Second Grade Course Syllabus Mr. Luce Textbooks: Reading: Macmillan McGraw-Hill Phonics: Saxon Phonics Math: Everyday Mathematics Science: Discovery and Scholastic News Social Studies: People Together: Adventures in Time and Place, 2 nd Grade: The Ohio Experience, and Scholastic News Course Policies: The students are expected to complete the following activities: 1. Charting in Progress Folders 2. Daily Timed Math Facts 3. Acceptable Penmanship 4. Assigned Readings 5. Meet Accelerated Reader Test Goals 6. Writing Assignments 7. Projects (information will be provided in advance) 8. All Other Classroom Assignments 9. Weekly and Unit tests Grading: Grades will be taken on tests, quizzes, worksheets, and assignments in class. All grades will be focused around Ohio s Content Standards for 2 nd grade. Grading Scale: 98-100 A+ 93-97.9 A 90-92.9 A- 88-89.9 B+ 83-87.9 B 80-82.9 B- 78-79.9 C+ 73-77.9 C 70-72.9 C- 68-69.9 D+ 63-67.9 D 60-62.9 D- 0-59.9 F
Homework Policies: Students will have homework Monday through Thursday. On rare occasions, homework will be assigned over weekends. Homework will reinforce what is being taught in class. Students will be responsible for placing an HW on homework and returning all homework the following school day. Homework will be checked daily. Parents are encouraged to help their child complete homework assignments. Students who repeatedly fail to complete and return assignments may be assigned detention in order to catch up. Students will be expected to read, study spelling words and study math facts nightly. *Any books that are sent home must be returned to school the following day. Missed and Make-up Work: If a student is absent, the non-graded make-up work will be sent home. Work should be completed within two to three days after the child returns to school, depending on the length of absence. Missed graded assignments will be made up during the school day if time allows (if not, then missed grade will not be held against student). Communication with Parents: Communication is ongoing and encouraged. Learning is a three-part process; it takes the teacher, student, and parent. We will communicate by the following: Weekly newsletters/classroom News The Education Connection (446-4320, Teacher #1341) Written notes, e-mails, and phone calls Conferences Classroom Rules: Listen. Raise your hand for permission to talk or leave your seat. Work quietly. Walk quietly. Keep hands, feet, and unkind words to yourself. Be the best you can be Learn like a champion today! To encourage students to follow the classroom rules, the teacher will reinforce appropriate behavior with graphs, verbal praise, treats, Luce change, and special activities. If students choose to break a rule, they will be served with the following consequences: 1 st offense: Yellow Card (Warning) 2 nd : Blue Card (15 minutes of recess) 3 rd : Red Card (30 minutes/entire recess) and parent notification 4 th : Visit the Principal and parent notification. * Any severe actions will result in an immediate visit to the principal. Recommended Websites:
http://www.aplusmath.com/ http://www.seussville.com/ http://www.scholastic.com/kids http://www.storylineonline.net/storyline/ http://www.starfall.com/ http://www.dole5aday.com/ http://yucky.kids.discovery.com/ http://www.funbrain.com/ http://pbskids.org/ Other Recommendations: Addition and subtraction flashcards Sight word flashcards/word wall ring (will make in class) Supplies at home to complete homework Quiet area with few distractions to complete homework and reading assignments Set homework and study schedule Specials Schedule: Monday- Gym (2:30-3:10) w/ Mrs. Barnes *wear gym shoes Tuesday- Art (1:50-2:30) w/ Mrs. Casto-Mullen Wednesday- Library (2:30-3:00) w/ Mrs. Calvert Thursday- Music (2:30-3:10) w/ Mrs. Beman Friday- No Specials Language Arts Long Range Plans
