2nd Grade Parent Guide

Through the study of the English language arts, students will learn to read fluently and understand a broad range of written materials. They will be able to communicate well and listen carefully and effectively. They will develop a command of the language and demonstrate their knowledge through speaking and writing for a variety of audiences and purposes. 

As a result of their schooling, students will be able to:

Reading

• Use information gained from illustrations and words to demonstrate understanding of characters, setting, and plot
• Ask and answer questions to demonstrate an understanding of key details to identify the main idea of a text
• Determine the meaning of unknown and multiple meaning words based on grade-level reading and context clues
• Apply grade-level phonics and word analysis skills to decode words in isolation and context
• Read with accuracy and fluency to support comprehension

Writing

• Write an opinion, informative, and narrative text with sufficient details
• Plan, revise, edit, and publish their writing
• Identify proper nouns, irregular plural nouns, and four types of sentences, irregular past tense verbs, apostrophes, pronouns, adverbs, and commas

Listening/Speaking

• Participate in class discussions and stay on topic
• Demonstrate active listening and comprehension using appropriate vocabulary, grammar, voice, and eye-contact

• Giraffe Problems by Jory John 
• After the Fall (How Humpty Dumpty Got Back Up Again) by Dan Santat 
• The Patchwork Bike by Maxine Beneba Clarke 
• Fruit Bowl by Mark Hoffman 
• Interrupting Chicken and the Elephant of Surprise by David Ezra Stein 
• Jack (Not Jackie) by Erica Silverman 
• Hey, Wall by Susan Verde 
• Sarabella’s Thinking Cap by Judy Schachner 
• I Am a Bear by Jean-Francoise Dumont 
• King of the Sky Nicola Davies  
• Alma and How She Got Her Name by Juana Martinez-Neal 
• Miss Turie’s Magic Creatures by Joy Keller 
• Quiet Please, Owen McPhee! by Trudy Ludwig 
• My Dog Mouse by Eva Lindstrom 
• Rot, the Cutest in the World by Ben Clanton 
• My Pictures After the Storm by Eric Veille 
• A Hundred Billion Trillion Stars by Seth Fishman  
• The Disgusting Critters Series by Elise Gravel 
• Keith Haring: The Boy Who Just Kept Drawing by Kay Haring 
• A Place to Start a Family: Poems About Creatures That Build by David L. Harrison 
• Jasmine Toguchi series by Debbi Michiko Florence 
• The Bad Guys series by Aaron Blabey 
• Wolfie and Fly by Cary Fagan 
• Dory Fantasmagory series by Abby Hanlon 
• The Zach and Zoe Mysteries by Mike Lupica 
• Narwhal and Jelly books by Ben Clanton 
• My Pet Human by Yasmine Surovec 
• Mac B., Kid Spy series by Mac Barnett 
• Juna’s Jar by Jane Bahk 
• Willie Wins by Almira Astudillo Gilles 

Social Studies is intended to promote civic competence through the integrated study of the social science and humanities. The primary purpose of Social Studies is to help young people to develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.

As a result of their schooling, students will be able to understand the similarities and differences between their community and other United States communities.

Gathering, Interpreting and Using Evidence

• Recognize different forms of evidence used to make meaning in social studies (including primary and secondary sources, such as art, and photographs, artifacts, oral histories, maps and graphs)
• Develop questions about the community

Chronological Reasoning and Causation

• Identify events, changes, causes and effects of the past, present, and future in his/her community life
• Recognize and identify patterns of continuity and change in communities

Comparison and Contextualization

• Compare and contrast past and present communities locally and nationally
• Describe a historical development in his/her community with specific details, including time and place

Geographic Reasoning

• Locate and name landforms, continents, and bodies of water
• Understand how the environment of a community affects how the needs and wants of the people are met there

Economics and Economic Systems

• Describe the resources used to produce goods and provide services in the local community
• Understand communities collect taxes to provide services and that they determine what is needed

Civic Participation 

• Identify rights and responsibilities in the classroom, school, and community
• Understand that citizens participate in decision making, problem solving, and conflict resolution
• Understand that people in a community elect leader

Mathematics is a language we use to identify, describe, and investigate the patterns and challenges of everyday living. It deals with numbers, quantities, shapes, and data, as well as numerical relationships and operations. Mathematics is a way of approaching new challenges through investigating, reasoning, visualizing, and problem solving with the goal of communicating the relationships observed and problems solved to others.

