gvs 2nd grade sample

8/14/2019 GVS 2nd grade sample

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Whole Child, Healthy Planet

Global Village Grade 2 Curriculum Guide SAMPLE 1

Thank you for your interest in the Global Village Whole Child, Healthy Planet curriculumguides. This sample contains the full Table of Contents along with excerpts from the2nd grade curriculum guide.

Table of Contents

Chapter 1: Introduction to theGlobal Village Whole Child, Healthy Planet Method ................................ 1

About the Curriculum ................................................................................................... 1

About Global Village School ......................................................................................... 2

Homeschooling from the Heart .................................................................................... 3

A Special Note to the New Homeschooling Parent: ..................................................... 3

How the System Works ................................................................................................ 4

Getting Started Step One is Ordering Your Books and Resources ....................... 5

Planning Your School Year ....................................................................................... 5

Chapter 2: The Global Village Philosophy,Untangling the Myths about Education and Learning ................................. 6

Am I Going to Ruin My Childs Life If? ...................................................................... 6

Observing the Role Fear Plays in the Educational Process ......................................... 6

Allowing Time for the Healing Process......................................................................... 7

Learning Styles ............................................................................................................ 8

Assessment, Testing, and Grades ............................................................................... 9

About Standards and Grade Level........................................................................... 11

Chapter 3:

Resources ................................................................................................ 13

About the Resources.................................................................................................. 13

Core, Recommended, and Optional Resources ..................................................... 13

Global Village Homeschool Toolbox (Kits) .............................................................. 13

How to get the materials ......................................................................................... 14


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Grade 2 List of Resources ............................................................................................. 15

Social Studies/Diversity/Literature.............................................................................. 15

Whole Child/Literature (Optional) ............................................................................... 17

Language Arts ............................................................................................................ 17

Science/Eco-Integrity ................................................................................................. 18

Math ........................................................................................................................... 19

Art .............................................................................................................................. 20

Kit: .............................................................................................................................. 21

Chapter 4: How to Use the Materials ......................................................................... 22

Introduction to Second Grade .................................................................................... 22

Developing Observation Skills (Including Self-Observation),Finding Teachable Moments .................................................................................. 31

Using Your Educators Ear with Materials and Books ............................................. 32

How do you know if you are doing enough? ......................................................... 33

What if My Kids Finish Early or We Run Out of Things to Do?(Youre in Luck We Live on a Fascinating Planet!) .............................................. 34

Suggestions for Scheduling ....................................................................................... 35

Social Studies/Diversity/Literature .......................................................................... 35

Whole Child/Literature ............................................................................................ 35

Language Arts ........................................................................................................ 35

Science/Eco-Integrity .............................................................................................. 36

Math........................................................................................................................ 36

Art ........................................................................................................................... 36


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UNIT 1 Planning (Weeks 1-4) .................................................................................... 37

UNIT 2 Planning (Weeks 5-8) .................................................................................... 38

UNIT 3 Planning (Weeks 9-12) .................................................................................. 39

UNIT 4 Planning (Weeks 13-16) ................................................................................ 40





UNIT 9 Planning (Weeks 33-36 ) ............................................................................... 45

Chapter 5: How to Work with the Materials: Ideas and Activities .............................. 47

How to Use the Books in Our Curriculum A Learning Model ................................... 47

Drawing Out the Learning: ...................................................................................... 47

Book Project: .......................................................................................................... 48

Re-Tell and Re-Create: The Value of Narrative Learning: ..................................... 49

Making Your Own Workbooks andCreative Ways to Use Traditional Workbooks: ....................................................... 50

Make Your Own Workbooks: .................................................................................. 52

Saturation Projects: ................................................................................................ 53

Chapter 6 Additional Resources and Support ........................................................... 55

Consultations If you would like additional support with this curriculum ................... 55

Recommended Books and Music Some of Our Staff Favorites .............................. 55

Books for Instilling a Love of Reading (by Mary Kate Considine) ........................... 55

Global Village Links and Resources........................................................................... 70

A Few More of Our Favorite Resources ..................................................................... 70


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Appendix ....................................................................................................................... 71

About the Authors ...................................................................................................... 71

Acknowledgements: ................................................................................................... 72

The Earth Charter ...................................................................................................... 73

Sample Planning Calendar ........................................................................................ 75

Sample Planning and/or Record-Keeping Format ...................................................... 77


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Chapter 1: Introduction to theGlobal Village Whole Child, Healthy Planet Method

It's an amazing world we live in. We are delighted to be your guides as your family explores thewonders of life on this planet together. We hope that this curriculum facilitates a powerful andengaging experience that opens your children's hearts, eyes, and minds to all the magicalpeople, places, and experiences this world has to offer.