1 st Quarter Phonemic Awareness, Word Recognition, and Fluency 1. I can identify rhyming words with the same or different spelling patterns. 2. I can use word families to sound out words I don t know. 3. I can break apart letters, letter blends (br, sw) and syllable sounds in words. 4. I can identify the beginning, middle, and end sounds in words. 5. I can identify short or long vowel sounds in words. Acquisition of Vocabulary 1. I can classify words into categories (colors, fruits, vegetables). 2. I can explain the meaning of prefixes (un-, re-, pre-). 3. I can use root words (smile) and other forms of the root word (smiles, smiling, smiled) to determine the meaning of words. Reading Process 1. I can explain why it is important to read (to be informed, read directions, etc.) Reading Applications: Information, Technical, and Persuasive Text 1. I can use the table of contents, glossary, caption, and illustrations to find and comprehend. Reading Applications: Literary Text 1. I can describe characters and setting. 2. I can tell the difference between stories, poems, plays, fairy tales, and fables. Writing Processes 1. I can use organizational tools (e.g., brainstorming, lists, webs, and Venn diagrams) to plan writing. 2. I can use a variety of sentences like statements, questions, or declaratives. 3. I can share my writing to make sure it makes sense using a variety of methods. Writing Conventions 1. I can spell plural words and verb tenses correctly. 2. I can use spelling strategies (word wall, word lists, word families, base words). 3. I can use periods, question marks, and exclamations points to end sentences correctly. 4. I can use personal pronouns (I, me, you, etc.). 5. I can use past and present verb tenses ( we were rather than we was ). 6. I can use nouns and pronouns that agree (The boy or He).
Communications: Oral and Visual 1. I can compare what is heard with my own knowledge and experiences. 2. I can I can follow two and three-step oral directions. 3. I can show an understanding of the rules of the English language. 2nd Quarter Phonemic Awareness, Word Recognition, and Fluency 1. I can read regularly spelled multi-syllable words by sight 2. I can blend letter sounds together to read words I don t know, with one or more syllables. 3. I can read text by blending sounds quickly to read words without sounding them out. Acquisition of Vocabulary 1. I can use word order and in sentence clues to identify and understand new words. 2. I can identify words that have similar meanings (synonyms) and words with opposite meanings (antonyms). 3. I can determine the meaning of compound words and how the two words are related. 4. I can use a beginner s dictionary, glossary, and technology to find the meaning and pronunciation of a word. Reading Process 1. I can create and use graphic organizers like a Venn diagram and webs to show I understand what I read. Reading Applications: Information, Technical, and Persuasive Text 1. I can put events from information text in correct order. 2. I can list who, what, when, where, if, and how questions from informational text, and answer them. Writing Processes 1. I can create a purpose and audience for writing. 2. I can organize my writing with a clear beginning, middle, and end. 3. I can include transitional words and phrases. Writing Applications 1. I can write stories with a clear message, details, descriptive language, and has a logical sequence of events.
2. I can write a letter or invitation that includes important information and has a date, greeting, body, closing, and signature. Writing Conventions 1. I can spell plural words and verb tenses correctly. 2. I can begin to use spelling patterns and rules correctly (dropping silent e before adding ing). 3. I can use correct capitalizations (proper nouns, the first word in a sentence, months, and days). 4. I can use nouns, verbs, and adjectives correctly. 5. I can singular or plural nouns and verbs that agree. Communications: Oral and Visual 1. I can give formal and informal descriptive presentations recalling an event or personal experience that gibes important information and descriptive details. 2. I can deliver simple dramatic presentations (recite poems, rhymes, songs, and stories). 3 rd Quarter Phonemic Awareness, Word Recognition, and Fluency 1. I can read passages fluently with changes in my voice, timing, and expression. Acquisition of Vocabulary 1. I can identify contractions and common abbreviations, and connect them to whole words. 2. I can explain the meaning of suffixes (-er, -est, -ful, -less). Reading Process 1. I can compare and contrast information in texts. 2. I can summarize a text by recalling the main ideas and some supporting details Reading Applications: Information, Technical, and Persuasive Text 1. I can analyze a set of directions to see if they are in order. Reading Applications: Literary Text 1. I can compare and contrast different versions of the same story. 2. I can retell the plot of a story. 3. I can tell the difference between stories, poems, plays, fairy tales, and fables. 4. I can identify the theme of a text.