As a result of their schooling, students will be able to...

Number and Operation

• Understand the digits of a three-digit number represent amounts of hundreds, tens, and ones
• Count within 1000, skip-count by 5’s, 10’s, and 100’s
• Read and write numbers to 1000 in different forms. e.g.: expanded form: 237 = 200+30+7
• Compare two three-digit numbers using >, =, and < symbols to record the results of comparisons
• Fluently add and subtract within 100
• Add up to four two-digit numbers
• Add and subtract within 1000 with and without regrouping
• Use mental math to add or subtract 10 or 100 to a given number

Operations and Algebraic Thinking

• Use addition and subtraction within 100 to solve one step and two step word problems
• Fluently add and subtract within 20 using mental strategies and know all sums within 20 of two one-digit numbers
• Identify odd and even numbers up to 20
• Understand and represent rectangular arrays with up to 5 rows and up to 5 columns

Measurement and Data

• Measure the length of an object to the nearest whole by selecting and using appropriate tools and using various units of measurement
• Estimate and compare lengths using various units of measurement.
• Represent whole numbers on a number line
• Tell and write time from analog and digital clocks
• Count coins up to one dollar
• Draw and interpret picture and bar graphs

Geometry

• Identify polygons and non-polygons
• Partition rectangles and circles into two, three, or four equal parts

The goal of science education is to develop in learners an understanding of the inquiry process as it is related to key concepts and principles of the life, physical, and the earth/space sciences. The curriculum addresses the integration of the sciences with the technology and society as students learn to connect the importance of scientific knowledge to its application in everyday life. 

As a result of their schooling, students will be able to...

The Nature of Science and Engineering

• Make observations and gather information about a situation people want to change
• Develop a simple drawing to show how the shape of an object helps it function to solve a problem
• Analyze and compare data to identify the strengths and weaknesses of how each performs

Earth and Space Science

•  Use information from several sources to provide evidence that Earth events can occur quickly or slowly.  For example, volcanic explosions and erosion
• Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land
• Develop a model to represent the shapes and kinds of land and bodies of water in an area
• Obtain information to identify where water is found on Earth and that it can be solid or liquid

Life Science

• Determine if plants need sunlight and water to grow
• Develop a simple model to show how plants and animals depend on each other for survival
• Observe plants and animals to compare their habitats
• Classify various materials by their property
• Determine which materials are best suited for an intended purpose
• Construct models from smaller items and rearrange the same items to make a different structure
• Discuss the effect of heating and cooling objects

Science:

• Interactive Simulations https://phet.colorado.edu/en/simulations/category/new
• Interactive Simulations http://education.abc.net.au/home#!/media/1390665/
• Interactive Games http://education.abc.net.au/home#!/games/-/science/all/interactive
• Clearinghouse of Websites http://interactivesites.weebly.com/science.html
• Animal Games https://switchzoo.com/
• Videos http://studyjams.scholastic.com/studyjams/jams/science/index.htm

Math:

• Videos https://www.khanacademy.org/
• Math Fact Fluency https://xtramath.org/#/home/index
• Math Fact Fluency https://www.factmonster.com/math/flashcards
• Problem Solving Games https://www.mathplayground.com/

Special Education Programs

A unique education program means specially designed individualized or group instruction to address student’s academic goals in reading, writing, and math.  The Committee on Special Education will determine appropriate program recommendations based on the continuum of services and students’ progress. 

