ‘it rained cats and dogs.’
Climax
The high point, or turning point, in a story—usually the most intense point near the end of a story. See Plot, Conflict, Rising action, Resolution
Cognates
Words having a common linguistic origin. For example, café and coffee derive from the Turkish, kahve.
Conflict
In narration, the struggle between the opposing forces that moves the plot forward. Conflict can be internal, occurring within a character, or external, between characters or between a character and an abstraction such as nature or fate. See Plot, Climax, Exposition, Rising action, Resolution
Connotation
The attitudes and feelings associated with a word. These associations can be negative or positive, and have an important influence on style and meaning. See Denotation
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Language Arts Glossary of Terms Consonance
The repetition of consonant sounds within and at the ends of words. For example, lonely afternoon. Often used with assonance, alliteration, and rhyme to create a musical quality, to emphasize certain words, or to unify a poem. See Assonance, Alliteration, Rhyme
Controlling image
A single image or comparison that extends throughout a literary work and shapes its meaning. See Extended metaphor, Metaphor
Denotation
The literal or dictionary definition of a word. Denotation contrasts with connotation. See Connotation
Description
The process by which a writer uses words to create a picture of a scene, an event, or a character. A description contains carefully chosen details that appeal to the reader’s senses of sight, sound, smell, touch, or taste.
Dialect
A particular variety of language spoken in one place by a distinct group of people. A dialect reflects the colloquialisms, grammatical constructions, distinctive vocabulary, and pronunciations that are typical of a region. At times writers use dialect to establish or emphasize settings as well as to develop characters.
Dialogue
Conversation between two or more people that advances the action, is consistent with the character of the speakers, and serves to give relief from passages essentially descriptive or expository.
Diction
An author’s choice of words based on their correctness, clearness, or effectiveness. See Style, Imagery
Digraph
Two successive letters that make a single sound. For example, the ea in bread, or the ng in sing.
Diphthong
Speech sound beginning with one vowel sound and moving to another vowel sound within the same syllable. For example, oy in the word boy.
Discourse
Formal, extended expression of thought on a subject, either spoken or written. See Rhetoric
Drama/Dramatic literature
A play; a form of literature that is intended to be performed before an audience. Drama for stage is also called theatre. In a drama, the story is presented through the dialogue and the actions of the characters. See Script
Edit
Correct errors in spelling, usage, mechanics, and grammar.
Epic
A long narrative that tells of the deeds and adventures of a hero or heroine. See Poetry, Hero/Heroine
Epigraph
A quotation on the title page of a book or a motto heading a section of a work, suggesting what the theme or central idea will be.
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Language Arts Glossary of Terms
Epithet
An adjective or phrase used to express the characteristic of a person or thing in poetry. For example, ‘rosy‐fingered dawn.’
Essay
A brief work of nonfiction that offers an opinion on a subject. The purpose of an essay may be to express ideas and feelings, to analyze, to inform, to entertain, or to persuade. An essay can be formal, with thorough, serious, and highly organized content, or informal, with a humorous or personal tone and less rigid structure.
Exposition/Expository text
Writing that is intended to make clear or to explain something using one or more of the following methods: identification, definition, classification, illustration, comparison, and analysis. In a play or a novel, exposition is that portion that helps the reader to understand the background or situation in which the work is set.
Extended metaphor
A comparison between unlike things that serves as a unifying element throughout a series of sentences or a whole piece. An extended metaphor helps to describe a scene, an event, a character, or a feeling. See Metaphor
Fable
A short, simple story that teaches a lesson. A fable usually includes animals that talk and act like people. See Folktale, Traditional Literature
Fairy tale
A story written for, or told to, children that includes elements of magic and magical folk such as fairies, elves, or goblins. See Folktale, Traditional Literature
Falling action
In the plot of a story, the action that occurs after the climax. During the falling action conflicts are resolved and mysteries are solved.
Fiction
Imaginative works of prose, primarily the novel and the short story. Although fiction draws on actual events and real people, it springs mainly from the imagination of the writer. The purpose is to entertain as well as enlighten the reader by providing a deeper understanding of the human condition.
Figurative language
Language that communicates ideas beyond the ordinary or literal meaning of the words. See Simile, Metaphor, Personification, Hyperbole
Figure of speech
Literary device used to create a special effect or feeling, often by making some type of comparison. See Hyperbole, Metaphor, Simile, Understatement
Fluency
Automatic word recognition, rapid decoding, and checking for meaning.
Folktale
A short narrative handed down through oral tradition, with various tellers and groups modifying it, so that it acquired cumulative authorship. Most folktales eventually move from oral tradition to written form. See Traditional Literature, Tall tale
Foreshadowing
A writer’s use of hints or clues to indicate events that will occur in a story. Foreshadowing creates suspense and at the same time prepares the reader for what is to come.
Genre
A category of literature.
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Language Arts Glossary of Terms
Gerund
A verb form that ends in –ing and is used as a noun. For example, ‘Cooking is an art.’
Grammar
The study of the structure and features of a language. Grammar usually consists of rules and standards that are to be followed to produce acceptable writing and speaking.
Hero/Heroine
A mythological or legendary figure often of divine descent who is endowed with great strength or ability. The word is often broadly applied to the principal male or female character in a literary or dramatic work. See Protagonist
Heroic couplet
Two rhyming lines written in iambic pentameter. The term “heroic” comes from the fact that English poems having heroic themes and elevated style have often been written in iambic pentameter. See Iambic pentameter, Poetry, Meter
Homograph
One of two or more words spelled alike but different in meaning and derivation or pronunciation. For example, the noun conduct and the verb conduct are homographs. See Homonym, Homophone
Homonym
One of two or more words spelled and pronounced alike but different in meaning. For example, the noun quail and the verb quail. See Homograph, Homophone
Homophone
One of two or more words pronounced alike but different in meaning or derivation or spelling. For example, the words to, too, and two. See Homonym, Homograph
Hyperbole
An intentional exaggeration for emphasis or comic effect. An overstatement.
Iambic pentameter
A metrical line of five feet or units, each made up of an unstressed then a stressed syllable. For example, ‘I have thee not, and yet I see thee still.’ (Macbeth, II.1.44) See Meter, Poetry
Idiom
A phrase or expression that means something different from what the words actually say. An idiom is usually understandable to a particular group of people. For example, using ‘over his head’ for ‘doesn’t understand.’
