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Second Grade
Curriculum Essentials Document
Boulder Valley School District Department of Curriculum and Instruction
May 2009
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DistrictAHelayneJones,[email protected]:303.245.5815fax:303.545.6477
DistrictBVicePresidentLesleySmith,[email protected]:303.245.5814
DistrictCLaurieAlbright,[email protected]:303.245.5817
[email protected]:303.245.5813
[email protected]:303.245.5816
[email protected]:303.245.5818fax:303.438.8572
[email protected]:303.245.5819
BVSDSuperintendentChristopherKing,[email protected]:303.447.5114fax:303.447.5134
BoulderValleySchoolDistrictBoardofEducation
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TableofContents
Introduction
WhatisaCurriculumEssentialsDocument?...................................................Page6CurriculumFramework:MacroandMicro....................................................Page7NewCenturyGraduate..............................................................................Pages89WhatareEnduringUnderstandingsandEssentialQuestions?.....................Page10TeachingforUnderstanding..........................................................................Page11WhatDoesitMeantoUnderstand?.............................................................Page12InstructionalFramework...............................................................................Page15CharacteristicsofaStandardsbasedCurriculum...................................Pages1617ElementaryInstructionalMinutes................................................................Page18SecondGradeEssentialLearnings..Pages1923DesignTemplates...................................................................................Pages2434CurriculumGlossary.................................................................................Page3537
SecondGradeCurriculumEssentials
Health.......................................................................................................HealthTabLanguageArts...............................................................................LanguageArtsTabEnglishLanguageDevelopmentStandards..Pages2741Mathematics..................................................................................MathematicsTabScience....................................................................................................ScienceTabSocialStudies................................................................................SocialStudiesTab
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Introduction
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Becausewearefacedwithmorecontentthanwecanreasonablyaddress,weareobligatedtomakechoicesandframepriorities.Ausefulframeworkforestablishingprioritiesisgraphicallydepictedusing4nestedovals. The innermostoval,NewCenturyGraduate, represents thegoalsofschoolingthathavebeenidentifiedbytheBoulderValleySchoolDistrictcommunity.Movingtothenextoval,ContentStandards,levelsofperformanceforeachprogramofstudyareclearlyarticulated. Thethirdoval,EssentialLearnings,representstheviablecurriculum.Acurriculumisviablewhenthenumberoflearningscanbeaccomplishedinthetimeprovided(usuallyasemester,trimester,oryear).Thus,anEssentialsDocumentidentifiestheprioritiesforlearningthatarenecessaryforsuccessfullearningataparticulargradelevelorcourseandbeyond.Italsoidentifiestheessentialknowledge,skills,concepts,topics,andprocessesthatsupporttheattainmentoftheessentiallearning.Finally,thelargestovalrepresentsthefieldofallpossiblecontentthatmightbeexaminedduringagradelevelorcourse.Thisincludesextendedlearningopportunitiesforstudentswhohaveachievedtheessentiallearningsorattendingtobackgroundknowledgeandskillsthatstudentsmayneedtorevieworlearntoensureachievementofgradelevelorcourseessentiallearnings.
WhatisaCurriculumEssentialsDocument?HowDoesitRelatetoaGuaranteedandViableCurriculum?
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The New Century Graduate identifies the knowledge, skills and personal characteristics that our community hasidentifiedasthegoalsofschooling.Programsofstudyandcurricularcontentareidentifiedandaddressedasameans
Schoo
lDistrict
CurriculumFramework:MacroandMicroLevels
AdaptedfromGrantWigginsandJayMcTighe(2007).SchoolingbyDesign.Alexandria,VA:AssociationforSupervisionandCurriculum
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New Century Graduate KnowledgeandSkills
LifeCompetencies
Leadsabalancedlife:exhibitsphysicalfitness,knowsgoodnutritionrules,stayssafeanddrugfree,knowshowtohavefunandrelax,managesangerandstress,exhibitsselfsufficiencyandselfconfidence,andfinishestasks.
Understandsmoneymanagement,budgeting,balancingacheckbook,debtmanagement,andrecordkeeping.
Demonstratestimemanagementskillsandabroadbaseofknowledgeinpracticalskillssuchascooking,sewing,driving,andmapreading.
Knowshowtosearchforajobandknowswheretogotofindanswers.
Communication:SpeakingandWritingWritesandspeaksthoughtfullyandarticulatelytoinform,toexpressonesthinkingandcreativity,andto
communicatetodiverseaudiences.
Usescorrectgrammar,spelling,andmechanics;organizesforeffectiveness
Usestechnologyforeffectivecommunication.
Multicultural/GlobalPerspectiveUnderstandsglobalcustoms,economics,literature,history,politics,religions,geography,anddemographics.
Understandsthecontributionsofdifferentculturestooursociety
DemonstratesproficiencyinalanguageotherthanEnglish.
Literacy:ReadingReadscritically,fluently,andwithcomprehension.
Readsforinformationresearch,pleasureandknowledgeofliterature.
MathematicsDemonstratesbasicmathcomputationalskillsandunderstandhigherlevelmathematicalconceptsandreasoning.
Understandsconservationandresourcemanagement.
HistoryPossessesknowledgeofAmericanandWorldHistoriesandtheirinfluenceuponthepresentandthefuture.
Employsliteratureasatoolforlearningabouthistoryacrosscultures.
ScienceDemonstratesbasicsciencesknowledgeandunderstandshighlevelscientificsystemsincluding
environmentalsystems.
Knowshowtoapplythescientificmethodtorealsituations.
ArtsExperiencesandappreciatesmusic,visualarts,danceandtheater.
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New Century Graduate PersonalCharacteristics
RespectforOthers(ValuesOthers)Understandsandvaluesdifferencesincluding:cultural,religious,
ethnic,gender,age,andability.
InitiativeandCourageExhibitsselfmotivation,selfdiscipline,persistence,independence,confidence,curiosity,and
willingnesstotakerisks,withoutbeingafraidtofail.
CitizenshipUnderstandshisorherroleandresponsibilitiesandcontributestothecommunity,nation,andworld.
ResponsibilityTakesresponsibilityforownthoughtsandactions,acceptingthe
consequences.
EthicalBehaviorExhibitspersonalintegritythroughhonesty,fairness,sincerity,andasenseofjustice.
FlexibilityandOpenMindednessDemonstratesflexibility,openmindedness,adaptability,resiliency,andopennesstochange.
SelfrespectPossessesselfrespectandconfidence,whilerecognizingonesownlimitations.
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EnduringUnderstandingsarethebigideascentraltoacontentareathathavelastingvaluebeyondtheclassroomandaretransferabletonewsituations.Enduringunderstandingsdescribewhat,specifically,studentsshouldunderstandaboutthetopic.Suchunderstandingsaregenerallyabstractinnatureandareoftennotobvious,thusrequiringuncoveringofatopicthroughsustainedinquiry.Anunderstandingcanbeoverarchingortopical.Overarchingunderstandingsarebroad(asthenameimplies)andofferapossiblebridgetootherunitsandcourses.Overarchingunderstandingsatidentifiedatthedistrictlevel.Topicalunderstandingsareunitspecific,identifiedbyteachersabouttheunderstandingstheunitwillcultivateaboutspecifictopics.EssentialQuestionsprovokedeepthought,livelydiscussion,sustainedinquiry,andnewunderstandingsculminatinginmeaningfulperformances.Theyrequirestudentstoconsideralternatives,weighevidence,supporttheirideas,andjustifyanswers.Essentialquestionsdonotyieldasinglestraightforwardanswer,butproducedifferentplausibleresponses,aboutwhichthoughtfulandknowledgeablepeoplemaydisagree.Essentialquestionssparkmeaningfulconnectionswithpriorlearningsandpersonalexperiencesandcreateopportunitiesfortransfertoothersituationsandsubjects.Anessentialquestionscanbeeitheroverarchingortopicalinscope.Overarchingessentialquestionsaregeneralinnature,causinggenuineandrelevantinquiryintothebigideasandcorecontent.Theycutacrossunitsand/orcourses.Topicalessentialquestionsfocusonaspecifictopicandmeanttobeansweredifonlyprovisionallybyunitsend.
WhatareEnduringUnderstandingsandEssentialQuestions?
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Iflearningistoendureinaflexible,adaptablewayforfutureuse,thenteachersmustdesignunitsthatinprovideopportunityforstudentsto1)acquireknowledge;2)todeepenthemeaningofthatknowledgebyusingitmindfully,and3)totransfertheirlearningtonewsituationsorproblems.
TeachingforUnderstanding
Teaching for Understanding
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WhatDoesitMeantoUnderstand?
AdaptedfromWiggins,GrantandMcTighe,Jay.UnderstandingbyDesign.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment,2006.
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WhatDoesitMeantoUnderstand?(continued)
AdaptedfromWiggins,GrantandMcTighe,Jay.UnderstandingbyDesign.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment,2006.
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AdaptedfromWiggins,GrantandMcTighe,Jay.UnderstandingbyDesign.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment,2006.
LevelsofUnderstandingEssentialQuestions
Topic
Perspective Application
InterpretationExplanation
Empathy
SelfKn
owledge
Knowledge Comprehension
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Arigorousandchallengingstandardsbasedinstructionalprogramensuresmaximumacademicachievementforallstudents.TheBoulderValleySchoolDistrictInstructionalFrameworkisagraphicrepresentationthatdemonstrateshowallofthecomponentsofaninstructionalprogramfittogether.Teachersshouldusethisframeworkanditsquestionstoguideinstructionalplanninganddecisionmaking.
