Grade Two Curriculum Guide
Language Arts for Grades K-6
(Note: The standards listed below are consistent from Kindergarten
through eighth grade. Expectations are adjusted based on each grade
Students read, understand and respond to a variety of materials.
Students read and recognize literature as a record of human experience.
Students write and speak for a variety of purposes and audiences.
Students write and speak using formal grammar, usage, sentence structure, punctuation, capitalization, and spelling.
Students apply critical thinking skills to their reading, writing, speaking, listening, and viewing.
read to locate, select, and make use of relevant information from a
variety of media, reference, and technological sources.
use appropriate technologies to extend comprehension and communication
skills in reading, writing, speaking, listening, and viewing.
Math for Grades K-6
Mathematics (Note: The standards listed below are
consistent from Kindergarten through eighth grade. Expectations are
adjusted based on each grade level.)
Numerical and Proportional Reasoning - Students learn to express
numerically quantitative relationships in multiple ways in order to
make connections and simplify calculations using a variety of
strategies, tools, and technologies.
Patterns and Functions - Students represent and analyze patterns and
functional relationships using a variety of strategies, tools, and
Geometry and Measurement - Students analyze,
visualize, measure and transform shapes and structures using a variety
of strategies, tools, and technologies.
Working with Data:
Probability and Statistics - Students collect, display, analyze,
compare, and interpret data to make informed decisions using a variety
of strategies, tools, and technologies.
Social Studies for Grade Two
People, Geography, and Regions of the World
The student will gain awareness of the diversity of people throughout the world.
The student will understand essential geographic skills in the world context.
Science for Grade Two
Properties of Matter - Materials can be classified as solid, liquid, or gas based on their observable properties.
Solids tend to maintain their own shapes, while liquids tend to assume
the shapes of their containers, and gases fill their containers fully.
(Structure and Function) - Plants change their forms as part of their
life cycles. The life cycles of flowering plants include seed
germination, growth, flowering, pollination, and seed dispersal.
(The Changing Earth) - Earth materials have varied physical properties
that make them useful in different ways. Soils support the growth of
many kinds of plants, including those in our food supply.
(Science and Technology in Society) - Human beings, like all living
things, have special nutritional needs for survival. The essential
components of balanced nutrition can be obtained from plant and animal
sources. People eat different foods in order to satisfy nutritional
needs for carbohydrates, proteins, and fats.
Your student will also receive specific instruction in the following areas:
Art : Kindergarten through Grade 3
Students will explore, understand, select, and apply media, techniques and processes unique to visual thinking.
Differentiate between a variety of media, techniques, and
processes (examples include drawing, painting, sculpture, clay, and
Use different media, techniques and processes to communicate ideas, feelings, and experiences
art media and tools in a safe, clean, and responsible manner (Examples
include: control a paintbrush, mix a palette of colors, hold scissors
and paper for cutting, apply glue appropriately)
Students will explore, understand, and apply elements and organizational principles of visual language.
Explore the elements of visual language
Use the elements
of visual language to communicate ideas (Examples of elements of visual
language include: line, shape, texture, pattern, value, and color)
Students will apply a range of visual thinking and problem solving processes to inspire their ideas and work.
Art content explored through own experiences and teacher directed sources
and select art content to communicate meaning (Examples of content
include: personal experiences, imagination, environment, music,
storytelling, literature, poetry, cultural and historical context)
Students will understand visual thinking in relation to the development and success of humanity.
Explore concept that visual thinking has a history and a variety of cultural purposes and meanings
Explore works of art belonging to particular styles, cultures, times, or places
Create art work that demonstrates understanding of how history or culture can influence visual thinking
Students will reflect upon, describe, analyze, interpret, and evaluate their own and other work individually and in groups.
Explore various purposes for creating works of art
visual characteristics of works of art using visual thinking
terminology to understand that there are different responses to works of
Describe their personal responses to specific works of art
Identify possible improvements in the process of creating their own artwork
Students will make connections between visual arts, visual art careers, and daily life.
Explore connections between visual arts and daily life
Explore connections between visual arts and other curriculum areas
Explore various careers that are available to the visual thinkers
Students meet in music classes for thirty-six classes a year.
Listen and respond to various musical elements
Identify and describe ways in which skills and knowledge in music are related to skills and knowledge in other disciplines
Continue to develop singing voice
Continue to develop music reading skills
Key: F = Fall, W = Winter, S = Spring
Safety rules/Expectations - F
Personal and group space [Body shapes (curling, twisting, stretching, etc.)] - F
Body control - F
Collecting and traveling in game activities - F,W,S
Basic Fitness/Nutrition concepts - F,W,S
Relationships (under, over, around, through, on, off) - F,W
Locomotor patterns and sequences (leaping, sliding, running, etc.) - F,W,S
Speeds (slow, medium, fast) - F,W,S
Directions (forwards, backwards, sideways) - F.W.S
The combining of levels, speeds, and directions - F.W.S
Balance (static and dynamic, with and without equipment) - F,W,S
Chasing/Fleeing - F,W,S
Leading/Following - F,W,S
Creative movement - F,W,S
Tumbling (emphasis on control) - W,S
Beginning apparatus skills - W,S
Climbing, pulling, and body weight supports - W,S
Manipulative skills (striking, rolling, throwing, catching, kicking, dribbling, etc.) - W,S
Take-offs/Landings - W,S
Grade Two students follow the rotating schedule for library classes and
lessons. Students learn to select and enjoy fiction and nonfiction
materials. Teachers introduce many new books and genres. At the end of
second grade, most students should be able to:
Locate fiction, nonfiction, picture books, early chapter books and periodical sections of the library
Distinguish between fiction and nonfiction
Locate and understand the use of an online catalog
Use alphabetical order to locate materials in the library
Identify these parts of a book: cover, title page, copyright, spine, spine label, and table of contents
Browse effectively, checking subject matter and vocabulary to ensure appropriate book choices
Demonstrate the ability to use library equipment appropriately
Use information research skills to ask and answer relevant questions
Demonstrate that reading and using libraries are essential learning activities