Image/Imagery
Words and phrases that create vivid sensory experiences for the reader. Most images are visual, but imagery may also appeal to the senses of smell, hearing, taste, or touch. See Style, Sensory detail
Improvisation
A work or performance that is done on the spur of the moment, without conscious preparation or preliminary drafts or rehearsals. See Drama
Independent clause
Presents a complete thought and can stand alone as a sentence. For example, ‘When she looked through the microscope, she saw paramecia.’ See Subordinate clause, Sentence
Infinitive
A verb form that is usually introduced by to. The infinitive may be used as a noun or as a modifier. For example, an infinitive can be used as a direct object (The foolish teenager decided to smoke); as an adjective (The right to smoke in public is now in serious question); or as an adverb (It is illegal to smoke in public buildings). See Verb
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Language Arts Glossary of Terms Informational/Expository text
Nonfiction written to inform, explain, or persuade that does not use narrative structure to achieve its purpose.
Internal rhyme
Rhyme that occurs within a single line of poetry. For example, in the opening line of Eliot’s Gerontion, ‘Here I am, an old man in a dry month,’ internal rhyme exists between ‘an’ and ‘man’ and between ‘I’ and ‘dry’. See Rhyme, Poetry
Irony
The contrast between expectation and reality. This incongruity has the effect of surprising the reader or viewer. Techniques of irony include hyperbole, understatement, and sarcasm. See Hyperbole, Understatement
Main idea
In informational writing, the most important thought or overall position. The main idea or thesis of a piece, written in sentence form, is supported by details and explanation. See Theme, Thesis
Metaphor
A figure of speech that makes a comparison between two things that are basically different but have something in common. Unlike a simile, a metaphor does not contain the words like or as. For example, in the evening of life. See Figurative language, Figure of speech, Simile
Meter
In poetry, the recurrence of a rhythmic pattern. See Iambic pentameter
Monologue/Sililoquy
A speech in a dramatic work in which a character speaks his or her thoughts aloud. Usually the character is on the stage alone, not speaking to other characters and perhaps not even consciously addressing the audience. (If there are other characters on the stage, they are ignored temporarily.) The purpose of a soliloquy is to reveal a character’s inner thoughts, feelings, and plans to the audience.
Mood
The feeling or atmosphere that a writer creates for the reader. The use of connotation, details, dialogue, imagery, figurative language, foreshadowing, setting, and rhythm can help establish mood. See Style, Tone
Moral
The lesson taught in a work such as a fable; a simple type of theme. For example, ‘Do not count your chickens before the are hatched’ teaches that one should not number one’s fortunes or blessings until they appear. See Theme
Myth
A traditional story passed down through generations that explains why the world is the way it is. Myths are essentially religious, because they present supernatural events and beings and articulate the values and beliefs of a cultural group.
Narration
Writing that relates an event or a series of events; a story. Narration can be imaginary, as in a short story or novel, or factual, as in a newspaper account or a work of history.
Narrator
The person or voice telling the story. The narrator can be a character in the story or a voice outside the action. See Point of view
Nonfiction
Writing about real people, places, and events. Unlike fiction, nonfiction is largely concerned with factual information, although the writer shapes the information according to his or her purpose and viewpoint. Biography, autobiography, and news articles are examples of nonfiction. See Fiction
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Language Arts Glossary of Terms
Noun
A word that is the class name of something: a person, place, thing, or idea. See Adjective, Adverb, Verb
Novel
An extended work of fiction. Like a short story, a novel is essentially the product of a writer’s imagination. Because the novel is much longer than the short story, the writer can develop a wider range of characters and a more complex plot.
Onomatopoeia
The use of a word whose sound suggests its meaning, as in clang, buzz, crash.
Onset
The part of the syllable that precedes the vowel. For example, /h/ in hop, and /sk/ in scotch. Some syllables have no onset, as in un or on. See Rime
Palindrome
A word, phrase, or sentence that reads the same backward or forward. For example, Able was I ere I saw Elba.
Paradox
A statement that seems to contradict itself, but, in fact, reveals some element of truth. A special kind of paradox is the oxymoron, which brings together two contradictory terms. For example, cruel kindness and brave fear.
Parallel structure
The same grammatical structure of parts within a sentence or of sentences within a paragraph. For example, the following sentence contains parallel infinitive phrases: He wanted to join the swim team, to be a high diver, and to swim in relays.
Parody
Imitates or mocks another work or type of literature. Like a caricature in art, parody in literature mimics a subject or a style. Its purpose may be to ridicule, to broaden understanding of, or to add insight to the original work.
Participle
A verb form ending in –ing or –ed. A participle functions like a verb because it can take an object; a participle functions like an adjective because it can modify a noun or pronoun. For example, in a glowing coal and a beaten dog, glowing and beaten are participles.
Pastoral
A poem presenting shepherds in rural settings, usually in an idealized manner. The language and form are artificial. The supposedly simple, rustic characters tend to use formal, courtly speech, and the meters and rhyme schemes are characteristic of formal poetry. See Poetry, Epic
Personification
A form of metaphor in which language relating to human action, motivation, and emotion is used to refer to non‐human agents or objects or abstract concepts: The weather is smiling on us today; Love is blind. See Metaphor, Figure of speech, Figurative language
Persuasion/Persuasive writing
Writing intended to convince the reader that a position is valid or that the reader should take a specific action. Differs from exposition in that it does more than explain; it takes a stand and endeavors to persuade the reader to take the same position.
Phonemic awareness/Phonological awareness
Awareness that spoken language consists of a sequence of phonemes. This awareness is demonstrated, for example, in the ability to generate rhyme and alliteration, and in segmenting and blending component sounds.
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Language Arts Glossary of Terms Phoneme
The smallest unit of speech sound that makes a difference in communication. For example, fly consists of three phonemes: /f/‐/l/‐/`i/.
Phrase
A group of related words that lacks either a subject or a predicate or both. For example, by the door and opening the box. See Clause
Plot
The action or sequence of events in a story. Plot is usually a series of related incidents that builds and grows as the story develops.
Poetry
An imaginative response to experience reflecting a keen awareness of language. Its first characteristic is rhythm, marked by regularity far surpassing that of prose. Poetry’s rhyme affords an obvious difference from prose. Because poetry is relatively short, it is likely to be characterized by compactness and intense unity.
Point of view
The vantage point from which a story is told. In the first‐person or narrative point of view, the story is told by one of the characters. In the third‐person or omniscient point of view, the story is told by someone outside the story.
Prefix
A word part that is added to the beginning of a base word that changes the sense or meaning of the root or base word. For example, re‐, dis‐, com‐are prefixes. See Suffix, Root
Prose
Writing or speaking in the usual or ordinary form. Prose becomes poetic when it takes on rhythm and rhyme. See Poetry
Protagonist
The main character or hero of a story. See Hero/Heroine
Pun
A joke that comes from a play on words. It can make use of a word’s multiple meanings or a word’s rhyme.