InstructionalFrameworkMakingtheConnections
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CharacteristicsofaBoulderValleySchoolDistrictStandardsbasedClassroom
CurriculumAllStudentsHaveAccesstotheGeneralEducationCurriculum
Standards/essentiallearningsareclearlyvisibleinwritinginageappropriatestudentfriendlylanguage
Continualcorrelationofcurriculumismadetothestandards/essentiallearnings Modelsofhighqualityproducts(teachergenerated,studentgeneratedorboth)areprovidedbythedistrict
Studentsandparentsareinformedofexpectations(coursesyllabuscourse,standards/essentiallearnings,gradingpolicy,homeworkpolicy,andfinalculminatingactivity)
Allstudentsareguaranteedaccesstothestandards/essentiallearnings Lessonsandunitsaredevelopedusingabackwardsdesignprocess Suggestedtimelinesarefollowed
InstructionQualityInstructionDemandsStudentTeacherCollaborationintheLearningProcess
Instructionfocusesonstandards/essentiallearnings/curriculum
ClearandhighexpectationforallstudentsInstructiondrivenbystandards/curriculum,notmaterialsorapublishedprogramFrequent,timely,meaningfulfeedbackofstudentaccomplishment
Instructionsupportsequitywithmultipleopportunitiestolearnthroughgrouping,scaffolding,differentiation,andextension
Teachersusemultipleformsofrepresentationareused(e.g.,pictures,words,symbols,diagrams,tables,graphs,wordwalls)Studentsactivelyengageinlearning
Participateinclassroomtalk(listening,elaborating,clarifying,expanding)Applyrigorous,strategicthinking(application,explanation,perspective,interpretation,perspective,empathy,selfknowledge)
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CharacteristicsofaBoulderValleySchoolDistrictStandardsbasedClassroom
AssessmentAssessmentsareTightlyAlignedtotheStandards
Studentsandparentsareprovidedwithcleardescriptionsofproficiency Classroomgradingpracticesclearlyshowhowstudentsareprogressingtowardessentiallearnings/standards Gradingisbasedonattainmentofthestandards Studentunderstandingisassessedthroughmultipletypesofformativeandsummativeassessments Studentassessmentresultsareusedtomakeinstructionaldecisionsaboutwhatdirectiontotake Feedbackexplicitlyguidescontinuousprogresstowardmasteryofthestandardandisprovidedto
studentsinatimelymanner Opportunitiestorelearn,reassess,andextendlearningareembeddedineveryclassroom Teacherscollaborateinthedesignandanalysisofcommonassessmentsthatarealignedtostandards Studentscreateauthenticproductsandperformancesforcriticalaudiences
LearningEnvironmentAHealthyCommunityofLearnersThrivesonCollaborativeProcessesThatValuetheInputof
AllMembers
Positiverespectfulrelationshipsareevidentwithintheclassroom Studentsmonitorandmanagethequalityoftheirownlearning Studentenrollmentshowsgenderandracial/ethnicdiversity Verbalandnonverbalcuesindicatestudentengagement Teachersplansothattimeisusedpurposefullyandefficiently Studentsusetimeprovidedpurposefullyandefficiently Studentsandteachersnegotiateandsharedecisionsthatpositivelyimpactthelearningenvironment Teachershelpstudentsmakeconnectionsbetweencommunity,nation,world,andself Teachersshowaconnectednesswithallstudents,respectfulofstudentdiversityandindividualdifferences Studentsbelievetheyarecapableofsuccess,takeriskstoengageinnewexperiences,andextendskillsandhabitsofmind
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ElementaryInstructionalMinutes
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Health
Identifiesconnectionsbetweenfoodchoicesandoverallwellness Describesandpracticespersonalhealthcarehabits Usesreadingandwritingskillstoinquire,thinkcritically,andapplyhealthconceptstonewsituations
Identifiesandutilizescommunicationstrategiesthatpromotehealthyrelationships Describeshowindividualspreventviolenceagainstselfandothers Usescommunicationskillstoexpressandmanageemotions Identifiesappropriateresponsestohazardsathome,inthecommunity,andhowtostaysafeatplay
SecondGradeEssentialLearnings
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LanguageArts
Usesphonicstrategies,syllabication,andlanguagepatternstopredictandproblemsolvewhenreading Samplestext,predicts,confirms/rejects,andselfcorrectsindependently,quicklyandconfidently Usespriorknowledgeofthetopic,personalexperiences,storycontentandillustrationstomakesimpleinferences Generatesoralandwrittenresponsestotextsbasedonideasandinformationlearnedfromnarrativeandinformationaltexts Readsaloudnarrativeandinformationaltextwithfluencyandexpression Appliespositive,independentreadinghabits Usesorallanguagetoobtaininformation,completeatask,andshareideaswithothers Organizesthinkingbeforeandduringwritingusinggraphicorganizersandsequencing Writestoexplainorgivebasicinformationaboutfamiliartopics Reviseswritingbyrereading,addingon,andgroupingideas Appliesorganizationofhowpublishedtextsarestructuredtoownwriting Publishesusinglegiblehandwriting Usesphonicsandspellingpatternstospellunfamiliarwords Spellsgradelevelhighfrequencynoexcusewords Useslanguagepatterns,commonwordendings,wordswithmultiplemeanings,andpartsofspeechknowledgeforspellingandwriting Writesandeditsforcorrectconventionsofcontractions,abbreviations,completesentences,capitalsforpropernounsandbeginningsofsentences Proofreadsandeditsforgradelevelgrammar,mechanicsandconventions Usesevidencefromthetexttosupportpredictions Formulatesopinionsfromeventsorinformationwithintextsandfrompersonalexperiences Locatesinformationbylookingatthebookscover,graphics,titles/headingsandstructures Sharesfactsfrominformationaltextsthroughspeakingorwriting Expressestexttoselfconnections,texttotextconnections,andtexttoworldconnections Writesresponsestoliteratureusingstorystructureandstoryelements Recognizesliteraryelementsofpersonification,onomatopoeiaandrhyme
SecondGradeEssentialLearnings
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Mathematics
Estimatesandcomparesquantitiesusingthestructureofthebasetennumerationsystem Demonstratesfluencywithmultidigitadditionandsubtractionsupportedbyquickrecallofadditionand
relatedsubtractionfactsto20 Performsthefourpartsofastatisticalinvestigationbyposingquestions,collectingdata,creatinginformal
andformalrepresentations,andinterpretingdata Describesgeometricrepresentationsandmeasurementthroughnumber Usesthelanguageofmathematicstoexpressideaspreciselythroughreasoning,representations,and
PhysicalEducation
Demonstratesmatureforminavarietyoflocomotormovementsandmaintainsarhythmicpatternwhileperformingavarietyoflocomotorandnonlocomotormovements
Demonstratesbalancecontrolandsufficientmuscularstrength,muscularendurance,andflexibilitywhilebalancingondifferentbodypartsandatdifferentlevels
Demonstratesmatureformwhencatching,kicking,throwing,andstriking Appliesmovementconceptswhileperforminglocomotor,nonolocomotor,andmanipulativeskillsinstaticanddynamicmovementsituations
Demonstratesactivitiesrelatedtocardiovascularfitnessandmuscularendurance Demonstratesbasicknowledgeofhealthfulbenefitsasaresultofregularparticipationinphysicalactivity Exhibitsconsiderationforandcooperationwithclassmatesandteachers
Music
Blendsinavocalensemble Accompaniesavarietyofsongswithclassroominstruments Composesandimprovisesusingvoiceorinstruments Readsandwritesrhythmsandmelodiesonastaffusingbasicmusicsymbols Listenstoanddescribesthemusicandinstrumentstheyhear Interpretshowdifferentelementscreateexcitementandvarietyinmusicalcompositions Interpretstherelationshipbetweenmusicinrelationstohistoryandculture Describeshowmusiccomesfromdifferentplacesintheworldandservesavarietyofpurposes
SecondGradeEssentialLearnings
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Science
Usesthesensesandsimplemeasuringdevicestomakeanddescribeaccurateobservations Writesquestionsandpredictionsaboutascientificinvestigation Recordsdataandreportsonfindingsusingevidencefromaninvestigation Followsclassroomandsafetyprocedureswhenconductingscientificinvestigations Usesreadingandwritingskillstoinquire,thinkcritically,andapplyscientificconceptstonewsituations Comparesandcontraststhestatesandpropertiesofmatter Describesthebasicneeds,structures,andlifecyclesofanimals(insects) Usesobservationstodescribeweather Usesevidencetoexplainthatairismatterandtakesupspace
SocialStudies
Describesculturalandhistoricalsimilaritiesanddifferencesinthelocalcommunityaswellascommunitiesinothercultures
Usesreadingandwritingskillstoinquire,thinkcritically,andapplysocialstudiesconceptstonewsituations
Describestheuniquehistoryofthelocalcommunityandcomparesthishistorytoothercommunitiesacrosstheworld
Usesgeographicdatatodescribetheuniquegeographyofthelocalcommunityandcomparesthisgeographytoothercommunitiesacrosstheworld
Describeshowpeopleofdifferentages,culturalbackgrounds,andtraditionscontributetothecommunityandhowcitizensrespectthesedifferences
Describeshownaturalresourcesaffectthewayacommunitylives Explainsthestructureandfunctionoflocalgovernmentandhowitservesitscitizens Describeshowcitizensinthelocalcommunityparticipateinciviclife Explainshowtheexchangeofgoodsandservicesinthemarketeconomyofthelocalcommunitycreatesinterdependence
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VisualArts
Identifiesmeaninginworksofartthroughartisticstyleandtheme Recognizesthatcreatingartcanbeanindividualorcollaborativeeffort Communicateshowcolor,textureandformexistwithinnaturalandmanmadeenvironmentsandareusedinart Describeshowcoloraffectsandexpressesemotion Expresseshowcolor,texture,formandotherelementscanbeorganizedintounifiedcompositions Createscolorsfordesiredeffect Recognizesthattexturecanprovideinterestingdetailsinworksofart Understandsappropriateuseofmaterialsandtools Comparestheartandartifactsofothercultureswithonesownculture Developsanunderstandingofartisticjudgment
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Design Templates
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DesiredResults
BVSDStandard(s)/EssentialLearnings
UnitEnduringUnderstandings UnitEssentialQuestions
Studentswillknow Studentswillbeableto
Performance/TransferTasks OtherEvidence
Rubric StudentSelfAssessmentandReflection
AssessmentEvidence
UnitDesignTemplate
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LearningPlans
LearningActivities
Materials Accommodations
TechnologyIntegration
UnitDesignTemplate(continued)
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UnitDesignTemplate
EssentialLearning:
Assessment:
TeachingforUnderstanding
AcquireKnowledge MakeMeaning Transfer
EssentialQuestions
LearningActivities
Materials
Accommodations
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Month Assessment KnowledgeSkills
LearningActivities
Standards/EssentialLearnings
Accommodations
Materials
CurriculumMap
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Standards Assessment KnowledgeandSkills
LearningActivities Accommodations Materials
Science
Math
Reading
Writing
MonthTheme:UnitGuidingQuestion(s):
Speaking
Listening
SocialStudies
Health
CurriculumMap
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August September October November
Standards/EssentialLearnings
December
Assessment
Knowledge
Skills
LearningActivities
Materials
Accommodations
CurriculumMap
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January February March April
Standards/EssentialLearnings
May
Assessment
Knowledge
Skills
LearningActivities
Materials
Accommodations
CurriculumMap
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Reading Writing Math Science
SocialStudies
HealthSpeaking/Listening
August
September
October
November
December
January
February
March
April
May
YearAtAGlance
CurriculumMap
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Unit:Timing:
EssentialQuestions
Standards/EssentialLearnings
Notes Assessments KnowledgeandSkills
LearningActivities Accommodations Materials
CurriculumMap
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Unit:Timing:
Standards/EssentialLearnings
EnduringUnderstandingsEssentialQuestions
AssessmentKnowledgeandSkillsLearningActivitiesAccommodationsMaterials
CurriculumMap
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CurriculumGlossaryofTerms
Anchor Ananchorisasampleofworkorperformanceusedtosetthespecificperformancestandardforeachlevelofproficiency.Anchorscontributetoscoringreliabilityandsupportstudentsbyprovidingtangiblemodelsofqualitywork.