Related Services

Related services are supportive services required to assist a student with a disability and include speech-language pathology, hearing services, vision services, physical therapy, occupational therapy, counseling services, and parent counseling and training.  A student’s need, identified through an evaluation, will provide the basis for written annual goals and appropriate provision of services. 

Resource Room & Consultant Teacher

Resource Room is a special education program where students require specialized supplementary instruction in a small group setting outside the classroom for a portion of the school day.  Resource Room is capped at five students per group.  Consultant Teacher, another special education program, is for students who require additional specially designed individualized or group instruction within regular education classes.  

Integrated Co-Teaching, or “Inclusion”

Integrated Co-Teaching (ICT) is a special education program where students required specially designed instruction in an individualized or small group setting for multiple subjects within regular education classes.  A general education teacher and a special education teacher jointly provide instruction to a class that includes both students with and students without disabilities to meet the diverse learning needs of all students in a class.  ICT is capped at 12 students with a disability.

Special Class

Special Class is a special education program where students with disabilities have been grouped together with similar individual needs and academic goals for the purpose of being provided specially designed instruction in a small-sized class without general education students.  Students in a special class are exposed to the general education curriculum and are on a Regents pathway to graduation.  

Supplementary Aids and Services

Supplementary aids and services are other supports (i.e., additional personnel, assistive technology, instructional modifications) that are provided in regular education classes, Specials, and in extracurricular and nonacademic settings to enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate in accordance with the least restrictive environment. 

English as a New Language (ENL) programs provide instruction in English with home language support, emphasizing English language acquisition. Students in ENL programs can come from many different language backgrounds, and English may be the only common language among the students. As per CR Part 154, there are two types of ENL components:

Stand-Alone ENL: Students receive English language development instruction taught by a New York State certified ESOL teacher. Students acquire the English language needed for success in core content areas (English Language Arts, Social Studies, Science, and/or Mathematics). Stand-Alone ENL is a separate time devoted to English language acquisition and English language development. The required amount of stand-alone ENL instruction depends on the English proficiency level of each student.

Integrated ENL: Students receive core content area (English Language Arts, Social Studies, Science, and/or Mathematics) and English language development instruction including home language supports and appropriate ELL scaffolds. Integrated ENL along with the subject area are taught by a New York State certified ESOL teacher and a New York State certified Common Branch (K-6) teacher or a teacher that is dually certified. The length of instruction depends upon the student’s proficiency level. The English Language Proficiency levels are: Entering, Emerging, Transitioning, Expanding and Commanding. For a child to exit the ENL program he/she must score an English proficiency level of Commanding on the New York State English as a Second Language Achievement Test (NYSESLAT) or a level of Expanding and a 3 or 4 on the English Language Arts (ELA) assessment.

The Dual Language Program (DL) represents an innovative approach to education whereby students learn all curricular areas in TWO languages. The Patchogue-Medford School District DL Program serves both the English dominant and Spanish dominant student.

Goals of our program:

• Promote educational excellence for all students
• Foster the development of bilingual, bicultural, and biliterate individuals
• Promote multicultural awareness
• Provide high-quality instruction in TWO languages that supports students in demonstrating mastery in all the core subjects
• Provide an academically challenging curriculum
• Encourage all parents to become active partners in their child’s education

Our Bilingual Programs serve youngsters in kindergarten through fifth grade at:

• Bay Elementary (K-5 DL)
• Canaan Elementary (K-4 DL)
• Eagle Elementary (K-5 DL)
• Medford Elementary (K-5 DL & 4/5 Newcomer Program-Transitional Bilingual)

Side-by-Side Dual Language (DL) is comprised of English and Spanish dominant children, each receiving instruction both in their Native and New Languages. English instruction is provided by an English-speaking classroom teacher and Spanish instruction by a bilingual teacher.

Newcomer Program (TBE) provides English Language Learners with high-quality instruction in both their native and new language simultaneously while promoting cultural awareness and support until students are ready to be mainstreamed into English-only classes.