Refrain
One or more words repeated at intervals in a poem, usually at the end of a stanza, such as the last line of each stanza in a ballad. Used to present different moods or ideas, as in Poe’s, ‘Nevermore’.
Resolution
The portion of a play or story where the problem is solved. The resolution comes after the climax and falling action and is intended to bring the story to a satisfactory end.
Revise
To change a piece of writing in order to improve it in style or content.
Rhetoric
The art of effective expression and the persuasive use of language. See Discourse
Rhyme scheme
In poetry, the pattern in which rhyme sounds occur in a stanza. Rhyme schemes, for the purpose of analysis, are usually presented by the assignment of the same letter of the alphabet to each similar sound in the stanza.
Rhythm
The pattern of stressed and unstressed syllables in a line of poetry. Poets use rhythm to bring out the musical quality of language, to emphasize ideas, to create mood, to unify a work, or to heighten emotional response.
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Language Arts Glossary of Terms Rime
The vowel and any consonants that follow it. For example, in scotch, the rime is /och/. See Onset
Rising action
The events in a story that move the plot forward. Rising action involves conflicts and complications, and builds toward the climax of the story.
Root (Root word)
A word or word element to which prefixes and suffixes may be added to make other words. For example, to the root graph, the prefix di‐and the suffix –ic can be added to create the word, digraphic. See Prefix, Suffix
Satire
A literary technique in which ideas, customs, behaviors, or institutions are ridiculed for the purpose of improving society. Satire may be gently witty, mildly abrasive, or bitterly critical and often uses exaggeration for effect.
Script
The text of a play, motion picture, radio broadcast, or prepared speech that includes dialogue and stage directions.
Sentence
A group of words expressing one or more complete thoughts.
Setting
The time and place of the action in a story, play, or poem.
Short story
A brief fictional work that usually contains one major conflict and at least one main character.
Simile
A comparison of two unlike things in which a word of comparison (often like or as) is used. For example, ‘She stood in front of the alter, shaking like a freshly caught trout.’ (Maya Angelou) See Metaphor
Sonnet
A poem consisting of fourteen lines of iambic pentameter. See Iambic pentameter, Poetry
Stanza
A recurring grouping of two or more verse lines in terms of length, metrical form, and, often, rhyme scheme. See Poetry, Rhyme scheme, Verse
Style
The particular way a piece of literature is written. Not only what is said but how it is said, style is the writer’s unique way of communicating ideas. Elements contributing to style include word choice, sentence length, tone, figurative language, and use of dialogue.
Subordinate (dependent) clause
A clause that does not present a complete thought and cannot stand alone as a sen‐ tence. For example, ‘The boy went home from school because he was sick.’ See Independent clause, Sentence
Suffix
A word part that is added to the ending of a root word and establishes the part of speech of that word. For example, the suffix ‐ly added to immediate, a noun, creates the word, immediately, an adverb or adjective. See also Prefix, Root
Symbol
A person, place, or object that represents something beyond itself. Symbols can succinctly communicate complicated, emotionally rich ideas.
Synonym
A word that has a meaning identical with, or very similar to, another word in the same language. For example, in some situations, right is a synonym of correct.
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Language Arts Glossary of Terms Tall tale
A distinctively American type of humorous story characterized by exaggeration. Tall tales and practical jokes have similar kinds of humor. In both, someone gets fooled, to the amusement of the person or persons who know the truth. See Traditional Literature, Folktale
Theme
A central idea or abstract concept that is made concrete through representation in person, action, and image. No proper theme is simply a subject or an activity. Like a thesis, theme implies a subject and predicate of some kind—not just vice for instance, but some such proposition as, “Vice seems more interesting than virtue but turns out to be destructive.” Sometimes the theme is directly stated in the work, and sometimes it is given indirectly. There may be more than one theme in a given work. See Main idea, Thesis, Moral
Thesis
An attitude or position taken by a writer or speaker with the purpose of proving or supporting it. Also used for the paper written in support of the thesis. See Theme, Main idea
Tone
An expression of a writer’s attitude toward a subject. Unlike mood, which is intended to shape the reader’s emotional response, tone reflects the feelings of the writer. Tone can be serious, humorous, sarcastic, playful, ironic, bitter, or objective. See Mood, Style
Topic
The meaning a literary work refers to, stated in a phrase or word. For example, in Flaubert’s Madame Bovary, the topic is “dissatisfaction with reality.” See Theme
Traditional Literature
The knowledge and beliefs of cultures that are transmitted by word of mouth. It consists of both prose and verse narratives, poems and songs, myths, dramas, rituals, fables, proverbs, riddles, and the like. Folk literature exists side by side with the growing written record. See Folktale, Tall tale
Trickster tale
Story relating the adventures of a mischievous supernatural being much given to capricious acts of sly deception, who often functions as a cultural hero or symbolizes the ideal of a people.
Understatement
A technique of creating emphasis by saying less than is actually or literally true. Understatement is the opposite of hyperbole or exaggeration, and can be used to create humor as well as biting satire. See Hyperbole
Verb
A word, or set of words, that expresses action or state of being.
Voice
Indicates whether the subject is acting or being acted upon. Active voice indicates that the subject is acting—doing something. (Benjamin Franklin discovered the secrets of electricity.) Passive voice indicates that the subject is being acted upon (The secrets of electricity were discovered by Benjamin Franklin). Also, a writer’s unique use of language that allows a reader to perceive a human personality in his or her writing. The elements of style that determine a writer’s voice include sentence structure, diction, and tone. The term can also be applied to the narrator of a selection.
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Second Grade Mathematics Curriculum Essentials Document
Second Grade Mathematics Curriculum Essentials
Second Grade Mathematics Curriculum Essentials May 2009
Boulder Valley School District
Second Grade Mathematics Curriculum Essentials Document
Boulder Valley School District Mathematics Background
The National Mathematics Advisory Panel’s Final learnings designed to prepare students for learning Report (2008) and the National Council of Teachers in future mathematical courses and careers. of Mathematics’ Curriculum Focal Points (2006) By focusing on only a few essential learnings provided the structure and guiding principals for the students receive extended experiences with key BVSD revision of the mathematics curriculum. The ideas that build deep understanding, fluency with National Mathematics Advisory Panel’s Report skills, and the ability to generalize and transfer delineated the prerequisite knowledge necessary knowledge to future learning. for success in algebra and key algebra topics students should learn. The Curriculum Focal Points recommended focusing each year on relatively few but highly important topics. As a result of these recommendations, this BVSD mathematics curriculum asks students to focus on only a few essential
Boulder Valley School District Mathematics Technology & Information Literacy The National Council of Teachers of Mathematics Principles and Standards (2000) states that “Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students’ learning” (p. 24). The use of technology in BVSD mathematics classrooms is chosen carefully and integrated consistently throughout the curriculum in order to enhance learning and support effective teaching. Technology is not a replacement for understanding of key ideas and skills, however it can and should be used to expand the topics that are accessible to all students at each grade level. The use of technology
provides opportunities for students to focus on mathematical concepts, create conjectures, generalize their thinking, and create justifications. Technology has the potential for extending the boundaries of the classroom and providing students with opportunities for increased practice and access to novel problems deemed inaccessible prior to technology.