Assessment Assessmentreferstotheactofdeterminingavalueordegree.
Authenticassessment Anauthenticassessmentisonecomposedoftasksandactivitiesdesigntosimulateorreplicateimportant,realworldchallenges.Itasksastudenttouseknowledgeinrealworldways,withgenuinepurposes,audiences,andsituationalvariables.Authenticassessmentsaremeanttodomorethantest;theyshouldteachstudentswhatthedoingofasubjectlookslikeandwhatkindsofperformancechallengesareactuallyconsideredmostimportantinafieldorprofession.
BackwardDesign Anapproachtodesigningacurriculumorunitthatbeginswiththeendinmindanddesignstowardthatend.ThistermisusedbyGrantWigginsandJayMcTigheinUnderstandingbyDesign.
Benchmark Clearlydemarcatedprogresspointsthatserveasconcreteindicatorsforastandard.
BigIdea InUnderstandingbyDesign(WigginsandMcTighe,2005),thecoreconcepts,principles,theories,andprocessesthatshouldserveasthefocalpointofthecurriculum,instruction,andassessment.Bigideasareenduringandimportantandtransferablebeyondthescopeofaparticularunit.
Concept Aconceptisamentalconstructorcategoryrepresentedbyawordorphrase.Conceptsincludebothtangibleobjects(chair,telephone)andabstractideas(bravery,anarchy).
ContentStandard Acontentstandardanswersthequestion,Whatastudentshouldknow,doorunderstand?
Curriculum Thecurriculumrepresentswhatshouldbetaught.Itisanexplicitandcomprehensiveplanthatisbasedoncontentandprocessstandards.
CurriculumImplementation Curriculumimplementationisputtingthecurriculumintoplace.
CurriculumMapping Curriculummappingandwebbingareapproachesthatrequireteacherstoalignthecurriculum,standards,andlearningactivitiesacrossgradelevels,withinagradeleveltoensureacontinuumoflearningthatmakessenseforallstudents.
EnduringUnderstanding Enduringunderstandingsarespecificinferences,basedonbigideasthathavelastingvaluebeyondtheclassroom.Theyarefullsentencestatementsthatdescribespecificallywhatstudentswillunderstandaboutthetopic.
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CurriculumGlossaryofTerms(continued)
EssentialLearnings EssentialLearningsarethebackboneofaguaranteedviablecurriculum.EssentialLearningsarealignedwithstandardsandarticulatetheskills,content,andconceptsdeterminedtobenonnegotiableareasofproficiencyattainmentbyallstudentssothattheyarepreparedforthenextyear/levelofeducation.TheEssentialLearningsarethemandatedcurriculumoftheBoulderValleySchoolDistrictandformthebasisuponwhichsummativeassessmentsarecreated.
GuaranteedViableCurriculum In researching what works in schools, Robert Marzano (2003), found fiveschoollevel factors that promote student achievement. Using the process ofstatistical effect size analysis,Marzano concluded that a guaranteed and viablecurriculumisthemostpowerfulschoollevelfactorindeterminingoverallstudentachievement. Marzano defines a guaranteed and viable curriculum as acombination of opportunity to learn (guaranteed) and time to learn (viable).AccordingtoMarzano,studentshavetheopportunitytolearnwhentheystudyacurriculumthatclearlyarticulatesrequiredstandardstobeaddressedatspecificgrade levelsand inspecificcourses. Acurriculum isviablewhen thenumberofrequiredstandards ismanageable forastudent to learntoa levelofmastery inthetimeprovided(usuallyasemester,trimester,oryear).
LearningActivities Theserepresenttheexperiencesandinstructionthatwillenablestudentstoachievethedesiredresultssuchasmaterials,projects,lectures,videos,homework,assignments,presentations,accommodations,andvocabulary.
EssentialQuestion AnEssentialQuestionliesattheheartofasubjectoracurriculum(asopposedtobeingeithertrivialorleading)andpromotesinquiryanduncoverageofasubject.Essentialquestionsdonotyieldasingleanswer,butproducedifferentplausibleresponses,aboutwhichthoughtfulandknowledgeablepeoplemaydisagree.Anessentialquestioncanbeoverarching,gradelevelspecific,orunitspecificinscope.
EssentialTopics,Skills,Processes,Concepts
Thetopics,skills,processes,andconceptsclarifytheEssentialLearnings,describeindicatorsofachievement,andinformtheselectionofformativeandsummativeassessments.
Formativeassessment Anassessmentisconsideredformativewhenthefeedbackfromlearningactivitiesisactuallyusedtoadapttheteachingtomeetthelearner'sneeds.
PerformanceTask Aperformancetaskusesonesknowledgetoeffectivelyactorbringtofruitionacomplexproductthatrevealsonesknowledgeandexpertise.
Prerequisiteknowledgeandskill Theknowledgeandskillrequiredtosuccessfullyperformaculminatingtasksorachieveanunderstanding.Thesetypicallyidentifydiscreteknowledgeandknowhowrequiredtoputeverythingtogetherinameaningful,finalperformance.
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Processes Processesincludeallthestrategies,decisions,andsubskillsastudentusesinmeetingthecontentstandard.
Product Thetangibleandstableresultofaperformanceandtheprocessesthatledtoit.Theproductisvalidforassessingthestudentsknowledgetotheextentthatsuccessorfailureinproducingtheproductreflectstheknowledgetaughtandbeingassessed.
Rubric Ascoringtoolthatratesperformanceaccordingtoclearlystatedlevelsofcriteriaandenablesstudentstoselfassess.Arubricanswersthequestion,Whatdoesunderstandingorproficiencyforanidentifiedresultlooklike?Thescalescanbenumericordescriptive.
ScopeandSequence Scopereferstothebreadthanddepthofcontenttobecoveredinacurriculumatanyonetime(e.g.week,term,year,overastudentsschoollife).Sequencereferstotheorderinwhichcontentispresentedtolearnersovertime.Theorderinwhichyoudoit.Togetherascopeandsequenceoflearningbringordertothedeliveryofcontent,supportingthemaximizingofstudentlearningandofferingsustainedopportunitiesforlearning.Withoutaconsideredscopeandsequencethereistheriskofadhoccontentdeliveryandthemissingofsignificantlearning.
Strategies Strategiesareprocedures,methods,ortechniquestoaccomplishanessentiallearning.
Summativeassessment Anassessmentisconsideredsummativewhenthefeedbackisusedasasummaryofthelearninguptoagivenpointintime.
CurriculumGlossaryofTerms(continued)
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SecondGradeHealthEducation
CurriculumEssentials
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BoulderValleySchoolDistrictHealthEducationBackground
Purpose
TheBoulderValleySchoolDistrictHealthEducationContentStandardswerecreatedthroughextensiveinputfromeducators,students,parents,andcommunitymembersthroughouttheschooldistrict.GuidanceanddirectionwereprovidedbytheNationalHealthEducationStandards:AchievingHealthLiteracy(1995)andtheWyomingDepartmentofEducationHealthContentandPerformanceStandards(2002).Healtheducationhasspecificcontentandskillsthatarecrucialforstudentstoknow,understand,andbeabletodoinordertoachieveandmaintainoptimalhealthandminimizingnegativehealthbehaviors.Healtheducationskillsfocusheavilyonpersonalbehaviorsusedinrealworldinteractionsbothinsideandoutsidetheschoolsettingandthroughoutlife.Theseskillsincludeknowledgeacquisition,problemsolving,decisionmaking,goalsetting,interpersonalcommunicationandresistanceskills,andunderstandingtheconsequencesofhealthdecisions.StudentdevelopmentintheseareasisamajorgoaloftheBVSDcomprehensivehealtheducationprogramandforegroundsteachersthinkingintermsofplanning,instruction,andassessmentatalllevels.Healtheducationisuniqueinthatittypicallyoccursinmultiplearenasthroughouttheschoolsetting.Studentslearnabouthealthconceptsinotherclassessuchasscience,socialstudies,andphysicaleducationaswellasfromotherschoolserviceproviderssuchasnutritionservicesprofessionals,counselors,andschoolnurses.Theselearningexperiencescanoccurinstructuredclasssettingsorthroughobservationofandlearningfromadultexamples.Ultimately,for
healthandwellbeingtobeimpactedinthegreatestmanner,healtheducationandhealthpromotioneffortsneedtobeintegratedandcoordinatedthroughouttheschool,community,andhomeenvironments.
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SecondGradeHealthEducationCurriculumEssentialsMay20093
BoulderValleySchoolDistrict SecondGradeHealthEducationCurriculumEssentials
HealthEducationStandard2
Studentswillbuildhealthskillsandknowledgeintheareaofmentalhealth/emotionalwellness.
HealthEducationStandard4
Studentswillbuildhealthskillsandknowledgeintheareaofinjurypreventionandsafety.
HealthEducationStandard3
Studentswillbuildhealthskillsandknowledgeintheareaofviolenceawareness.
HealthEducationStandard1
Studentswillbuildhealthskillsandknowledgeintheareaofphysicalwellness.
BoulderValleySchoolDistrictHealthEducationContentStandards
HealthEducationStandard5
Studentswillbuildhealthskillsandknowledgeintheareaofhumangrowthanddevelopment.