This is such an incredible time to be alive because so much of the world is open to us peoplein other centuries did not have access to the amount of knowledge and information that we do.The thought of homeschooling may be intimidating if you are a first-time homeschooler, but wetrust that you will soon feel much more confident as your view of learning expands to include theworld around you. In fact, you'll likely have trouble remembering what you were so worriedabout!

Homeschooling from the Heart (Excerpt)

We have been working with new homeschool parents for many years now and have found thatthe thing we do more than anything else is aid them as they create the learning environmentthey know is best for their child. There are so many pressures homeschooling parents face,particularly those doing it for the first time; so many myths about education that rear their uglyheads as soon as someone steps outside the norm

Our goal is to assist you in homeschooling your child in a humane, inspiring, and sociallyconscious way. We encourage you to listen to your heart and to listen to your child: observethem what lights them up? What fascinates them? When do they come alive? That is where to

start your curriculum.

How the System Works

People who are "products" of traditional schooling methods are taught to follow directions (andnot to get started without them, because you might do something wrong!) So it is natural to beconcerned that you "do it right," and to want detailed instructions. That is how most parents startout. What we have observed over the years is that people get more and more comfortable withthe process and soon find (often during their first homeschool year) that they do not want orneed as much instruction as they thought they did. Kids and their parents get "into the flow" and

they are off and running. School life is never the same again.

We want to help parents and children make the learning process their own. We provide amultitude of ideas; by following your childs interests and learning style you are free to branchout in numerous ways. There is no reason for every fourth grader to answer the same questionsabout the same topic at the same time. Some families will probably structure their year exactlyas we have suggested, while others may be so excited by one of the books that they spendseveral weeks following where it takes them, and, accordingly, spend less time on some of theother topics.


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Homeschooling affords you the opportunity to keep the learning process alive; we encourageyou to make the most of it!

Getting Started Step One is Ordering Your Books and Resources

If you have not already done so, we suggest that you start by reviewing the list of suggestedresources (see Chapter 3). Check your local library first, then order anything that you or yourlibrary do not already have. We recommend that you get your own copies of all the coreresources, since you will be using them throughout the year. If your particular grade levelcontains movie recommendations and you have a local video store, you can rent the suggestedmovies from them. Otherwise, you may want to rent them from Netflix.

Once you have ordered the materialsor at least a good portion of themthen take your timeand read through the rest of this guide.

Planning Your School Year

While some people do fine just winging it, we highly recommend that you look at the full yearin the beginning, and plan around when your vacations and other family activities and tripsmight be. See the Appendix for a calendar format that you may find helpful.

Observing the Role Fear Plays in the Educational Process (Excerpt)

Most of the traditional views on education are oriented around fear, particularly in the so-calledNo Child Left Behind, era. Now it is not just kids failing, it is entire schools under threat ofbeing taken over if their kids do not do well enough on standardized tests created by peoplewho think they know how to quantify learning and define what is essential. The governmentpressures the administrators, who pressure the teachers, who pressure the kids.

Then there is the idea we mentioned earlier and it's one that pretty much everyone buys into: toget a good job you have to have a good education. Putting aside disagreements over what agood education is, we see that this emphasis on jobs and competition has created atremendous climate of fear that impacts families almost from the time their children are born.Fairly early on many worry about being able to get their child into a good preschool. And so itgoes, right through high school and into college

Assessment, Testing, and Grades (Excerpt)

Friends and family members of homeschool students often want to know what grades they aregetting. New homeschool parents feel the pressure. They want to be able to reassure everyonethat their children are doing fine, that they have not made a big mistake by pulling them out ofschool.


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Why all this emphasis on grades? What do they think grades mean? What are they reallyasking: Are your children learning as much as mine? Are they learning as much as they wouldin a regular school? Most of us have been taught that grades are a valid way of assessingchildren and comparing them to each other, but are they?

Music, Art, and Nature, and Imagination (Excerpt)

For many children, the arts are what make the soul come alive and sing its song. We hope thatyou will put as much art, music, nature study, and time for imagining into your childs life as youcan

We have provided a substantial number of resources for you. Some are listed in the mainResource List (Chapter 3); others are in the Resources section (Chapter 6) at the end of thisguide.