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Boulder Valley School District Mathematics Process Standards The Process Standards of the National Council of Teachers of Mathematics are a key component to the BVSD mathematics curriculum. They indicate the ways in which students should acquire and use their content knowledge. The five process standards in mathematics are problem solving, reasoning, communication, connections, and representations. These processes are an integral part of all mathematics learning and teaching. A mathematical learning experience focused on the five process standards prepares students with the processes necessary for continued learning in future mathematical courses and careers. Therefore every process standard should be an integral part of the learning and assessment of every essential learning.
Communication
Reasoning •
Recognizes reasoning and proof and fundamental aspects of math • Makes and investigates mathematical conjectures • Develops and evaluates mathematical arguments • Selects and uses various types of reasoning and methods of proof
Connections • •
•
Organizes and consolidates their mathematical thinking through communication • Communicates their mathematical thinking coherently and clearly to peers, teachers, and others • Analyzes and evaluates the mathematical thinking and strategies of others • Uses the language of mathematics to express mathematical ideas precisely
Representations •
Creates and uses representations to organize, record, and communicate mathematical ideas • Selects, applies, and translate among mathematical representations to solve problems • Uses representations to model and interpret physical, social, and mathematical phenomena
•
Recognizes and uses connections among mathematical ideas Understands how mathematical ideas interconnect and build on one another to produce a coherent whole Recognizes and applies mathematics in contexts outside of mathematics
Problem Solving • • • •
Builds new mathematical knowledge through problem solving Solves problems that arise in mathematics and in other contexts Applies and adapts a variety of appropriate strategies to solve problems Monitors and reflects on the process of mathematical problem solving
National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA: Author.
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Boulder Valley School District Mathematics Content Standards
Mathematics Standard 1 (Number) Students develop number sense and use number relationships to solve problems. They communicate their reasoning used to solve these problems.
Mathematics Standard 2 (Algebra) Students use algebraic methods to solve problems by exploring, modeling, and describing patterns and relations involving numbers, shapes, data, and graphs. They communicate their reasoning used to solve these problems. Mathematics Standard 3 (Data Analysis and Probability) Students use data collection and analysis, statistics, and probability to solve problems. They communicate their reasoning used to solve these problems and accurately display the data in a way that conclusions can be drawn.
Mathematics Standard 5 (Measurement) Students use a variety of measurement tools, techniques, and systems to solve problems. They communicate their reasoning used to solve these problems.
Mathematics Standard 4 (Geometry) Students use geometric concepts, properties, and relationships in one, two, and three dimensions to model and solve problems. They communicate their reasoning used to solve these problems.
Mathematics Standard 6 (Operations) Students make connections between concepts and procedures to effectively use computational skills to solve problems. They use appropriate techniques for the problem or situation (for example: estimation, mental math, paper and pencil, calculators, computers). They communicate their reasoning used to solve these problems.
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Mathematics Overarching Enduring Understandings and Essential Questions
Overarching Enduring Understandings •
Mathematics can be used to solve problems outside of the mathematics classroom.
Overarching Essential Questions • •
•
Mathematics is built on reasoning and logic.
•
Reasoning allows us to make conjectures and to prove conjectures.
• • •
•
• •
How do you know when you have proven something? What does it take to verify a conjecture? How do you develop a convincing argument?
Classifying helps us to build networks of mathematical ideas.
• •
Precise language helps us express mathematical ideas and receive them.
•
•
Is your plan working? Do you need to reconsider what you are doing? How are solving and proving different? How are showing and explaining different?
•
Why do we classify? Why do we classify numbers, geometric objects and functions? How do you make sense of different strategies? How do you determine their strengths and weaknesses? How do you determine similarities and differences?
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Boulder Valley School District Mathematic Content Standards and Second Grade Essential Learnings Mathematic Standard 1 (Number): Students develop number sense and use number relationships to solve problems. They communicate their reasoning used to solve these problems. Mathematic Standard 6 (Operations): Students make connections between concepts and procedures to effectively use computational skills to solve problems. They use appropriate techniques for the problem or situation (for example: estimation, mental math, paper and pencil, calculators, computers). They communicate their reasoning used to solve these problems. To meet this standard, a Second Grade student: √ Estimates and compares quantities using the structure of the base‐ten numeration system. √ Demonstrates fluency with multi‐digit addition and subtraction supported by quick recall of addition and related subtraction facts to 20.
Mathematic Standard 2 (Algebra): Students use algebraic methods to solve problems by exploring, modeling, and describing patterns and relations involving numbers, shapes, data, and graphs. They communicate their reasoning used to solve these problems. No essential learning at this grade level. Addressed through connections.
Mathematic Standard 3 (Data Analysis and Probability): Students use data collection and analysis, statistics, and probability to solve problems. They communicate their reasoning used to solve these problems and accurately display the data in a way that conclusions can be drawn. To meet this standard, a Second Grade student: √ Performs the four parts of a statistical investigation by posing questions, collecting data, creating informal and formal representations, and interpreting data.
Mathematic Standard 4 (Geometry): Students use geometric concepts, properties, and relationships in one, two, and three dimensions to model and solve problems. They communicate their reasoning used to solve these problems. Mathematic Standard 5 (Measurement): Students use a variety of measurement tools, techniques, and systems to solve problems. They communicate their reasoning used to solve these problems. To meet this standard, a Second Grade student: √ Describes geometric representations and measurement through number.
Mathematical Processes: Students use the mathematical processes of problem solving, reasoning and proof, communication, connections and representations to acquire and use mathematical knowledge. To meet this process, a Second Grade student: √ Uses the language of mathematics to express ideas precisely through reasoning, representations, and communication. Second Grade Mathematics Curriculum Essentials May 2009
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BVSD Second Grade Mathematics Overview
Numbers to 1000
Addition & subtraction facts to 20
Estimation of quantities, sums, differences
Course Description Mathematics at the second grade level focuses on knowing numbers to 1000, fluency with addition and subtraction facts to 20, the four parts of a statistical investigation, and attributes of shapes such as symmetry. Problem solving, representations, reasoning, communication, and connections within and outside of mathematics underline all of the teaching and learning at second grade.