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SecondGradeHealthEducationCurriculumEssentialsMay20094
BoulderValleySchoolDistrict SecondGradeHealthEducationCurriculumEssentials
HealthEducationOverarchingEnduringUnderstandingsandEssentialQuestions
OverarchingEnduringUnderstandings Personalhealthcarehabitsandhygienepracticespreventdiseaseandenhanceoverallwellness. Accuratenutritioninformationandhealthyfood
choicescontributetooverallwellness. Mentalandemotionalhealthimpactspeoplesoverallwellbeing. Effectivecommunicationskillsenhanceoverallwellnessandreducehealthrisks. Managingonesemotionsanddevelopingmediation/
conflictresolutionskillsdecreasesbullyingandotherviolentbehaviors.
Everyonehasuniqueabilitiesandaptitudes. Awarenessofonessurroundingsandprotectingones
personalspacepromotespersonalsafety. Practicingandadoptingsafebehaviorsreducesthe
likelihoodofaccidentsandinjury. Useoftobacco,alcohol,andotherdrugsnegatively
impactoverallwellnessandmayleadtootherriskyhealthybehaviors.
Accessingandevaluatinghealthinformation,products,andservicesimprovesapersonsabilitytomakehealthydecisionsandenhancesonesqualityoflife.
Individualsexpresstheirsexualityinwaysthatarehealthyandlifeaffirming.
Understandingphysical,mental,andemotionalchangesthatoccurduringpubertyfacilitatesthetransitionfromchildhoodtoadolescence.
Individualsembracediversityascontributingmembersofalargercommunity.
OverarchingEssentialQuestions
Whatishealthandwellness? Whatknowledge,skills,andbehaviorscontributeto
ahealthylifestyleandpromoteoptimalwellness? Whatfactorsinfluencemyhealthrelatedbehaviors
anddecisions? Howdomyhealthrelatedbehaviorsreflectmy
personalchoices? WhatinformationandskillsdoIneedtoeffectively
resolveconflictandmediatedisputes? Howdoeseffectiveinterpersonalcommunication
contributetohealthyrelationshipsandoverallwellness?
Howdoesapersonsuniqueabilitiesandaptitudes
contributetothegoodofthelargercommunity? Whyistheabilitytoaccessvalidhealthinformationa
criticalskill,andwherecanIaccessaccurateinformation?
Whatknowledge,skills,andbehaviorscontributeto
personalsafety? HowdoIprotectmyselfandothersfromaccidents
andinjuries?
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SecondGradeHealthEducationCurriculumEssentialsMay20095
BoulderValleySchoolDistrict SecondGradeHealthEducationCurriculumEssentials
BoulderValleySchoolDistrictHealthEducationContentStandardsandSecondGradeEssentialLearnings
HealthEducationStandard1:Studentswillbuildhealthskillsandknowledgeintheareaofphysicalwellness.Tomeetthisstandard,aSecondGradestudent: Identifiesconnectionsbetweenfoodchoices
andoverallwellness. Describesandpracticespersonalhealthcare
habits. Usesreadingandwritingskillstoinquire,think
critically,andapplyhealthconceptstonewsituations.
HealthEducationStandard3:Studentswillbuildhealthskillsandknowledgeintheareaofviolenceawareness.Tomeetthisstandard,aSecondGradestudent: Describeshowindividualspreventviolence
againstselfandothers.
Usescommunicationskillstoexpressandmanageemotions.
HealthEducationStandard2:Studentswillbuildhealthskillsandknowledgeintheareaofmentalhealth/emotionalwellness.Tomeetthisstandard,aSecondGradestudent: Identifiesandutilizescommunicationstrategies
thatpromotehealthyrelationships.
HealthEducationStandard4:Studentswillbuildhealthskillsandknowledgeintheareaofinjurypreventionandsafety
Tomeetthisstandard,aSecondGradestudent: Identifiesappropriateresponsestohazardsat
home,inthecommunity,andhowtostaysafeatplay.
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SecondGradeHealthEducationCurriculumEssentialsMay20096
BoulderValleySchoolDistrict SecondGradeHealthEducationCurriculumEssentials
BVSDSecondGradeHealthEducationOverview
EffectiveComponentsofaSecondGradeHealthEducationProgram
Studentsreceiveadequateinstructionaltimetomeethealthstandards.
Healthinstruction,content,andskilldevelopmentisageappropriateforstudents.
Healthinstructionbridgesthecognitive,affective,andpsychomotordomainsoflearning.
Healtheducationisaddressedcollaborativelywithinthebroadercontextofschoolandcommunityexperiencesandconnectedwithotherrelevantcontentareas.
Instructioninhealtheducationisscientificallyaccurate,inclusive,nonbiased,andexhibitculturalproficiency.
CourseDescription
Healtheducationinsecondgradeisbasedondevelopingskillsinrelationtoageappropriatehealthtopics.Bydevelopingskillsrelatedtoeffectivelyaccessinghealthresources,communicating,analyzingpeerandmediainfluences,goalsetting,decisionmaking,andhealthadvocacy,studentsinBVSDwillbeabletoachieveandmaintainoptimalwellness.
Observation Participation PerformanceTasks Rubrics
Conferencing Portfolio GrowthOverTime
Assessment
SecondGradeHealthEducation
EssentialQuestions Whatishealthandwellness? Whatknowledge,skills,andbehaviorscontributetoahealthylifestyleandpromoteoptimalwellness?
Howdomyhealthrelatedbehaviorsreflectmypersonalchoices?
WhatinformationandskillsdoIneedtoeffectivelyresolveconflictandmediatedisputes?
Howdoeseffectiveinterpersonalcommunicationcontributetohealthyrelationshipsandoverallwellness?
Whatknowledge,skills,andbehaviorscontributetopersonalsafety?
HowdoIprotectmyselfandothersfromaccidentsandinjuries?
Communities
FoodFoodgroups&sources,influenceofpackaging
BodyAutonomy
Relationships
RespectingSelf&Others
SunSafety TouchAppropriateInappropriate
Communication
Conflictresolution&
mediation
FireSafetyStop,drop,roll
Getout&callforhelp
Pedestrian&BicycleSafety
TechnologyIntegration&Information
Literacy Formulatesquestionsabouthealth Accessesschoollibrary,teacherlibrarian,teacherwebpagesandotherageappropriateinformationresources
Recognizesinaccurateandmisleadinginformation
Respectsothersbydoingtheirownwork
Createprojectusingdistrictcoresoftware
Usestechnologyresponsibly
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SecondGradeHealthEducationCurriculumEssentialsMay20097
BoulderValleySchoolDistrict SecondGradeHealthEducationCurriculumEssentials
HealthEducationStandard1Studentswillbuildhealthskillsandknowledgeintheareaofphysicalwellness.
EnduringUnderstandingsPersonalhealthcarehabitsandhygiene
practicespreventdiseaseandenhanceoverallwellness.
Accuratenutritioninformationandhealthyfoodchoicescontributetooverallwellness.
EssentialQuestionsWhatknowledge,skills,andbehaviorscontributeto
ahealthylifestyleandpromoteoptimalwellness?
Whatfactorsinfluencemyhealthrelatedbehaviorsanddecisions?Howdo
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
KeyAcademicVocabulary:dentalhealth,foodgroup,personalwellnessplan,sunscreen
2H1 Identifiesconnectionsbetweenfoodchoicesandoverallwellness
a Identifiesthebasicfoodgroups
b Identifieswherefoodcomesfrom(farms,ranches,markets,etc.)
c Identifieswaysinwhichpackaginginfluenceschoicesaboutfood
dDemonstratesstrategiesformakinghealthyfoodselectionsfromarangeofchoices
eDevelopsaclassplanforhealthyfoodchoicesconsumedduringclassroomactivities
2H2 Describesandpracticespersonalhealthcarehabits
aCreatesandexecutespersonalwellnessplan(physicalactivity,nutrition,dentalhealth,etc.)
b Demonstratessunsafetypractices(appropriateclothing,hat,sunscreen,etc.)
2H3Usesreadingandwritingskillstoinquire,thinkcritically,andapplyhealthconceptstonewsituations
a Recognizeskeyacademicwordsrelevanttohealth
b Usesthekeyfeaturesofinformationaltexttoconstructmeaning
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SecondGradeHealthEducationCurriculumEssentialsMay20098
BoulderValleySchoolDistrict SecondGradeHealthEducationCurriculumEssentials
UnitDesignTemplate
EssentialLearning:
Assessment:
TeachingforUnderstanding
AcquireKnowledge MakeMeaning Transfer
EssentialQuestions
LearningActivities
Materials
Accommodations
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SecondGradeHealthEducationCurriculumEssentialsMay20099
BoulderValleySchoolDistrict SecondGradeHealthEducationCurriculumEssentials
HealthEducationStandard2Studentswillbuildhealthskillsandknowledgeintheareaofmentalhealth/emotionalwellness.
EnduringUnderstandingsMentalandemotionalhealthimpactspeoples
overallwellbeing.Effectivecommunicationskillsenhancesthe
capacitytocreateandsustainrelationshipsandoverallwellness.
EssentialQuestionsWhatinformationandskillsdoIneedtoeffectivelyresolveconflictandmediate
disputes?Howdoeseffectiveinterpersonalcommunicationcontributetohealthyrelationshipsandoverall
wellness?
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
2H4Identifiesandutilizescommunicationstrategiesthatpromotehealthyrelationships
aIdentifiesthemultiplecommunitiestowhichwebelong(family,faith,cultural,school,neighborhood)
b Describesthequalitiesofahealthyfriendship
c Identifiesanddemonstratesstrategiesfordevelopingnewfriendships
d Explainswaysinwhichweshowrespectforourselvesandothers
e Appropriatelysharespersonalachievements
fDemonstrateseffectivespeakingandlisteningskillsnecessarytoexpressneeds,wants,andfeelings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
KeyAcademicVocabulary:community,feelings,friendship,needs,wants
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BoulderValleySchoolDistrict SecondGradeHealthEducationCurriculumEssentials
UnitDesignTemplate
EssentialLearning:
Assessment:
TeachingforUnderstanding
AcquireKnowledge MakeMeaning Transfer
EssentialQuestions
LearningActivities
Materials
Accommodations
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BoulderValleySchoolDistrict SecondGradeHealthEducationCurriculumEssentials
EnduringUnderstandingsAwarenessofonessurroundingsand
protectingonespersonalspacepromotespersonalsafety.