Writing Processes 1. I can create main ideas for writing. 2. I can write a story based upon the different styles of books we ve read (e.g., fairy tales, fables, poems, etc.). Writing Applications 1. I can write stories with a clear message, details, descriptive language, and has a logical sequence of events. Writing Conventions 1. I can use quotation marks correctly. 2. I can use correct punctuation for contractions and abbreviations. 3. I can use nouns, verbs, and adjectives correctly. Research 1. I can create questions for investigations, assigned topic, or personal area of interest. 2. I can use searching tools to collect information from a variety of locations (classroom, libraries, etc.). 3. I can get information with the teacher s help from more than one resource (books, magazines, videotapes, CD-ROMS, websites) and collect data (interviews, experiments, observations, or surveys) about the topic. 4. I can identify important information and write brief notes about the information. 5. I can report important finding to others. Communications: Oral and Visual 1. I can speak clearly using the correct tone and language. 2. I can adjust volume to stress important ideas. 3. I can deliver informational presentations that a. Present events in logical sequence and maintain a clear focus; b. Demonstrate an understanding of the topic; c. Include important facts and details to develop a topic; d. Include a clear beginning and ending; e. Include diagrams, charts or illustrations as appropriate; and f. Identify sources. 4 th Quarter Acquisition of Vocabulary 1. I can read words that are spelled alike, but have different meanings correctly in
a sentence (bow on a ship/bow of an arrow). Reading Applications: Information, Technical, and Persuasive Text 1. I can find the main ideas and the supporting ideas in informational text. Reading Applications: Literary Text 1. I can identify words from texts that appeal to the senses. Writing Processes 1. I can use available technology to write stories. Writing Applications 1. I can write responses to stories by comparing one story to another story, or to people or events in my own life. Communications: Oral and Visual 1. I can tell the main idea of someone s oral presentation and visual media (movies, films, TV, etc.). Ongoing: Phonemic Awareness 1. I can identify a growing number of sight words. Acquisition of Vocabulary 2. I can read high frequency sight words correctly. Reading Process 1. I can predict content, events, and outcomes from illustrations, context clues, or background knowledge. 2. I can answer literal, inferential, and evaluative questions of grade level readings (texts, electronic, and visual media). 3. I can tell when text does not make sense and either look back or read on to comprehend. 4. I can monitor reading comprehension by identifying word errors and correcting myself. 5. I can use criteria to choose independent reading materials. 6. I can read books independently for different reasons. Reading Applications: Information, Technical, and Persuasive Text 1. I can identify and discuss information in diagrams, charts, graphs, and maps. Writing Processes 1. I can come up with writing ideas through discussions with others. 2. I can add descriptive words and details and take out unnecessary information. 3. I can use resources (word wall, beginner s dictionary, and word bank) to choose correct words in writing. 4. I can proofread my writing to make sure it makes sense using correct spelling, punctuation, capitalization, and proper grammar.