Data Analysis Questions
Data Interpretation
Data Collection
Second Grade Mathematics
Symmetry
Rectangular Arrays & Fractions Simple Probability Attributes of Shapes
Graphical Representations
Assessment √ √ √ √
Effective Components of a Second Grade Math Program
District Screeners Add+Vantage Math Diagnostic Assessments Performance tasks from Investigations Math Notebooks
Provides 60 minutes a day for math. Opportunities for mental math are utilized regularly. Mathematical ideas are connected to experiences and prior knowledge. Misconceptions are addressed quickly. Students communicate using mathematical language. Varied representations and models are used to learn a concept. Strategies and conjectures are justified and explained.
Essential Questions • • • • • •
Why do we represent numbers in different ways? What makes an estimate reasonable? What makes a strategy both effective and efficient? What makes an answer exact? What makes a data representation useful? How are measurement and counting related?
Second Grade Mathematics Curriculum Essentials May 2009
Technology Integration & Information Literacy
Employs technology to visualize, investigate, and extend mathematical reasoning Uses technology to practice needed math skills Accesses school library, teacher‐ librarian, teacher‐selected web pages, and other age‐appropriate mathematical resources Uses technology responsibly For information about available core software, relevant web resources, and other integration activities, please use the following website: http://bvsd.org/iteach/integration
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Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Mathematics Standard 1 (Number) Students develop number sense and use number relationships to solve problems. They communicate their reasoning used to solve these problems. Mathematics Standard 6 (Operations) Students make connections between concepts and procedures to effectively use computational skills to solve problems. They use appropriate techniques for the problem or situation (for example: estimation, mental math, paper and pencil, calculators, computers). They communicate their reasoning used to solve these problems. Enduring Understandings Numbers can be represented in multiple ways. Knowing the reasonableness of an answer comes from using good number sense and estimation strategies.
Essential Questions Why do we represent numbers in different ways? What makes an estimate reasonable?
Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts
2M1
Estimate and compare quantities using the structure and sequence of the base‐ten numeration system a
Reads, writes, compares, and orders whole numbers from 0‐1000 including the use of symbolic notation (e.g., , =)
b
Says the number word sequence: By 1s: forward to 1000 and backward from 100 starting from any number in the sequence; • By 2s and 10s: forward and backward between 0‐100 starting from any number; • By 5s: forward and backward between 0‐100 starting from any multiple of 5; • By 100s: forward and backward on the century 0‐1000 Measurement Connection: Tells/reads time to nearest five minutes Algebra Connection: Recognizes and models repeating and growing patterns (e.g., two eyes for one head) and uses them to solve related problems Geometry Connection: Arranges objects in arrays and determines quantity by skip or stress counting •
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Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Mathematics Standard 1 (Number) (continued) Students develop number sense and use number relationships to solve problems. They communicate their reasoning used to solve these problems. Mathematics Standard 6 (Operations) (continued) Students make connections between concepts and procedures to effectively use computational skills to solve problems. They use appropriate techniques for the problem or situation (for example: estimation, mental math, paper and pencil, calculators, computers). They communicate their reasoning used to solve these problems.
Essential Knowledge, Skills, Topics, Processes, and Concepts
Essential Learnings (continued)
c
Estimates a quantity for a group of 0‐100 objects using landmark numbers such as multiples of 5 (e.g. This small jar holds ten marbles. How many marbles do you think this large jar holds?)
d
Creates equivalent representations of whole numbers (e.g., 35 can be represented by 35 ones, 3 tens and 5 ones, or 2 tens and 15 ones) Number (Money) Connection: Creates equivalent combinations for coins to $1.00 (e.g., a quarter equals five nickels or two dimes and one nickel)
Key Academic Vocabulary: add, after, before, combine, count, difference, less than, more than, number words 0‐20, order, separate, take away
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Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Mathematics Standard 1 (Number) (continued) Students develop number sense and use number relationships to solve problems. They communicate their reasoning used to solve these problems. Mathematics Standard 6 (Operations) (continued) Students make connections between concepts and procedures to effectively use computational skills to solve problems. They use appropriate techniques for the problem or situation (for example: estimation, mental math, paper and pencil, calculators, computers). They communicate their reasoning used to solve these problems. Enduring Understandings Being able to compute fluently means making smart choices about which tolls to use and when to use them. An operation can be ”undone” by its inverse. Knowing the reasonableness of an answer comes from using good number sense and estimation strategies.
Essential Questions What makes a strategy both effective and efficient? What makes an estimate reasonable? What makes an answer exact?
Essential Knowledge, Skills, Topics, Processes, and Concepts
Essential Learnings (continued) Demonstrates fluency with multi‐digit addition and subtraction supported by 2M2 quick recall of addition and related subtraction facts to 20 a
Uses efficient mental strategies to calculate addition and subtraction facts to 20
b
Solves two‐digit addition and subtraction situations to 100 using mental and written base‐ten strategies and explains them using models and representation
c
Uses part‐part‐whole knowledge of quantity to model and solve related addition and subtraction problems (e.g., 19 + 3 = 22; 22 ‐ 3 =19; 22 ‐ 19 = 3)
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Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts
Mathematics Standard 1 (Number) (continued) Students develop number sense and use number relationships to solve problems. They communicate their reasoning used to solve these problems. Mathematics Standard 6 (Operations) (continued) Students make connections between concepts and procedures to effectively use computational skills to solve problems. They use appropriate techniques for the problem or situation (for example: estimation, mental math, paper and pencil, calculators, computers). They communicate their reasoning used to solve these problems.
Essential Knowledge, Skills, Top‐ ics, Processes, and Concepts
Essential Learnings (continued) d
Models situations and solves problems involving missing addends and subtrahends with whole numbers to 100, emphasizing the concept of equivalency (see Table A)
e
Uses the commutative and associative properties to solve multi‐digit addition problems
f
Adds and subtracts multiples of 100 in the range of 1 to 1000
g
Estimates sums and differences using landmark numbers
Key Academic Vocabulary: add, after, arrays, before, combine, count, difference, digits, equal to/not equal, equation, equivalent, estimate, expanded form, greater than/less than, growing pattern, hundreds, keep track, landmark numbers, less than, mental math, more than, number sentence, number words to 1000, ones, order, separate, skip counting, standard form, sum, take away, tens Second Grade Mathematics Curriculum Essentials May 2009
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Unit Design Template
Essential Learning:
Assessment:
Teaching for Understanding Acquire Knowledge
Make Meaning
Transfer
Essential Questions Learning Activities Materials Accommodations
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Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Mathematics Standard 3 (Data Analysis and Probability) Students use data collection and analysis, statistics, and probability to solve problems. They communicate their reasoning used to solve these problems and accurately display the data in a way that conclusions can be drawn. Enduring Understanding The question to be answered determines the data to be collected and how best to collect it.