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Chapter 3: Resources

About the ResourcesOkay, here we go!

We have spent many months researching and combing through our collective resources tocome up with a list of materials to inspire and enliven your family. There is a lot here mostlikely much more than you will be able to get through in a year. So please remember that wehave designed it to be like a big smrgsbord, which means you probably do not want to puteverything on your plate all at once, and some of it might not even make it onto your plate thistime round!

Core, Recommended, and Optional ResourcesWe have categorized the materials in the following way:

Core you need to get it; it is a core part of the curriculum for the year (If a resource isnot labeled as optional or recommended then you can assume that it is core)

Recommended we strongly recommend that you get it

Optional we really like it, but its up to you (depends on your time, interest, budget,etc.)

In addition to the resources listed in this chapter, there are many more in Chapter 6. These areall optional.

Global Village Homeschool Toolbox (Kits)

There are some books and resources that you will use for more than one year. We call thesethe homeschool kit. Some are optional and some are a core part of the curriculum. You willfind notations about this in your resource list. Some are optional and some are a core part of thecurriculum.

Again, please remember: this is just a place to start. We do not believe there are any educationstandards (even ours) that work for everyone.

How to get the materials:

Most of the materials we have chosen are readily available. If we have not told you where to getsomething, it means it can easily be found at either a local bookstore or library or online. Wehave provided information on where to get the resources that are not so easy to find.


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Grade 2 List of Resources (Excerpts)

Social Studies/Diversity/LiteratureThis section contains 12 books, plus a series that contains many more options. Here is one of the storybooks:

Kami and The YaksBy Andrea Stern Strye.A young deaf Sherpa boy becomes a hero in the Himalayan Mountains when he helpshis family save their yaks in a storm.

Whole Child/Literature2 options

Language Arts

1 spelling option

3 grammar options

1 reading comprehension option

Science/Eco-Integrity

Numerous books to choose from; we list 3 different series plus several individual books. Topics include Amazon, the wildlife of Australia and India; creatures like cockroaches, bats, hyenas and snakes; various ecosystems, etc.

Math

Describes the program we recommend, also mentions other options including 3 fun books to read


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Art

Includes two options; one is a series

Kit

Lists several options including art supplies, a poetry book and a geography book


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The introduction to 2nd grade also includes sections on:

Arithmetic

Saturation (Immersion) Learning

Music, Art, and Imagination

Diversity and Cultures

and more (see Table of Contents)


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Suggestions for Scheduling

We suggest dividing the school year into nine four-week units. Most schools are insession for approximately 180 days per year, which comes out to thirty-six weeks.Allowing for four weeks of vacation time, this will take you through a typical 10-monthschool year.

The curriculum guide contains two pages of suggestions for working with the resources in the following subjects:

Social Studies/Diversity/Literature

Whole Child/Literature

Language Arts

Science/Eco- Integrity

Math

Art

Planning

9 pages a basic chart for planning each months activities


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Chapter 5: How to Work with the Materials: Ideas and Activities

Part 1: How to Use the Books in Our Curriculum A Learning Model(Excerpt)

This article comes from Michele Blumbergs many years of experience as a very successful tutor.

In our curriculum guide we present a suggested book list you can use as the framework uponwhich to build your childs learning year. This is by no means a complete list of all books youneed or could use. You can get more suggestions from your GVS teacher.

Our hope is that you will utilize these books as a springboard into the many ideas anddiscoveries they present. At best these are a representation of what is out there. In exploringthese suggested books you may be led to many others.

Most curricula are built around a textbook and a workbook. Ours is built around the inspirationfound in many types of literature. Sometimes we do suggest a text or a workbook, but moreoften we look for a book that will bring about the same learning in a more creative, beautiful andfulfilling way. In many ways our choice of books resembles the idea of living books that earlyhome educator Charlotte Mason proposes. Some of the qualities of living books are:

Literature created by a person with an obvious special interest in his/her subject. A personal, human, emotional quality to what is presented. Books that are inspiring and attractive to the spirit as well as intellect. Material that promotes a sense of wonder and appreciation. Books that fulfill the learning goals of that grade.