Managingonesemotionsanddevelopingmediation/conflictresolutionskillsdecreases
bullyingandotherviolentbehavior.
EssentialQuestionsWhatinformationandskillsdoIneedtoeffectively
resolveconflictandmediatedisputes?Whatknowledgeskills,andbehaviorscontributeto
personalsafety?
KeyAcademicVocabulary:acceptable/unacceptabletouch,bodyautonomy,bullying,conflict
resolution,mediation,stress
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
HealthEducationStandard3
Studentswillbuildhealthskillsandknowledgeintheareaofviolenceawareness.
2H5 Describeshowindividualspreventviolenceagainstselfandothers
a Describeswhattodoifpeopletease,bully,orharassus
b Demonstrateshowtoreactsafelywhenconfrontedwithbullyingbehaviors
cDescribeswhattodoandwhotogotoifpeopleoreventsaroundusarefrightening(person,weapon,animal)
d Roleplayswhattodoifastrangerapproachesusatschoolorinthecommunity
e Explainswhattodoifpeoplewetrusttouchusinappropriately
f Describestheconceptofbodyautonomy(mybodybelongstome)
2H6 Usescommunicationskillstoexpressandmanageemotions
a Demonstratessimpleconflictresolutionandmediationstrategies
b Identifiesanddemonstratesappropriatewaystoexpressanger,hurt,andstress
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
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BoulderValleySchoolDistrict SecondGradeHealthEducationCurriculumEssentials
UnitDesignTemplate
EssentialLearning:
Assessment:
TeachingforUnderstanding
AcquireKnowledge MakeMeaning Transfer
EssentialQuestions
LearningActivities
Materials
Accommodations
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BoulderValleySchoolDistrict SecondGradeHealthEducationCurriculumEssentials
2H7Identifiesappropriateresponsestohazardsathome,inthecommunity,andhowtostaysafeatplay
a Identifieswaysfiresstartanddescribesfirepreventionstrategies
bDemonstrateshowtoescapefromafire(getlow,feeldoorsbeforeopening,etc.)andextinguishflamesonselforothers(stop,drop,androll)
cDemonstrateswhattodointheeventofafire(getout,call911,gotomeetingplace)
dDescribessafetyprecautionsaroundwater,electricity,andduringlightningstormsanddemonstratesskillstostaysafearoundeach
e Distinguishesbetweenharmfulandhelpfulusesofdrugs/medicines
fDescribesstrategiestostaysafewhilewalkinghomefromschool,crossingthestreet,ridingbicycles,andparticipatinginsports
HealthEducationStandard4Studentswillbuildhealthskillsandknowledgeintheareaofinjurypreventionandsafety.
EnduringUnderstandingPracticingandadoptingsafebehaviorsreduces
thelikelihoodofaccidentsandinjury.
EssentialQuestionHowdoIprotectmyselfandothersfrom
accidentsandinjuries?
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
KeyAcademicVocabulary:drugs,medicine,stopdroproll
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SecondGradeHealthEducationCurriculumEssentialsMay200914
BoulderValleySchoolDistrict SecondGradeHealthEducationCurriculumEssentials
UnitDesignTemplate
EssentialLearning:
Assessment:
TeachingforUnderstanding
AcquireKnowledge MakeMeaning Transfer
EssentialQuestions
LearningActivities
Materials
Accommodations
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SecondGradeHealthEducationCurriculumEssentialsMay200915
BoulderValleySchoolDistrict SecondGradeHealthEducationCurriculumEssentials
SuggestedTimelines
Topic SuggestedTimeframePhysicalHealth&Wellness 36weeks
MentalHealth/EmotionalWellness 58weeks
ViolenceAwareness 58weeks
InjuryPrevention&Safety Upto450minutesORtheequivalentofroughly6weeks
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SecondGradeHealthEducationCurriculumEssentialsMay200916
BoulderValleySchoolDistrict SecondGradeHealthEducationCurriculumEssentials
HealthScope&SequenceK8
BVSDHealthContentStandard K 1 2 3 4 5 7 8
PhysicalHealth&Wellness
PhysicalActivity X X X X X X
Hygiene X X X X X
Nutrition X X X X X X
Sleep X X X
DentalHealth X X X X
DiseasePrevention *Infectious
X X X X X
DiseasePrevention *Noninfectious
X X X
BodyArt
MentalHealth/EmotionalWellness
CommunicationSkills X X X X X X X X
UnderstandingFeelings&ManagingEmotions X X X X X X X X
StressManagement&CopingSkills X X X X X
Relationships&BeingConnected X X X X X X X X
SelfEsteem&PeerPressure X X X X X X X X
ViolenceAwareness
CausesofViolence X X X X
TypesofViolence X X X X X X X X
Bullying&Harassment X X X X X X X X
ViolencePrevention X X X X X X X X
Weapons X
SubstanceUse,Abuse,&Addiction
Drugs&Medicines X X X X X X X X
UnderstandingUse,Abuse,&Addiction X X X X X
ClassificationsofDrugs X X X X X
TypesofDrugs X X X X X
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SecondGradeHealthEducationCurriculumEssentialsMay200917
BoulderValleySchoolDistrict SecondGradeHealthEducationCurriculumEssentials
HealthScope&SequenceK8(continued)
BVSDHealthContentStandard K 1 2 3 4 5 7 8
HumanGrowth&Development/HumanSexuality
Puberty&Adolescence X X
Sexual&ReproductiveAnatomy X X
Conception,Pregnancy&FetalDevelopment X
Contraception&BirthControl X X
Intimacy(710)&Relationships(K10) X X X X X X X
SexualRiskBehaviors X X
GenderIdentity&SexualOrientation X X
Safety&InjuryPrevention
PersonalSafety&AwarenessofSurroundings X X X X X X
FireSafety&Calling911 X X
HomeSafety X X X X
Bicycle&PedestrianSafety X X X
Recreation&PlaySafety X X X X X
Driver&PassengerSafety
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BoulderValleySchoolDistrict SecondGradeHealthEducationCurriculumEssentials
HealthGlossaryofTerms
Acceptable/UnacceptableTouch touchthatfeelssafeorcomfortabletothechildvs.touchthatfeelsunsafeoruncomfortable
BodyAutonomy asenseofindependenceandselfcontrolwithrespecttoonesbody;theideathatmybodybelongstome
Bullying totreatabusively;toaffectbymeansofforceorcoercion
Community agroupofpeoplewithacommoncharacteristicorinterestlivingtogetherwithinalargersociety
Conflictresolution theactorprocessofresolvingadisagreementbetweentwoormoreindividualsorparties
Drug asubstanceotherthanfoodintendedtoaffectthestructureorfunctionofthebody
DentalHealth Hygieneandhealthpracticesthatcontributetohealthyteethandgums;regularbrushingandflossingregularteethcleaningsbydentalhygienistsandexamsbydentists
Feelings anemotionalstateorreaction;theoverallqualityofone'sawarenessespeciallyasmeasuredalongapleasantnessunpleasantnesscontinuum
Friendship thestateofbeingfriends
Foodgroup oneofthegroupsoffoodsintheUSDAsMyPyramidPlan;includesgrains,vegetables,fruits,milk,meatsandbeans,oils
Mediation interventionbetweenconflictingpartiestopromotereconciliation,settlement,orcompromise
Medicine asubstanceorpreparationusedintreatingdiseaseb:somethingthataffectswellbeing;drugsthathavebeneficialuses
Needs aphysiologicalorpsychologicalrequirementforthewellbeingofanorganism
Personalwellnessplan theabilitytosafelynavigatesidewalks,paths,androadways
Stopdroproll themethodbywhichpeopleshouldattempttoputoutfiresonthemselvesoronothers;stopmoving,droptotheground,androllaroundtosmothertheflames.
Stress acomplexseriesofpsychologicalandphysicalreactionsthatoccurasapersonrespondstoademandingorthreateningsituation
Sunscreen aphysicalorchemicalbarrierappliedtotheskinthatpreventssunburnandpenetrationofUVradiationintotheskin
Wants somethingthatisdesiredbynotnecessaryforsurvival.
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SecondGradeLanguageArtsCurriculumEssentialsMay2009
BoulderValleySchoolDistrict SecondGradeLanguageArtsCurriculumEssentialsDocument
SecondGradeLanguageArts
CurriculumEssentials
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SecondGradeLanguageArtsCurriculumEssentialsMay2009 2
BoulderValleySchoolDistrict SecondGradeLanguageArtsCurriculumEssentialsDocument
BoulderValleySchoolDistrictLanguageArtsBackground
PurposeTheBoulderValleySchoolDistrictBoardofEducationapprovedsixLanguageArtsstandardsonJune25,1998.ThesestandardsarebasedupontheStateofColoradostandardsandareidenticalforallstudentsK12.ThesestandardsguidetheKindergarten5thGradeLanguageArtsCurriculumwhichprovidesdetailsonessentiallearnings,keyconcepts,knowledge,topics,andskillsforallstudents.TheBVSDcurriculumandassessmentsinformteacherplanningandteachersuseaBalancedLiteracyApproachtoinstruction.Balancedliteracyistheintegrationofreading,writing,research,speaking,listening,viewingandrepresentinginawaythatsupportsthelearningneedsofeveryindividualstudent.Manytimesweseparatetheseelementsbecauseitiseasiertoexaminetheirprocessesinisolation.Inrealitytheyalldeveloptogetherandhaveahugeeffectupononeanother.Onecan'twritewithoutreadingandonecertainlycan'twritewithoutspelling.Orallanguageunderpinsallliteracydevelopment.Thinkofbalancedliteracyasawayofputtingthepiecesoflanguageartstogetherinaharmoniousway.Theuseofexplicitteaching(e.g.,demonstrationthinkalouds,teachermodeling,individualorgroupconferences,guidedreading)iscriticalforeffectivebalancedliteracyinstruction.Bymodelingandidentifyingthestrategiesandskillsusedinreadingandwriting,teachershelpstudentsdevelopaclearunderstandingofhowtousethosestrategiesandskillsindependently.Explicitinstructionplaysanimportantroleinmodeled,shared,andguidedliteracylessons.Asteachersobservestudentbehaviorsduringindependentworktime,theygatherdatatoinformtheirexplicitteachingduringmodeled,shared,andguidedliteracylessons.