Essential Question What makes a data representation useful?
Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts
Performs the four parts of a statistical investigation by posing questions, 2M3 collecting data, creating informal and formal representations, and interpreting data a
Creates questions for collecting categorical data
b
Collects data using observation, counting, and surveys Measurement Connection: Uses centimeters and inches to collect quantifiable data related to length
c
Creates a concrete or pictorial representation of data (e.g., tallies, pictographs, line plots, bar graphs, frequency tables, and Venn diagrams).
d
Interprets and makes accurate statements about a representation of data including identifying the mode and shape of the data Algebra Connection: Describes qualitative change (e.g., student is growing taller) and quantitative change (e.g., the student grew 2 inches) Probability Connection: Determines which outcomes are the most likely, least likely, or equally likely when using a chance device
Key Academic Vocabulary: bar graph, category, centimeter, data, equal to/not equal, equally likely, estimate, frequency table, greater than/less than, growing pattern, inch, likely, line plot, mode, pictograph, shape of data, survey, tally, unlikely, Venn diagram Second Grade Mathematics Curriculum Essentials May 2009
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Second Grade Mathematics Curriculum Essentials Document
Unit Design Template
Essential Learning:
Assessment:
Teaching for Understanding Acquire Knowledge
Make Meaning
Transfer
Essential Questions Learning Activities Materials Accommodations
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Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Mathematics Standard 4 (Geometry) Students use geometric concepts, properties, and relationships in one, two, and three dimensions to model and solve problems. They communicate their reasoning used to solve these problems. Mathematics Standard 5 (Measurement) Students use a variety of measurement tools, techniques, and systems to solve problems. They communicate their reasoning used to solve these problems. Enduring Understanding Linear measure, area, and volume are fundamentally different but may be related to one another in ways that permit calculation of one give the other.
Essential Question How are measurement and counting related?
Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts
Describes and compares geometric representations using properties, number, 2M4 and relationships a
Constructs rectangular arrays and uses number to describe and compare the rectangular arrays
b
Can construct and identify rows and columns in rectangular arrays
c
Identify halves, thirds, and fourths of rectangular arrays Number Connection: Reads, writes, and identifies thirds, fourths, and halves Measurement Connection: Relates halves and fourths to half and quarter hours on a clock
d
Shows halves through making, finding, and describing mirror symmetries
e
Identifies and classifies rectangles and triangles based on the number of sides, angles, and right angle
Key Academic Vocabulary: angles, array, column, fourths, halves, right angles, quarter, row, sides, symmetry, thirds, shape Second Grade Mathematics Curriculum Essentials May 2009
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Second Grade Mathematics Curriculum Essentials Document
Unit Design Template
Essential Learning:
Assessment:
Teaching for Understanding Acquire Knowledge
Make Meaning
Transfer
Essential Questions Learning Activities Materials Accommodations
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Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Mathematical Processes Students use the mathematical processes of problem solving, reasoning and proof, communication, connections and representations to acquire and use mathematical knowledge. Enduring Understandings Mathematics can be used to solve problems outside of the mathematics classroom. Mathematics is built on reason and always makes sense. Reasoning allows us to make conjectures and to prove conjectures. Precise language helps us express mathematical ideas and receive them.
Essential Questions Is your plan working? Do you need to reconsider what your are doing? How are showing and explaining different? How do you develop a convincing argument? How do you make sense of different strategies? How do you determine their strengths and weaknesses?
Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts
2M5
Uses the language of mathematics to express ideas precisely through reasoning, representations, and communication a
Selects, applies, and translates among mathematical representations to solve problems and justifies the reasonableness of solutions
b
Creates and uses representations to organize, record and explain mathematical ideas clearly to peers, teachers and others
c
Analyzes and evaluates the mathematical thinking, strategies and arguments of peers, teachers and others
d
Recognizes, uses, and explains connections among mathematical ideas in contexts both inside and outside of mathematics classrooms
e
Develops, tests and explains mathematical conjectures
f
Recognizes and utilizes key academic vocabulary relevant to mathematics in verbal and written communication
g
Given a real‐world problems selects an appropriate method to solve the problem by determining if the information provided is sufficient, insufficient or extraneous
h
Creates and illustrates a real‐world problem from a given math sentence
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Second Grade Mathematics Curriculum Essentials Document
Unit Design Template
Essential Learning:
Assessment:
Teaching for Understanding Acquire Knowledge
Make Meaning
Transfer
Essential Questions Learning Activities Materials Accommodations
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Table A Problem Type
(Result Unknown)
(Change Unknown)
(Start Unknown)
Join
Connie had 5 marbles. Juan gave her 8 more marbles. How many marbles does Connie have altogether?
Connie has 5 marbles. How many more marbles does she need to have 13 marbles altogether?
Connie had some marbles. Juan gave her 5 more marbles. Now she has 13 marbles. How many marbles did Connie have to start with?
Separate
Connie had 13 marbles. She gave 5 to Juan. How many marbles does Connie have left?
Connie had 13 marbles. She gave some to Juan. Now she has 5 marbles left. How many marbles did Connie give to Juan?
Connie had some marbles. She gave 5 to Juan. Now she has 8 marbles left. How many marbles did Connie have to start with?
Part‐Part‐ Whole
(Whole Unknown)
(Part Unknown)
Connie has 5 red marbles and 8 blue marbles. Connie has 13 marbles. 5 are red and the rest How many marbles does she have? blue. How many blue marbles does Connie have? Compare
(Difference Unknown) Connie has 13 marbles. Juan has 5 marbles. How many more marbles does Connie have than Juan?
(Compare Quantity Unknown) Juan has 5 marbles. Connie has 8 more than Juan. How many marbles does Connie have?
(Referent Unknown) Connie has 13 marbles. She has 5 more marbles than Juan. How many marbles does Juan have?
Reference: Carpenter, T.P., Fennema, E., Franke, M.L., Levi, L., & Empson, S.B., (1999) Children’s Mathematics: Cognitively Guided Instruction, Reston, NCTM, (p.12)
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Suggested Timelines
Topic
Suggested Timeframe
Estimates and compares quantities using Eight weeks of intensive study over the the structure of the base‐ten numeration course of the year with periodic revisiting system on a weekly basis during other units. Demonstrates fluency with multi‐digit addition and subtraction supported by quick recall of addition and related subtraction facts.
Eight weeks of instruction over the course of the school year with periodic revisiting on a weekly basis during other units.
Describes geometric representations and Four weeks of instruction over the course measurement through number. of the school year. Performs the four parts of a statistical investigation by posing questions, collecting data, creating informal and formal representations and interpreting data.