5. I can use tools (rubrics, checklists, and teacher/student feedback) to check the quality of my writing. 6. I can rewrite and illustrate my writing for display and for sharing with others. Writing Applications 1. I can write informal writings (messages, journals, poems, and notes). Writing Conventions 1. I can print legibly, space letters, words, and sentences correctly. 2. I can spell words with consonant blends and digraphs (th-, sh-, wh-, ch-). 3. I can spell regularly used and high-frequency words correctly. Communications: Oral and Visual I can listen attentively, making eye contact with the speaker and asking questions about the material. Math Long Range Plans 1 st Quarter Numbers, Number Sense. and Operations 1. I can show that one, two, and three digit number have a place-value of ones, tens, and hundreds by using physical models and writing numerals. 2. I can tell which numbers are even and odd. 3. I can model, represent, and explain subtraction as comparison, take-away, and part-to-whole. 4. I can model and use commutative property (flip-flops) for addition. 5. I will know my basic addition facts with fluency through 18. 6. I can add or subtract multiples of 10. Patterns, Functions, and Algebra 1. I can use patterns to make predictions and fill in the missing parts of a pattern. 2. I can make new patterns using pattern rules and describe the rule of my pattern. 3. I can understand equal numbers and extend a number pattern using symbols (4+5=9 and 9=4+5 and 4+5=3+6). 2 nd Quarter Numbers, Number Sense. and Operations 1. I can count money and make change using coins and a dollar bill. 2. I can show and write the value of money using the cent sign and with the dollar sign.
3. I can show multiple strategies for adding and subtracting 2 or 3 digit numbers. 4. I can use estimation for adding and subtracting numbers using front-end estimation and decide if my answer makes sense. Measurement 1. I can tell time to the nearest minute on a digit clock and the nearest 5 minutes on an analog clock. Geometry and Spatial Sense 1. I can identify, describe, compare, and sort three dimensional objects based on their shape, number of faces, edges, corners, and angles. 2. I can predict what new shapes will be formed by combining or cutting apart existing shapes. 3. I can recognize two and three-dimensional shapes from different positions. 4. I can identify and determine whether two-dimensional shapes are congruent (same shape and size) or similar (same shape but different size) by laying one on top of the other. 5. I can create and identify objects that are symmetrical. Data Analysis and Probability 1. I can ask questions, use observations, interviews, and surveys to collect information and organize it into charts picture graphs and bar graphs. 2. I can read, understand, and make comparisons and predictions using information from charts, line plots, pictures graphs, and bar graphs. 3. I can write sentences to describe and compare data on a chart or graph. 4. I can identity some of the possible outcomes of a simple experiment and tell which outcomes are most likely, equally likely, or least likely to happen. 3 rd Quarter Numbers, Number Sense. and Operations 1. I can show, compare, and order fractions using words. 2. I can model, represent, and explain multiplication as repeated addition with an array and skip counting. 3. I can model, represent, and explain division as sharing equally and as repeated subtraction. Patterns, Functions, and Algebra 1. I can extend number patterns and create similar patterns by using objects or shapes to show the numbers. 2. I can use objects, pictures, or symbols to show a math problem.
3. I can use symbols to show unknown numbers in addition or subtraction equations and find the value of these symbols ( + = 10, - 2 = 4). 4. I can describe quality and quantity changes, especially in addition or subtraction (a student grows taller verses a student grows 2 inches in one year). Data Analysis and Probability 1. I can identify false or inappropriate about data given. 2. I can realize that data may be different from one group of people to another. 5. I can use models and pictures to show possible arrangements of two or three objects. 4 th Quarter Measurement 1. I can identify and use correctly: a. Length: centimeters, meters, inches, feet, or yards. b. Volume: liter, cups, pints, or quarts. c. Weight: grams, ounces, and pounds. d. Time: hour, half-hour, quarter-hour, minutes, and designations such as a.m. or p.m. 2. I can use common items for units of measure to make estimates and comparisons (with the finger is about one centimeter, etc). 3. I can tell the different units of measure such as inches, feet, yards, cups, pints, etc. 4. I can estimate the length and weight of common objects using metric and U.S. units of measurements. 5. I can select and use appropriate measurement tools such as ruler, measuring cup or scale. 6. I can make and test predictions about measurement using different units to measure length or volume. Data Analysis and Probability 1. I can read and make simple timelines to sequence events. * The above will only be used as a guide. The pace of the curriculum will be driven by the needs of the children. Some topics will be ongoing. For additional information or questions, please refer to the Green Elementary Parent/Student Handbook or contact the teacher.