Drawing Out the Learning:

Our suggested books (and those that you can find for yourself) can be used as a way into yourown creativity. You can do this in lots of ways, specifically: Book Projects, Re-tell or Re-Create,Make Your Own Workbook, and Saturation Projects.

Book Project:

Select your book and read it. Stop now and then to ask your student to make predictions aboutwhat they think may happen in the story, or to find out what they are noticing about this book.Take time to notice the illustrations and discuss them. How do you discuss a picture? You cantalk about the colors used, the content of the pictures, whether you feel the illustrations reallyexpress what is written or not, how they make you feel, if the illustrations match the picturesthe story brings to mind, etc.

Discuss the story itself


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Chapter 6 Additional Resources and Support

Consultations If you would like additional support with this curriculumIf your children are enrolled in Global Village School, then contact your GVS teacher for support.They will be happy to help you. If your kids are not enrolled, then you can arrange for individualconsultations. Call 805-646-9792 or e-mail [email protected] for more information.

Recommended Books and Music Some of Our Staff Favorites

Books for Instilling a Love of Reading (by Mary Kate Considine) (Excerpt)

Every educator agrees that the key to a successful student experience is instilling a love ofreading at an early age. The statistics go on ad nauseum about the importance of reading toyour child, but in the world of parenting there is nothing so valuable as curling up on a couch orholding your little one on your lap as you read them a story

This section contains over 70 books. We include the full article and resource list with each grade level. (Approximately 30 of the books are for younger children, grades 4 and below. Advanced readers may enjoy some of the books for the older children as well.)

Special Circumstances (Emotions, Body Changes, etc.):

A half dozen books that may be helpful as students or their families go through the changes that life brings

Addressing Sexual Orientation (Full section)

Some families have an LGBT (lesbian, gay, bisexual, or transgender) family member. Someparents may wonder if their child is gay. A child might think they are gay, but be afraid to talkabout it. Even if none of these is the case, every child hears about the issue in the media orsome other way, at a very early age. Sexual orientation is an unfortunate term in a way,becausejust like heterosexuals there is so much more to an LGBT person, and to theirrelationships with those whom they love, than sex. Know that there are many beautifulsensitively written books out there that open the door to the conversation without talking aboutsex at all. If you feel the need or desire to address the idea of sexual orientation in age-appropriate ways with your childrenor if you would like to be better educated yourselfhereare some resources that may be helpful.


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And Tango Makes Three by Peter Parnell and Justin Richardson, Pre-K-3. We fell in love withthis one. Its a true story about two male penguins at the Central Park Zoo in New York City.Theres no discussion about sex just a description of their special relationship and the waythey hatched an orphan penguin egg and cared for the baby.

GLBTQ: The Survival Guide for Queer and Questioning Teens by Kelly Huegel, Ages 13 andup. The teen years are full of challenges. For gay, lesbian, bisexual, transgendered, andquestioning teens, these challenges can include prejudice, discrimination, rejection, reprisals,insensitive remarks (even among friends and families) and violence. Topics include coming out(the pluses and minuses), facing prejudice and pressure, getting support, navigatingrelationships, staying safe, making healthy choices, surviving and thriving in high school, andmore. (Description from the publisher, freesprit.com)

For other great books:

GLSEN (The Gay, Lesbian and Straight Education Network) has compiled a wonderfulcomprehensive list of books that they have screened for accuracy, sensitivity, and age-appropriateness:

http://www.glsen.org/cgi-bin/iowa/all/booklink/K-6.html

http://www.glsen.org/cgi-bin/iowa/all/booklink/7-12.html

For the Heart and Soul

A list of about a dozen of our favorites

Great Music for Kids

A list of several great CDs and/or downloads

Global Village Links and Resources

Global Village School (GVS): http://www.globalvillageschool.org

The Global Village Voice (GVS Blog): http://www.globalvillageschool.org/gvsblog

GVS Bookstore: http://astore.amazon.com/globalvillage-20

Progressive Resources: http://www.globalvillageresources.org

GVS on YouTube: http://www.youtube.com/user/globalvillageschool

GVS on Facebook: www.facebook.com/globalvillageschool


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The curriculum guide concludes with author information and acknowledgements, a copy of the Earth Charter, a sample planning calendar, and a sample record-keeping format.

To order a Global Village Whole Child, Healthy Planet curriculum guide ,write to [email protected] or call (805) 646-9792 .

Thank you for your interest ; we look forward to sharing our curriculum with you!

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