Four weeks of instruction over the course of the school year.
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Mathematics Scope & Sequence K‐1
Standard
K
1
2
Number and Operation
Numbers to 20 Combinations to 5 Coin Identification
Numbers to 100 Ordinal Numbers Combinations to 10 Skip Counts Addition and Subtraction Contexts Values of Coins
Numbers to 1000 Addition and Subtraction Facts Estimation of Sums and Differences Halves, Thirds and Fourths Combinations of Coins
Algebra
Repeating patterns
Repeating Patterns Number Equality Odd and Even Commutative Property of Addition Inverse Relationship of Addition and Subtraction Time to half hour Months of the Year Inch and Foot Shapes and Solids Tessellations
Growing and Repeating Patterns Commutative Property of Addition Qualitative and Quantitative Change
Geometry and Measurement
Data Analysis and Probability
Mathematical Processes
Basic Shapes Days of Week Relative Location Non‐Standard Measurement
Data Collection
Data Collection Data Interpretation
Communication Representations Reasoning and Proof Problem Solving Connections
Communication Representations Reasoning and Proof Problem Solving Connections
Second Grade Mathematics Curriculum Essentials May 2009
Time to five minute Inches and Centimeters Attributes of Shapes Symmetry Rectangular Arrays Data Analysis Questions Data Collection Graphical Representations Data Interpretation Mode Simple Probability Communication Representations Reasoning and Proof Problem Solving Connections
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Mathematics Scope & Sequence 3‐5
Standard
3
4
5
Numbers to 10,000 Multi‐Digit Addition and Subtraction Multiplication and Division Context Fraction Models Money Addition and Subtraction
Number to 100,000 Multiplication Facts Multi‐Digit Multiplication Multiples and Factors Prime and Composite Divisibility Rules Rational Number Comparison
Multi‐Digit Multiplication and Division Remainders as Decimals and Fractions Addition and Subtraction of Rational Numbers
Algebra
Growing Patterns Properties of Addition Odd and Even In/Out Tables Inverse Relationship of Multiplication and Division
Growth Pattern Equations Rates of Change Variables Rational Number Conjectures
Geometry and Measurement
Measurement Time to minute Perimeter Parallel Congruence Points, Lines and Rays Combination Problems Graphical Representations Data Interpretation
Properties of Multiplication In/Out Tables Tabular and Graphical Patterns Distributive Property Area and Perimeter Distance and Scale Coordinate Graphing Measurement to half unit
Fairness Sample Space Likelihood of Events Data Analysis Mode, Median, Range Clusters, Outliers Communication Representations Reasoning and Proof Problem Solving Connections
Categorical and Numerical Questions Data Collection Methods Graphical Representations Data Descriptions and Analysis
Number and Operation
Data Analysis and Probability
Mathematical Processes
Communication Representations Reasoning and Proof Problem Solving Connections
Second Grade Mathematics Curriculum Essentials May 2009
Angles Transformations Measurement to quarter unit 2‐D Representations of Solids
Communication Representations Reasoning and Proof Problem Solving Connections
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Mathematics Scope & Sequence 6‐8
Standard
6
7
8
Positive Rational Numbers Addition, Subtraction Multiplication, Division Estimation Percent Problems Properties of Positive Rational Numbers
Integers Negative Rational Numbers Addition, Subtraction Multiplication, Division Properties of Rational Numbers Order of operations Distributive Property Ratios and Proportion
Exponents Scientific Notation Irrational Numbers Estimation
Algebra
Linear and Nonlinear Relationships Represent and Analyze Patterns Variables, Expressions, Equations, Inequalities Descriptions of Change
Slope Direct variation Linear and Nonlinear Relationships Functional Relationships Linear Equations Systems of Linear Equations
Geometry and Measurement
Area and Perimeter Formulas Estimation of Irregular Areas Maximum/Minimum Area and Perimeter Problems Circumference and Area of Circles
Data Analysis and Probability
Measures of Central Tendency Mean, Median, Mode Graphical Representations Data Analysis Hypotheses and Conclusions
Linear Relationships Slope Analysis of Change Verbal Rules, Graphs, Tables, and Symbolic Expressions/ Equations Simple Linear Equation Solutions Similarity Similar Figures Scale Factor Linear Dimensions, Angles, Perimeters and Areas Four Quadrant Coordinate Graphs Coordinate Graphing Data Analysis
Number and Operation
Mathematical Processes
Communication Representations Reasoning and Proof Problem Solving Connections
Communication Representations Reasoning and Proof Problem Solving Connections
Second Grade Mathematics Curriculum Essentials May 2009
Pythagorean Theorem Rectangular Prisms Pyramids Volume Surface Area
Population and Samples Sample Size Random Samples Probability Sample Distributions Measures of Variability Communication Representations Reasoning and Proof Problem Solving Connections
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Mathematics Scope & Sequence 9‐12
Standard
Algebra
Geometry
Algebra 2
Real Number Operations Law of Exponents Absolute Value Scientific Notation
Complex Number Operations
Polynomial Operations Functions Linear Equations/Inequalities Quadratic Equations
Families of Functions Polynomial, Absolute Value, Rational, Radical Exponential/Logarithmic and Trigonmetric
Geometry and Measurement
Congruence/Similarity Properties of Polygons Properties of Circles Pythagorean Theorem Trigonometric Ratios Perimeter, Area, Volume Unit Conversions Proof and Argument
Data Analysis and Probability
Communication Representations Reasoning and Proof Problem Solving Connections
Communication Representations Reasoning and Proof Problem Solving Connections
Communication Representations Reasoning and Proof Problem Solving Connections
Number and Operation
Mathematical Processes
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Mathematics Glossary of Terms
addend
Any number being added.
adding and subtracting through ten A non‐unitary addition and subtraction strategy that uses ten and its multiples as landmark numbers. (e.g., 8+5 is thought of as 8+2=10 and 10+3=13; 23‐7 is thought of 23‐3=20 and 20‐4=16). algorithm
A specific step‐by‐step procedure for solving a problem.
analog clock
A clock with a face and hands.
angle
Two rays that share an endpoint.
area
The measure, in square units, of the inside of a plane figure.
array
A rectangular arrangement of objects in rows and columns.
dot array (discrete array) area model array associative property
For any rational numbers: (a + b) + c =a + b = c) and (a x b) x c = a x (b x c)
bar graph
A graph that uses the height or length of rectangles to compare data.
base ten
A number system in which each place has 10 times the value of the next place to its right.
benchmark fractions
Commonly halves and whole numbers.
benchmark numbers
Numbers used in estimation and mental calculation; most commonly multiples of 10, but also including numbers like 25 with which can be readily manipulated.
capacity
The maximum amount that can be contained by an object, usually measured in liquid units. (e.g. tablespoons, cups, gallons. “A vase can hold 3 cups of water.)