TheColoradoBasicLiteracyActTheColoradoLegislaturepassedtheColoradoBasicLiteracyAct(CBLA)in1996toensurethatallchildrenarereadingongradelevelbytheendofthirdgrade.Theact
saysthat:Teachersandparentswillworktogethertoteachallchildrentoread;EachchildsprogressinlearningtoreadwillBecarefullyandroutinelyassessed;Teacherswilluseavarietyofmethodstoassess
progress;andTeacherswillprovideintensivereadinginstructionfor
childrenwhoneedadditionalsupportinlearningtoread.
IntheBoulderValleySchoolDistrict,allstudentsinkindergartenthroughthirdgradeareassessedinthefallandspringofeachschoolyeartodeterminereadingproficiencyinaccordancewiththeCBLAguidelines.TheBVSDcurriculumoutlinestheknowledge,skills,andstrategiesteachersneedtoensurestudentsreachproficiencyontomeettheexpectationsforallstudentsasoutlinedintheColoradoBasicLiteracyAct.
AlignmentofLanguageArtsStandardsandEnglishLanguageDevelopmentStandardsIncludedinthisdocumentisanalignmentbetweenLanguageArtsStandardsandtheEnglishLanguageDevelopmentStandards(ELD).ThisalignmentarticulatesthecommonalitiesthatexistinstudentessentiallearningexpectationssothatboththegeneraleducationandESLteachercancollaboratetoprovideastrongsupportsystemtostudents.TheELDStandardsandessentiallearningsfollowacontinuumoflanguageacquisitionfromBeginnertoIntermediatetoAdvancedLevel.ThePrimaryStrandfocusesongradelevelsK2whiletheIntermediateStrandfocusesongrades35.WithintheEssentialsDocument,thenumbersinparenthesiscorrespondtotheELDcurriculum.TeacherscanusethisinformationwhencompletingtheELDprofile.
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SecondGradeLanguageArtsCurriculumEssentialsMay2009 3
BoulderValleySchoolDistrict SecondGradeLanguageArtsCurriculumEssentialsDocument
LanguageArtsStandard1
Studentsreadandunderstandavarietyofmaterials.
LanguageArtsStandard2
Studentslisten,observe,speak,andwriteforavarietyofpurposesandaudiences.
LanguageArtsStandard5
Studentsapplyresearchskillstolocate,select,andmakeuseofrelevantinformation.
BoulderValleySchoolDistrictLanguageArtsContentStandardsandEnglishLanguageDevelopmentStandards
LanguageArtsStandard4
Studentsread,write,speak,observe,andlistentosynthesizeinformation,toanalyzeandevaluate
arguments,andtodevelopanddefendargumentativepositions.
LanguageArtsStandard3
Studentsusegrammaticalandmechanicalconventionsoflanguageinspeakingandwriting.
LanguageArtsStandard6
Studentsread,understand,andinterpretliteratureasarecordandexpressionofhumanexperience.
EnglishLanguageDevelopmentStandard1
EnglishLanguageLearnerslistenforinformationandunderstanding,usingavarietyofsources,for
academicandsocialpurposes.
EnglishLanguageDevelopmentStandard2
EnglishLanguageLearnersspeaktoconveyinformationandunderstanding,usingavarietyof
sources,foracademicandsocialpurposes.
EnglishLanguageDevelopmentStandard3
EnglishLanguageLearnersreadforinformationandunderstanding,usingavarietyofsources,for
academicandsocialpurposes.
EnglishLanguageDevelopmentStandard4
EnglishLanguageLearnerswritetoconveyinformationandunderstanding,usingavarietyof
sources,foracademicandsocialpurposes.
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BoulderValleySchoolDistrict SecondGradeLanguageArtsCurriculumEssentialsDocument
OverarchingEnduringUnderstandings
Readersusemanystrategiesthatwork,andtheyquicklytryanotheronewhentheonetheyareusingdoesntwork.Theynotonlyknowmanydifferentstrategies,buttheynevergetstuckinpersistingwithonethatisntworking.
Writingisadeliberateprocessinvolving
planning,drafting,revising,editing,publishing,sharing,&responding.
Conventionsoflanguagehelpreaders
understandwhatisbeingcommunicated. Peoplecombinefactsandopinionsto
communicateperspectivesandinformation. Textsareintentionallyorganizedbyauthorsto
emphasizeinformationandthereforeimpactreadersmeaningmaking.
Readerschoosetoengageinreadingbecause
ofemotionalresponsesfromthestorylineandfromlearningnewinformation.
OverarchingEssentialQuestions
Howdoreadersknowtheyarereadingwell? Whatistherelationshipbetweenwritersand
readers? Whatmakeswritingeasytofollow? Whatarebenefitsofrecognizingthe
differencebetweenfactsandopinions? Whatcanwelearnfromprint? Howdoesreadingenjoymentimpactour
lives?
LanguageArtsOverarchingEnduringUnderstandingandEssentialQuestions
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BoulderValleySchoolDistrict SecondGradeLanguageArtsCurriculumEssentialsDocument
Standard1:Studentsreadandunderstandavarietyofmaterials.Tomeetthisstandard,aSecondGradestudent: Usesphonicsstrategies,syllabication,andlanguage
patternstopredictandproblemsolvewhenreading. Samplestext,predicts,confirms/rejects,and
selfcorrectsindependently,quickly,andconfidently. Usespriorknowledgeofthetopic,personal
experiences,storycontextandillustrationstomakesimpleinferences.
Generatesoralandwrittenresponsestotextsbasedonideasandinformationlearnedfromnarrativeandinformationaltexts.
Readsaloudnarrativeandinformationaltextswithfluencyandexpression.
Appliespositive,independentreadinghabits.
Standard3:Studentsusegrammaticalandmechanicalconventionsoflanguageinspeakingandwriting.Tomeetthisstandard,aSecondGradestudent: Publishesusinglegiblehandwriting. Usesphonicsandspellingpatternstospellunfamiliar
words. Spellsgradelevelhighfrequencynoexcusewords. Useslanguagepatterns,commonwordendings,
wordswithmultiplemeanings,andpartsofspeechknowledgeforspellingandwriting.
Writesusingcorrectconventionsofcontractions,abbreviations,completesentences,capitalsforpropernounsandbeginningsofsentences.
Proofreadsandeditsforgradelevelgrammar,mechanicsandconventions.
BoulderValleySchoolDistrictLanguageArtsContentStandardsandSecondGradeEssentialLearnings
Standard2:Studentslisten,observe,speak,andwriteforavarietyofpurposesandaudiences.Tomeetthisstandard,aSecondGradestudent: Usesorallanguagetoobtaininformation,completea
task,andshareideaswithothers. Organizesthinkingbeforeandduringwritingusing
graphicorganizersandsequencing. Writestoexplainorgivebasicinformationabout
familiartopics. Reviseswritingbyrereading,addingon,and
groupingideas. Appliesorganizationofhowpublishedtextsare
structuredtoownwriting.
Standard4:Studentsusereading,writing,speaking,observing,andlisteningtosynthesizeinformationtoanalyzeandevaluateargumentsandtodevelopanddefendargumentativepositions.Tomeetthisstandard,aSecondGradestudent: Usesevidencefromthetexttosupportpredictions. Formulatesopinionsfromeventsorinformation
withintextsandfrompersonalexperiences.
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BoulderValleySchoolDistrict SecondGradeLanguageArtsCurriculumEssentialsDocument
Standard5:Studentsapplyresearchskillstolocate,select,andmakeuseofrelevantinformation.Tomeetthisstandard,aSecondGradestudent: Locatesinformationbylookingatthebookscover,
graphics,titles/headings,andstructure. Sharesfactsfrominformationaltextsthrough
speakingorwriting.
BoulderValleySchoolDistrictLanguageArtsContentStandardsandSecondGradeEssentialLearnings
Standard6:Studentsread,understand,andinterpretliteratureasarecordandexpressionofhumanexperience.Tomeetthisstandard,aSecondGradestudent: Expressestexttoselfconnections,texttotext
connections,andtexttoworldconnections Writesresponsestoliteratureusingstorystructure
andstoryelements. Recognizesliteraryelementsofpersonification,
onomatopoeiaandrhyme.
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BoulderValleySchoolDistrict SecondGradeLanguageArtsCurriculumEssentialsDocument
BVSDSecondGradeLanguageArtsOverview
CourseDescriptionLanguageArtsinsecondgradefocusesonincorporatingreadingskillstoindependentlymakeandconfirmpredictionsandselfcorrectwhilereadinglongtexts;usinglegiblehandwriting,phonicsandwordpatterns,andcorrectgrammartowritenarrativeandinformationaltexts.
EffectiveComponentsofaSecondGrade
LanguageArtsProgram
Schedule120minutesforliteracyblockeveryday
UseDataDrivenBalancedLiteracyInstructionalApproaches
Reading&WritingDemonstrations
SharedReading&Writing GuidedReading&Writing Studentsreadandwriteindependentlyeveryday
Balancewholegroup,smallgroup,andindividualinstruction
Usecollaborativelearninggroups Provideopportunitiestoread
multiplegenres Provideauthenticopportunitiesto
respondtowhatisread Explicitlyandsystematicallyteach
essentialskillsandstrategies
CSAP CELA DRA2/EDL DRA2WordAnalysis GuidedReadingLevelBenchmark
Books/QRI RunningRecords
Conversations/Interviews/Observations
WritingSamplesfromallcontentareas
IndividualProjects Tests/quizzes
EssentialQuestions Howdoreadersknowtheyare
readingwell? Whatistherelationshipbetween
writersandreaders? Whatmakeswritingeasytofollow? Whatarebenefitsofrecognizing
thedifferencebetweenfactsandopinions?
Whatcanwelearnfromprint? Howdoesreadingenjoyment
impactourlives?
TechnologyIntegration&Information
Literacy Exploresinternetsites Identifiesbooksbyspecific
authors&illustrators Sharesinformationinvarious
formats:written,oral,visualand
electronic
SecondGradeLanguageArts
PhonemicAwareness
Comprehension
Phonics
Vocabulary
Assessment
Fluency
Handwriting
WritingProcess
Spelling
ReadingProcess
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Standard1Studentsreadandunderstandavarietyofmaterials.
EnduringUnderstandingReadersusemanystrategiesthatwork,andtheyquicklytryanotheronewhentheonetheyareusingdoesntwork.Theynotonlyknowmanydifferentstrategies,buttheynevergetstuckin
persistingwithonethatisntworking.