Information literacy is a skill necessary for today’s world of rapidly increasing information. Students will have to assimilate more information than has appeared in the last 150 years.

As a result of their schooling, students will be able to:

Information Literacy

• Identify the difference between fiction and nonfiction, and between fact and opinion.
• Learn a simple research process (What do I need? Where do I find it? How do I use it? What did I learn?), identify information from a variety of formats, both print and nonprint.
• Listen to a variety of high-quality children’s literature, representing a variety of genres, and understand the roles of author and illustrator.
• Actively listen when books are read aloud or viewed and be able to retell a story in correct sequence, identifying beginning, middle, and end.
• Begin to search in the library computer catalog and locate books in ABC author order in the collection.

Technology: Computers

• Introduce proper input techniques
• Identify and practice basic Internet safety rules
• Review hardware components appropriate for specific tasks (mouse, keyboard, printer, and monitor)
• Demonstrate understanding and use of symbols such as hourglass icon, cursor, scroll bar, desktop, and task bar
• Introduce how to use basic operation commands (opening and closing programs, save, log-on)
• Introduce how to prepare documents that include a variety of media
• Introduce kid friendly search engines, address bar, back and refresh button
• Work collaboratively with a team using information technology resources
• Adhere to safety and security policies
• Review why personal information should not be shared. Explain the risks and dangers of sharing personal information

Physical Education Programs offer students the opportunity to enhance their minds and bodies.

As a result of their schooling, students will be able to...

Physical Skills

• Practice fundamental movement skills, locomotor, non-locomotor manipulatives, body management, movement concepts and developmental games as well as basic skill techniques

Knowledge

• Understand personal fitness/healthy lifestyles/lifelong fitness, health and skill-related fitness, wellness and fitness principles as well as personal fitness goals

Physical Activity

• Practice safety, invasion games, locomotor activities, basic skill and team building

Intrinsic Value

• Practice character building, self-expression, motivation, participation, persistence, personal goals, cooperation, and confidence building

Our art and music programs help our students build perseverance and achievement, teach responsibility, expose students to history and culture, help improve coordination, reading, math and social skills, as well as nurture self-expression and creativity.  The arts connect us to the world and open our eyes to new ways of seeing.

Music Appreciation

• Students will learn about history and genre throughout their experiences, building knowledge of key musical terms, analyzing melody and harmony, rhythm, and form.  Students will learn to read, write, and compose music

Movement

• Reinforcing body awareness with various movement activities

Improvisation

• Exploring creativity through movement, rhythm, and pitch

Performance

• Giving opportunities for students to learn to sing, as well as use the recorder, ukulele and world drumming, as a foundation to performing within an ensemble

The elementary art curriculum focuses on integrating aesthetics, studio art, collaboration, connections to literature, and art history in an engaging, creative, and imaginative environment emphasizing the Elements of Art and Principles of Design.

Art skills/fine motor skills are taught as scaffolded skills based on the appropriate development of the young artist, and accommodations are made for students to reach their individual goals.  

• Exploring Materials: Students will use drawing tools to create different types of lines and line widths, patterns such as cross-hatching. They will manipulate clay and/or other materials to create a 3D form. Paper weaving, folding & curling will be introduced
• Use of Design Principles and Elements of art: Students will continue to explore lines, 2D and 3D shapes, patterns, and texture. They will further their study of color, recognize colors on a color wheel and mix primary colors to create secondary colors
•  Cultural connections: Students will continue to explore worldly examples that coincide with the principles and elements studied to create their own art. Students will compare to past artists studied
• Cross-curriculum connections: Students will use literature to explore art ideas or learn about famous artists. Students will create artwork which connects to math, science, or social studies topics
• Reflections: Students will continue to critique their work and the work of others. Higher-level vocabulary will be used when discussing art. Terms such as movement, foreground, middle ground, and the background will be introduced