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cardinal number
A number that is used in simple counting and that indicates how many elements there are in a set.
cardinality
The cardinality of a set is the number of elements or members (numerosity) of a set. The Cardinality Principle is the connection that the last number word of the count indicates the amount of the set.
categorical data
Data that is grouped by category or attribute (e.g., What kind of pets do you have? Cats, dogs, rabbits, etc.).
clusters
Data that are grouped around a value in a set of values.
combination
A group of items or events. Placing these items or events in a different order does not create a new combination.
combine
Put together.
common denominator
For two or more fractions, a common denominator is a common multiple of the denominators.
commutative property
For any rational numbers: a + b = b + a and a x b = b x a. (changing the order of the addends or factors does not affect the sum or product (e.g. 7 + 5 = 5 + 7 and
compare
See Elementary Math Curriculum: Table A
composite number
A natural number that has more than two factors (e.g., The factors of 10 are 1, 2, 5, and 10).
compose
Put together or combine quantities.
congruent
Having exactly the same size and shape.
conjecture
A mathematical hypothesis that has not been proved or disproved.
counting back
Counting back from or to a number. Example of counting back from: 11‐3 is solved by counting back from 11: "10, 9, 8." Example of counting back to:
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Mathematics Glossary of Terms
counting on
Counting up from or to a number. Example of counting up from: 7+5 is solved by counting up 5 from 7: 8, 9, 10, 11, 12. Example of counting up to: 7 +__=12 is solved by counting from 7 up to 12 and keeping track of 5 counts.
cubic unit
A unit such as a cubic meter used to measure volume or capacity.
data
Information, usually numerical information.
decimal number
A number that uses a decimal point to indicate parts of a whole (e.g., 3.25).
decompose
Breaking quantities into useful chunks.
difference
The amount that remains after one quantity is subtracted from another.
digit
Any one of the ten symbols: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9.
distributive property
a(b + c) = ab + ac and a(b — c) = ab — ac, where a, b, and c are any real
division
See attached "Teacher Note: Two Kinds of Division: Sharing and Partitioning."
doubles plus one
An addition strategy that utilizes knowledge of doubles facts to add two numbers that are one away from each other (e.g., 5 + 6 can be found by knowing
edge
The line segment where two faces of a solid figure meet.
elements (of a pattern)
The individual items in a set.
equality
Represented by an equal sign. In an equation, the equal sign represents a relationship between two expressions that have the same value
equal partitions/part
Pieces of an object or set that are equivalent in amount.
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Mathematics Glossary of Terms
estimate
A number close to an exact amount. An estimate tells about how much or about how many.
even number
A whole number that has 2 as a factor. All even numbers are divisible by two and have 0, 2, 4, 6, or 8 in the ones place.
expanded form
A way to write numbers that shows the place value of each digit (e.g., 789= 700+80+9).
expression
A group of characters or symbols representing a quantity (example: 5+6=11, 7x8, 3x+6)
face
A flat surface of a solid figure.
factors
Numbers that are multiplied together to form a product (e.g., 6 x 7 = 42, 6 and 7 are factors).
flip
(see transformations)
fluency
Efficiency, accuracy, and flexibility in solving computation problems.
fraction
A number that describes a part of a whole or group, usually in the form a/b where "a" is any real number and "b" is any real number >0.
frequency table
A table that depicts the number of times that something occurs in an interval or set of data.
function table
A table that matches each input value with an output value. The output values are determined by the function. x
0
1
2
3
y
3
4
5
6
generalizable
The ability to extend a number of results to form a rule. For example 5+3=3+5 and 1.5+2.7=2.7+1.5 can be generalized to a+b=b+a.
graph
A drawing that shows a relationship between sets of data.
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Mathematics Glossary of Terms
hexagon
A polygon with six sides.
horizontal
Parallel to the horizon.
identify (numeral identification)
To give the name of a written numeral or other symbol in isolation (e.g., When presented a card with the numeral 563, the child says "five hundred sixty‐three). (compare to recognize)
identity property of Addition of Subtraction of Multiplication of Division
for any number n; n+0=0 for any number n; n‐0=n for any number n, nx1=n for any number n, n/1=n
improper fraction
A fraction with a value greater than 1 that is not written as a mixed number.
in/out tables
Also called function tables.
integer
The set of whole numbers and their opposites (e.g., …… ‐2, ‐1, 0, 1, 2…).
inverse operation
An operation that undoes another operation (e.g. addition and subtraction are inverse operations).
join
See Elementary Math Curriculum, Table A.
landmark number
Numbers that are familiar landing places that make for simple calculations and to which other numbers can be related (e.g., 10, 50, and 100 are commonly used landmarks).
length
The distance along a line or figure from one point to another. One dimension of a two‐ or three‐dimensional figure.
line plot
A graph showing frequency of data on a number line.
line
An infinite set of points forming a straight path in 2 directions.
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line segment
A part of a line defined by 2 end points.
line of symmetry
A line that divides a figure into two halves that are mirror images of each other.
mean
The average of a set of data. It is the number found by dividing the sum of the numbers in a set of data by the number of addends. (calculation of the mean is not a expectation of this elementary curriculum)
median
In a set of data, the number in the middle when the data is organized from least to greatest. When there are an even number of data, the median is the mean of the two middle values. (e.g. For the set of numbers 2, 4, 6, 8, 10, 12 the median is 7)
mental computation
Computing an exact answer without using paper and pencil or other physical aids.
metric system
An international system of measurement based on tens. The basic units of measure are meter, liter, gram, degrees Celsius.
minuend
The number you subtract from (e.g., 8‐3=5; 8 is the minuend).
mixed number
A number consisting of an integer and a fraction.
mode
The number or item that appears most often in a set of data. There may be one, more than one, or no mode. (when there are 2 modes we say that the data set is bimodal. When there are more than 2 modes we say that there is no mode.)
multiple
The product of the number and any whole number (e.g., The multiples of 4 are 0, 4, 8, 12, 16…).
natural number
The counting numbers. {1,2,3,4,…} Natural numbers include all the cardinal numbers except 0.
net
A two‐dimensional shape that can be folded into a three‐dimensional figure.
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Mathematics Glossary of Terms
non‐standard units
Units other than customary or metric units used for measurement (e.g. a paper clip might be used as a non‐standard unit of length).
number line
A diagram that represents numbers as points on a line.
number sentence
An equation or inequality with numbers (e.g., 6 + 3 = 9 or 8 + 1