Curriculum Overviews > Second Grade

At The Branch School, the following objectives are taught through an integrated, developmental, hands-on, and in-depth approach that teaches critical thinking, problem-solving, and cooperative learning.

• In Grade 2, students read and write independently.
• Students have many opportunities to use spoken language. Second grade students understand that there are different purposes for speaking and listening. Students know how to attract and hold the attention of their classmates when they make announcements or share a story.
• Second grade students recognize a large number of words automatically and use a variety of word identification strategies to figure out words they do not immediately recognize.
• Students read regularly for understanding and fluency in a variety of genres, including selections from classic and contemporary works.
• Students read texts from which they acquire new information.
• Students summarize what they read and represent ideas gained from reading with story maps, charts, and drawings.
• Students use references, including dictionaries and glossaries, to build word meanings and confirm pronunciation.
• Second grade students revise and edit their own writing to make ideas more clear and precise.
• Students use appropriate capitalization and punctuation.
• Students use singular and plural nouns and adjust verbs for agreement.
• In Grade 2, students' penmanship is characterized by letters that are properly formed, words that are properly spaced, and overall compositions that are legible.
• Students begin to take simple notes and compile notes into outlines.

• Throughout mathematics in Kindergarten-Grade 2, students build a foundation of basic understandings in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; measurement; and probability and statistics.
• Students use numbers in ordering, labeling, and expressing quantities and relationships to solve problems and translate informal language into mathematical symbols.
• Students use patterns to describe objects, express relationships, make predictions, and solve problems as they build an understanding of number, operation, shape, and space.
• Students use informal language and observation of geometric properties to describe shapes, solids, and locations in the physical world and begin to develop measurement concepts as they identify and compare attributes of objects and situations.
• Students collect, organize, and display data and use information from graphs to answer questions, make summary statements, and make informal predictions based on their experiences.

• Changes
• Balance and Weighing
• Animals
• Body

• Students begin to develop the concepts of time and chronology by measuring calendar time by days, weeks, months, and years.
• The relationship between the physical environment and human activities is introduced as are the concepts of consumers and producers.
• Students identify functions of government as well as services provided by the local government.
• Students continue to acquire knowledge of important customs, symbols, and celebrations that represent American beliefs and principles.
• Students identify the significance of works of art in the local community and explain how technological innovations have changed transportation and communication.
• Students communicate what they have learned in written, oral, and visual forms.

• Students are exposed to the basic elements of art and explore them in detail through projects that emphasize each specific art principle. Students engage in exciting exploration with a variety of media such as painting, clay, pastels, etc.

• They are read books appropriate to their level as well as given help, if necessary, checking out books.

• Students express themselves through singing and movement, and by playing simple instruments. Children learn to experiment with music concepts, volume, tempo, and sound. They begin to appreciate different types of music. Students attend at least one live concert. They perform several times a year at school-wide events.

• Students learn to empathize with, feel comfortable in, and understand fundamental processes of nature. We do this through a “working wildscape” partly accessible to children on the playground, partly fenced to allow more habitat development, and through horticulture activities from growing vegetables to propagating plants.

• Students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically active lifestyle. Students learn group games as well as sportsmanship.

• Students are taught the importance of peacemaking with their classmates. They learn conflict resolution as well as communication skills. They learn to be life-long peacemakers. In addition, a curriculum on ethical decision-making designed by the Institute for Global Ethics is implemented. It is based on Rushworth Kidder’s book, How Good People Make Tough Choices: Resolving the Dilemmas of Ethical Living.
• Students practice creative thinking through brainstorming solutions to a variety of spontaneous problems.

• Students are immersed in the Spanish language through a Spanish program three times a week.

• Students use engaging, age-appropriate, and challenging software and technology to extend their knowledge and to enrich their learning of curriculum content and concepts. Children learn the basic functions of the computer and related technologies.