EssentialQuestionHowdoreadersknowtheyarereadingwell?
EssentialLearningsEssentialKnowledge,Skills,topics,Processes,andConcepts
Continuedonnextpage
EssentialLearnings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
2LA1Usesphonicsstrategies,syllabication,andlanguagepatternstopredictandproblemsolvewhenreading
a
Usesadevelopedbankofphonicsgeneralizationstodecodeunfamiliarmultisyllabicwords(P3A2, P1B1) uselettersoundrelationships consonantblends digraphs(sh,wh,ch,th) diphthongs, commonwordendings
b Usesknowledgeofcommonvowelpatterns(P3A2, P1B1)
c Breakstwoandthreesyllablewordsintoparts(P3A2, P1B1)
dUsesstructuralanalysistoproblemsolveunknownwords(recognizingthewordpart&knowingitsmeaninghelpstodecode&understandtheunknownwordpartner)(P3A2, P1B1)
eUsesknowledgeofaffixes,contractions,possessives,abbreviations,andopposites(P3A2, P1B1)
Key:AlignmenttoEnglishLanguageDevelopmentStandards
P=PrimaryI=Intermediate
EDLStandard(14) B=BeginnerI =IntermediateA=Advanced
EssentialLearning P4I3
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2LA3Usespriorknowledgeofthetopic,personalexperiences,contextandillustrationstofigureoutunfamiliarwordsandpredicttext
a
Usessurroundingwordsinasentencetodeterminethemeaningsofunfamiliarwords(P3A1, P3A4, P1A3, P1A4, I3I6, I1I3, I1I4)
bUsesthecontextofthesentencetodistinguishwhichofthemultiplemeaningsofawordmakessense(P3A1, P3A4, P1A3, P1A4, I3I6, I1I3, I1I4)
cClassifiesandcategorizewordsintomeaningfulcategoriestobuildvocabularyandwordsolvingstrategies(P3A1, P3A4, P1A3, P1A4, I3I6, I1I3, I1I4)
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
Standard1(continued)Studentsreadandunderstandavarietyofmaterials.
Continuedonnextpage
2LA2Samplestext,predicts,confirms/rejects,andselfcorrectsindependently,quickly,andconfidently
a Monitorsownreadingandselfcorrectstogainunderstandingofauthorsintendedmessage(P3A1, I3I7)
bRereadstoconfirmorassistwithproblemsolvingunfamiliarwordsorclarifyconfusions(P3A1, I3I7)
cTracescharactersandplotsacrossmultipleepisodestopredicteventsandoutcomes(P3A1, I3I7)
Key:AlignmenttoEnglishLanguageDevelopmentStandards
P=PrimaryI=Intermediate
EDLStandard(14) B=BeginnerI =IntermediateA=Advanced
EssentialLearning P4I3
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EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
KeyAcademicVocabulary:character,setting,episode,causeeffect,theme,illustration,inferenceclassify,categorize,strategy,vocabulary,chunk,response,keyword,mainidea,summary,personification
2LA6 Appliespositive,independentreadinghabits
a Sharesinformationaboutfavoritebooks (PIB4, P2B5, P2I4, I2A1)
b Selfselectsindependentreadingbooks
c Choosestorereadtexts(poems,rhymes,predictable,picturebooks,shortnovels)
d Readsindependently1520minutesaday
Standard1(continued)Studentsreadandunderstandavarietyofmaterials.
2LA5 Readsaloudnarrativeandinformationaltextswithfluencyandexpression
a
Readsregularlyspelledoneandtwosyllablewordsautomatically(P3A3, P3A8, I3I7)
bIdentifiesandreadsgradelevelhighfrequencynoexcusewordsautomatically(P3A3, P3A8, I3I7)
cRecognizesquotationmarkstosignaldialoguebetweencharactersandendingpunctuationtosignalemotionofcharacters(P3A3, P3A8, I3I7)
2LA4Generatesoralandwrittenresponsestotextsbasedonideasandinformationlearnedfromnarrativeandinformationaltexts
a
Articulatesexplicitmainideaandidentifiesthekeywordsandstatementsintextstosupportit(P2A2, P2A3, P1A3, P1A5, P3A5, I1I5, I3I5)
bGivesanoralpresentationtoshareinformationlearned(P2A2, P2A3, P1A3, P1A5, P3A5, I1I5, I3I5)
cWritesscaffoldedsummariesforfictionandinformationtexts(P2A2, P2A3, P1A3, P1A5, P3A5, I1I5, I3I5)
Key:AlignmenttoEnglishLanguageDevelopmentStandards
P=PrimaryI=Intermediate
EDLStandard(14) B=BeginnerI =IntermediateA=Advanced
EssentialLearning P4I3
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EssentialLearning:
Assessment:
TeachingforUnderstanding
AcquireKnowledge MakeMeaning Transfer
EssentialQuestions
LearningActivities
Materials
Accommodations
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2LA7Usesorallanguagetoobtaininformation,completeatask,andshareideaswithothers
a Organizesideasinasimplepatternorlogicalsequenceforlisteners(P2A2, I1A2)
b Addsdetailsandinformationtosupportideaswhenspeaking(P2A2, I1A2)
Standard2Studentslisten,observe,speak,andwriteforavarietyofpurposesandaudiences.
EnduringUnderstandingWritingisadeliberateprocessinvolvingplanning,drafting,revising,editing,publishing,sharing,&
responding.
EssentialQuestionWhatistherelationshipbetweenwritersand
readers?
EssentialLearningsEssentialKnowledge,Skills,topics,Processes,andConcepts
EssentialLearnings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
Continuedonnextpage
2LA8Organizesthinkingbeforeandduringwritingusinggraphicorganizersandsequencing
a Usesbasicgraphicorganizerstomatchformofwriting(P4I11)
bGenerates&expandideasforwritingandduringwritingthroughtalkwithpeersandteachers(P2I3, P2I5, P2I6)
cUseschronologicalordertowriteowntextsandtoretellstoriesandinformationlearnedinnonfictiontexts(P4A1, I4I7) Usetimesequencewordssuchasfirst,next,then,andlast
2LA9 Writestoexplainorgivebasicinformationaboutfamiliartopics
a Focusonasingletopicinapieceofwriting(I4I1, I4I5)
b Writesquestions,facts,observationsandothernonfiction(I4I1, I4I5)
c Writesabriefnarrativewithlogicalsequencingandsomedetail(I4I1, I4I5)
d Providesdescription,details,orexamplestoexplainimportantideas(I4I1, I4I5)
Key:AlignmenttoEnglishLanguageDevelopmentStandards
P=PrimaryI=Intermediate
EDLStandard(14) B=BeginnerI =IntermediateA=Advanced
EssentialLearning P4I3
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EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
KeyAcademicVocabulary:legible,phrasing,describe,audience,publish,plan,draft,revise,proofread,edit,brainstorm,description,journal,purpose,writingprocess
Standard2(continued)Studentslisten,observe,speak,andwriteforavarietyofpurposesandaudiences.
2LA10 Reviseswritingbyrereading,addingon,andgroupingideas a Rereadsownwritingforaccuracyandmeaningfulness(P4A2)
b Addsdescriptivewords,adjectivesandadverbs,intosimplesentences(P4A2)
c Movessentencestoclusterideas(P4A2)
2LA11 Appliesorganizationofhowpublishedtextsarestructuredtoownwriting a Useselementsofthegenretodeterminepublishingformats(P4A8)
bPublishescover,title,author,illustrator,illustrations,abouttheauthorpage(P4A8)
c Sharespublishedworkwithintendedaudiences(P4A8)
Key:AlignmenttoEnglishLanguageDevelopmentStandards
P=PrimaryI=Intermediate
EDLStandard(14) B=BeginnerI =IntermediateA=Advanced
EssentialLearning P4I3
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EssentialLearning:
Assessment:
TeachingforUnderstanding
AcquireKnowledge MakeMeaning Transfer
EssentialQuestions
LearningActivities
Materials
Accommodations
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2LA13 Usesphonicsandspellingpatternstospellunfamiliarwords
a
Approximatesspellingofunfamiliarwordsusingsound/symbolknowledgeandcommonwordpatternknowledge(P4A9)
bRecognizesandusesvowelpatternsofVC,CVC,CVCe,VCC,VVC,VVCC,VVCe,VVCCC(P4A9)
2LA12 Publishesusinglegiblehandwriting a Spaceswordsinsentences(P4A9)
b Spacessentencesinwriting(P4A9)
c Usesfluidstrokesforprintingtransitiontocursive(P4A9)
EnduringUnderstandingConventionsoflanguagehelpreadersunderstand
whatisbeingcommunicated.
EssentialQuestionWhatmakeswritingeasytofollow?
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
Standard3Studentsusegrammaticalandmechanicalconventionsoflanguageinspeakingandwriting.
Continuedonnextpage
2LA14 Spellsgradelevelhighfrequencynoexcusewords
a Spellshighfrequencynoexcusewordsthroughoutthewritingprocess(I4I4)
b Spellshighfrequencynoexcusewordsinlistform(I4I4)
Key:AlignmenttoEnglishLanguageDevelopmentStandards
P=PrimaryI=Intermediate
EDLStandard(14) B=BeginnerI =IntermediateA=Advanced
EssentialLearning P4I3
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EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
2LA16Writesusingcorrectconventionsofcontractions,abbreviations,completesentences,capitalsforpropernounsandbeginningsofsentences
a Usesapostrophesincommoncontractions(I4I3)
bIdentifiesandwritessimpleabbreviations,includingtitles(Mr.,Mrs.,Ms.,Dr.),calendarword(Feb.,Mon.),andaddresswords(St.,Rd.)(I4I3)
c Writesinandeditsforcompletesentences(I4I3, P4A6)
dUsesandpunctuatesdeclarative,interrogative,andexclamatorysentences(I4I3, P4A3)
e UsescapitalsforpropernounsandpronounI(I4I3)
f Usescapitalsatthebeginningofsentences(I4I3)
gRecognizesandusescapitalsfordaysoftheweek,monthsoftheyear,holidaysandspecialevents(I4I3)
Standard3(continued)Studentsusegrammaticalandmechanicalconventionsoflanguageinspeakingandwriting.
2LA15Useslanguagepatterns,commonwordendings,wordswithmultiplemeanings,andpartsofspeechknowledgeforspellingandwriting
a Understandsmeaningofandusescommonwordendings(P4A9)
b Understandsanduseshomophones/homographs(P4A9)
c Usessynonymsandantonyms(P4A9)
d Usessingularandpluralnounsandpronouns(P4A9)
e Usescommonprefixes,suchasun,re,dis,pre,andmis(I3I4)
f Usescommonsuffixes,suchaser,y,ful,less,est,andly(I3I4)
Key:AlignmenttoEnglishLanguageDevelopmentStandards
P=PrimaryI=Intermediate
EDLStandard(14) B=BeginnerI =IntermediateA=Advanced
EssentialLearning P4I3
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EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialKno
wledge,Skills,
Topics,Processes,and
Co
ncep
ts
KeyAcademicVocabulary:fluent,pause,prefix,suffix,root,homograph,plural,synonym,antonym,compound,dialogue
Standard3(continued)Studentsusegrammaticalandmechanicalconventionsoflanguageinspeakingandwriting.
2LA17 Proofreadsandeditsforgradelevelgrammar,mechanicsandconventions
a
Recognizesandindependentlyeditsgrammar,mechanicsandconventions(listedasessentialonthescopeandsequencechart)(P4A6, I4I10)
b
Editsforandreflectsonindependentuseofgrammar,mechanicsandconventions(listedascontinueonthescopeandsequencechart)(P4A6, I4I10)
Key:AlignmenttoEnglishLanguageDevelopmentStandards
P=PrimaryI=Intermediate
EDLStandard(14) B=BeginnerI =IntermediateA=Advanced
EssentialLearning P4I3
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EssentialLearning:
Assessment:
TeachingforUnderstanding
AcquireKnowledge MakeMeaning TransferEssentialQuestions
LearningActivities
Materials
Accommodations
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EnduringUnderstandingPeoplecombinefactsandopinionsto
communicateperspectivesandinformation.
EssentialQuestionWhatarethebenefitsofrecognizingthedifference
betweenfactsandopinions?
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
Standard4Studentsusereading,writing,speaking,observing,andlisteningtosynthesizeinformationtoanalyzeand
evaluateargumentsandtodevelopanddefendargumentativepositions.
2LA18 Usesevidencefromthetexttosupportpredictions(Ithinkbecause)
a
Discussesspecificexamplesfromthetexttosupportorjustifypredictionsandideas(P2A3, P3A4, P3A6, P1A4, I4I1)
KeyAcademicVocabulary:evidence,opinion,fact
2LA19Formulatesopinionsfromeventsorinformationwithintextsandfrom
personalexperiences a Statesapersonalopinionconnectedtotext(I1A3, P2A4, P3A4, P1A3, P1A4)
b Writesopinionsaboutnewinformationlearnedfromatext(P1A3, P1A4)
cExpressesopinionsabouttheappropriatenessofstoryendings(P2A4, P3A4, P1A3, P1A4)
Key:AlignmenttoEnglishLanguageDevelopmentStandards
P=PrimaryI=Intermediate
EDLStandard(14) B=BeginnerI =IntermediateA=Advanced
EssentialLearning P4I3
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EssentialLearning:
Assessment:
TeachingforUnderstanding
AcquireKnowledge MakeMeaning Transfer
EssentialQuestions
LearningActivities
Materials
Accommodations
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2LA20Locatesinformationbylookingatthebookscover,graphics,titles/headings,andstructure
a
Previewstextsforheadingsboldtype,andpicturecaptionstohelpsetapurposeforreadingandtoguidereading(P3A4, P1A3)
bUsestitles,illustrationsandheadingstogenerateideasaboutthetext(P3A4, P1A3)
cInterpretsinformationfromsimplediagrams,charts,andgraphsinnarrativeandinformationaltexts(P3A4, P1A3)
dUsestextfeaturesoftableofcontents,index,glossary,headingstolocatetopics/informationwithinnonfiction,informationaltexts(P3A4, P1A3)
EnduringUnderstandingTextsareintentionallyorganizedbyauthorstoemphasizeinformationandthereforeimpact
readersmeaningmaking.
EssentialQuestionWhatcanwelearnfromprint?
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
Standard5Studentsapplyresearchskillstolocate,select,andmakeuseofrelevantinformation.
Continuedonnextpage
Key:AlignmenttoEnglishLanguageDevelopmentStandards
P=PrimaryI=Intermediate
EDLStandard(14) B=BeginnerI =IntermediateA=Advanced
EssentialLearning P4I3
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EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
Standard5(continued)Studentsapplyresearchskillstolocate,select,andmakeuseofrelevantinformation.
KeyAcademicVocabulary:diagram,chart,graph,tableofcontents,index,glossary,headings
2LA21 Sharesfactsfrominformationaltextsthroughspeakingorwriting
aArrangeseventsinsequentialorderwhenretellingstoriesandwhenwriting(P2A2, P1A3, P2A3)
bWritesshortsentencestoreportorsummarizeimportantdetailsfromatext(P2A2, P1A3)
cDrawsand/orlabelspicturesascaptionstorecordresearchinformation(P2A2, P1A3, P2A3)
dAsksandanswerssimplewho,what,when,where,why,andhowquestions(P2A2, P1A3, P2A3)
eIdentifiestopicormainideaofashortfictionandnonfictionpassage(P2A2, P1A3, P2A3)
f Organizesinformationtoshareusinggraphicorganizers(P2A2, P1A3, P2A3)
Key:AlignmenttoEnglishLanguageDevelopmentStandards
P=PrimaryI=Intermediate
EDLStandard(14) B=BeginnerI =IntermediateA=Advanced
EssentialLearning P4I3
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EssentialLearning:
Assessment:
TeachingforUnderstanding
AcquireKnowledge MakeMeaning Transfer
EssentialQuestions
LearningActivities
Materials
Accommodations
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2LA22Expressestexttoselfconnections,texttotextconnections,andtexttowordconnections
a
Articulatesthecharacteristicsoftheworkoffavoriteauthorsandillustrators(P2A3, P2A4, P1A3, P1A4, PEA4, P3A6)
bUsesnamesoffavoriteauthors,illustrators,andtextswhendiscussingsimilaritiesanddifferencesamongtexts(P2A3, P2A4, P1A3, P1A4, PEA4, P3A6)
cMakesthoughtfulconnectionsthatreflectadeepunderstandingofnarrativetexts(P2A3, P2A4, P1A3, P1A4, PEA4, P3A6)
EnduringUnderstandingReaderschoosetoengageinreadingbecauseofemotionalresponsesfromthestorylineandfrom
learningnewinformation.
EssentialQuestionHowdoesreadingenjoymentimpactourlives?
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
Standard6Studentsread,understand,andinterpretliteratureasarecordandexpressionofhumanexperience.
2LA23 Writesresponsestoliteratureusingstorystructureandstoryelements a Describescharacters,setting,andimportanteventsinliterature(I4I2, P23, P24)
bUsesframeworkofbeginning,middle,andendtoretellstoryevents(I4I2, P23, P24, PEA5, P3A7)
c Discussessimilaritiesanddifferencesamonggenresbeingstudies(P23, P24)
Key:AlignmenttoEnglishLanguageDevelopmentStandards
P=PrimaryI=Intermediate
EDLStandard(14) B=BeginnerI =IntermediateA=Advanced
EssentialLearning P4I3
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EnduringUnderstandingReaderschoosetoengageinreadingbecauseofemotionalresponsesfromthestorylineandfrom
learningnewinformation.
EssentialQuestionHowdoesreadingenjoymentimpactourlives?
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
EssentialKno
wledge,Skills,
Topics,Processes,and
Co
ncep
ts
Standard6(continued)Studentsread,understand,andinterpretliteratureasarecordandexpressionofhumanexperience.
2LA24 Recognizesliteraryelementsofpersonificationandrhyme a Recognizespersonificationanddescribeshowitisusedinstories(P2A3, P2A4)
bDescribesrhymingpatternsthroughoutnarrativetextsandpoetry(P2A3, P2A4)
KeyAcademicVocabulary:motivation,connection,comparison,similarities,difference,texttextconnections,texttoworldconnections
Key:AlignmenttoEnglishLanguageDevelopmentStandards
P=PrimaryI=Intermediate
EDLStandard(14) B=BeginnerI =IntermediateA=Advanced
EssentialLearning P4I3
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EssentialLearning:
Assessment:
TeachingforUnderstanding
AcquireKnowledge MakeMeaning Transfer
EssentialQuestions
LearningActivities
Materials
Accommodations
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EnglishLanguageDevelopmentStandardsPrimary
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EnglishLanguageDevelopmentStandardsandEssentialLearnings
Standard1EnglishLanguageLearnerslistenforinformationandunderstanding,usingavarietyofsources,foracademic
andsocialpurposes.
PrimaryBeginnerEssentialLearnings
P1B1 Followclearonestepdirectionsin1:1situations
P1B2 Respondnonverballyorinoneortwowordphrasestogreetingsandrequestsin1:1situations
P1B3 Respondtosimplequestionswithoneortwowordsin1:1situations,e.g.,yes/no,personalinformation,either/or
P1B4 Demonstratecomprehensionofstoriesandinformationbyrespondingnonverbally,e.g.,listening,pointing,moving,matching,drawingorgesturingorwithsimplewordresponses
P1B5 Understandkeywordsandfamiliarphrases
P1B6 Recognizepatternsofsoundinorallanguage,e.g.,rhyming
P1B7 Listenforspecificpurposesandmainideas
P1B8 HearanddiscriminateamonganumberofphonemesrepresentingsoundsspecifictotheEnglishlanguage
PrimaryIntermediateEssentialLearningsP1I1 Followcleartwo/threestepdirectionsin1:1situationsP1I2 RespondtofamiliarsociallanguageP1I3 Respondtosimpleandsomecomplexquestionswithwordsorphrases,e.g.,either/or,who/howP1I4 Comprehendstories,keyconceptsofcontentareainformationandoralpresentationswith
contextualsupport,e.g.,graphicorganizers,posters,diagrams,charts
P1I5 Identifycharactersandsequenceinastory
P1A1 Followmultiplestepdirections
P1A2 Followmeaningwhenworkinginpairs,smallgroup,orwholeclassdiscussionsonpersonal,social,orgradelevelacademictopics
PrimaryAdvancedEssentialLearnings
P1A3 Demonstratecomprehensionofrea