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Second Grade

Curriculum Essentials Document

Boulder Valley School District Department of Curriculum and Instruction

May 2009

SecondGradeCurriculumEssentialsMay2009 2

BoulderValleySchoolDistrict SecondGradeCurriculumEssentialsDocument

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]:303.245.5818fax:303.438.8572


BVSDSuperintendentChristopherKing,[email protected]:303.447.5114fax:303.447.5134

BoulderValleySchoolDistrictBoardofEducation



TableofContents

Introduction

WhatisaCurriculumEssentialsDocument?...................................................Page6CurriculumFramework:MacroandMicro....................................................Page7NewCenturyGraduate..............................................................................Pages89WhatareEnduringUnderstandingsandEssentialQuestions?.....................Page10TeachingforUnderstanding..........................................................................Page11WhatDoesitMeantoUnderstand?.............................................................Page12InstructionalFramework...............................................................................Page15CharacteristicsofaStandardsbasedCurriculum...................................Pages1617ElementaryInstructionalMinutes................................................................Page18SecondGradeEssentialLearnings..Pages1923DesignTemplates...................................................................................Pages2434CurriculumGlossary.................................................................................Page3537

SecondGradeCurriculumEssentials

Health.......................................................................................................HealthTabLanguageArts...............................................................................LanguageArtsTabEnglishLanguageDevelopmentStandards..Pages2741Mathematics..................................................................................MathematicsTabScience....................................................................................................ScienceTabSocialStudies................................................................................SocialStudiesTab



Introduction



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?



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



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.



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.



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?



Iflearningistoendureinaflexible,adaptablewayforfutureuse,thenteachersmustdesignunitsthatinprovideopportunityforstudentsto1)acquireknowledge;2)todeepenthemeaningofthatknowledgebyusingitmindfully,and3)totransfertheirlearningtonewsituationsorproblems.

TeachingforUnderstanding

Teaching for Understanding



WhatDoesitMeantoUnderstand?

AdaptedfromWiggins,GrantandMcTighe,Jay.UnderstandingbyDesign.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment,2006.



WhatDoesitMeantoUnderstand?(continued)





LevelsofUnderstandingEssentialQuestions

Topic

Perspective Application

InterpretationExplanation

Empathy

SelfKn

owledge

Knowledge Comprehension



Arigorousandchallengingstandardsbasedinstructionalprogramensuresmaximumacademicachievementforallstudents.TheBoulderValleySchoolDistrictInstructionalFrameworkisagraphicrepresentationthatdemonstrateshowallofthecomponentsofaninstructionalprogramfittogether.Teachersshouldusethisframeworkanditsquestionstoguideinstructionalplanninganddecisionmaking.

InstructionalFrameworkMakingtheConnections



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)



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



ElementaryInstructionalMinutes



Health

Identifiesconnectionsbetweenfoodchoicesandoverallwellness Describesandpracticespersonalhealthcarehabits Usesreadingandwritingskillstoinquire,thinkcritically,andapplyhealthconceptstonewsituations

Identifiesandutilizescommunicationstrategiesthatpromotehealthyrelationships Describeshowindividualspreventviolenceagainstselfandothers Usescommunicationskillstoexpressandmanageemotions Identifiesappropriateresponsestohazardsathome,inthecommunity,andhowtostaysafeatplay

SecondGradeEssentialLearnings



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




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




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




VisualArts

Identifiesmeaninginworksofartthroughartisticstyleandtheme Recognizesthatcreatingartcanbeanindividualorcollaborativeeffort Communicateshowcolor,textureandformexistwithinnaturalandmanmadeenvironmentsandareusedinart Describeshowcoloraffectsandexpressesemotion Expresseshowcolor,texture,formandotherelementscanbeorganizedintounifiedcompositions Createscolorsfordesiredeffect Recognizesthattexturecanprovideinterestingdetailsinworksofart Understandsappropriateuseofmaterialsandtools Comparestheartandartifactsofothercultureswithonesownculture Developsanunderstandingofartisticjudgment




Design Templates



DesiredResults

BVSDStandard(s)/EssentialLearnings

UnitEnduringUnderstandings UnitEssentialQuestions

Studentswillknow Studentswillbeableto

Performance/TransferTasks OtherEvidence

Rubric StudentSelfAssessmentandReflection

AssessmentEvidence

UnitDesignTemplate



LearningPlans

LearningActivities

Materials Accommodations

TechnologyIntegration

UnitDesignTemplate(continued)



UnitDesignTemplate

EssentialLearning:

Assessment:


AcquireKnowledge MakeMeaning Transfer

EssentialQuestions

LearningActivities

Materials

Accommodations



Month Assessment KnowledgeSkills

LearningActivities

Standards/EssentialLearnings

Accommodations

Materials

CurriculumMap



Standards Assessment KnowledgeandSkills

LearningActivities Accommodations Materials

Science

Math

Reading

Writing

MonthTheme:UnitGuidingQuestion(s):

Speaking

Listening

SocialStudies

Health

CurriculumMap



August September October November


December

Assessment

Knowledge

Skills

LearningActivities

Materials

Accommodations

CurriculumMap



January February March April


May

Assessment

Knowledge

Skills

LearningActivities

Materials

Accommodations

CurriculumMap



Reading Writing Math Science

SocialStudies

HealthSpeaking/Listening

August

September

October

November

December

January

February

March

April

May

YearAtAGlance

CurriculumMap



Unit:Timing:

EssentialQuestions


Notes Assessments KnowledgeandSkills

LearningActivities Accommodations Materials

CurriculumMap



Unit:Timing:


EnduringUnderstandingsEssentialQuestions

AssessmentKnowledgeandSkillsLearningActivitiesAccommodationsMaterials

CurriculumMap



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.



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.



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)

SecondGradeHealthEducationCurriculumEssentialsMay2009

BoulderValleySchoolDistrict SecondGradeHealthEducationCurriculumEssentials

SecondGradeHealthEducation

CurriculumEssentials



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.



HealthEducationStandard2

Studentswillbuildhealthskillsandknowledgeintheareaofmentalhealth/emotionalwellness.


Studentswillbuildhealthskillsandknowledgeintheareaofinjurypreventionandsafety.


Studentswillbuildhealthskillsandknowledgeintheareaofviolenceawareness.


Studentswillbuildhealthskillsandknowledgeintheareaofphysicalwellness.

BoulderValleySchoolDistrictHealthEducationContentStandards


Studentswillbuildhealthskillsandknowledgeintheareaofhumangrowthanddevelopment.



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?



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.



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



HealthEducationStandard1Studentswillbuildhealthskillsandknowledgeintheareaofphysicalwellness.

EnduringUnderstandingsPersonalhealthcarehabitsandhygiene

practicespreventdiseaseandenhanceoverallwellness.

Accuratenutritioninformationandhealthyfoodchoicescontributetooverallwellness.

EssentialQuestionsWhatknowledge,skills,andbehaviorscontributeto

ahealthylifestyleandpromoteoptimalwellness?

Whatfactorsinfluencemyhealthrelatedbehaviorsanddecisions?Howdo

EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts

EssentialLearnings

EssentialKno

wledge,Skills,Top

ics,

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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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HealthEducationStandard2Studentswillbuildhealthskillsandknowledgeintheareaofmentalhealth/emotionalwellness.

EnduringUnderstandingsMentalandemotionalhealthimpactspeoples

overallwellbeing.Effectivecommunicationskillsenhancesthe

capacitytocreateandsustainrelationshipsandoverallwellness.

EssentialQuestionsWhatinformationandskillsdoIneedtoeffectivelyresolveconflictandmediate

disputes?Howdoeseffectiveinterpersonalcommunicationcontributetohealthyrelationshipsandoverall

wellness?


EssentialLearnings

2H4Identifiesandutilizescommunicationstrategiesthatpromotehealthyrelationships

aIdentifiesthemultiplecommunitiestowhichwebelong(family,faith,cultural,school,neighborhood)

b Describesthequalitiesofahealthyfriendship

c Identifiesanddemonstratesstrategiesfordevelopingnewfriendships

d Explainswaysinwhichweshowrespectforourselvesandothers

e Appropriatelysharespersonalachievements

fDemonstrateseffectivespeakingandlisteningskillsnecessarytoexpressneeds,wants,andfeelings

EssentialKno

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KeyAcademicVocabulary:community,feelings,friendship,needs,wants



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EnduringUnderstandingsAwarenessofonessurroundingsand

protectingonespersonalspacepromotespersonalsafety.

Managingonesemotionsanddevelopingmediation/conflictresolutionskillsdecreases

bullyingandotherviolentbehavior.

EssentialQuestionsWhatinformationandskillsdoIneedtoeffectively

resolveconflictandmediatedisputes?Whatknowledgeskills,andbehaviorscontributeto

personalsafety?

KeyAcademicVocabulary:acceptable/unacceptabletouch,bodyautonomy,bullying,conflict

resolution,mediation,stress


EssentialLearnings


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

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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?


EssentialLearnings

EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

KeyAcademicVocabulary:drugs,medicine,stopdroproll



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SuggestedTimelines

Topic SuggestedTimeframePhysicalHealth&Wellness 36weeks

MentalHealth/EmotionalWellness 58weeks

ViolenceAwareness 58weeks

InjuryPrevention&Safety Upto450minutesORtheequivalentofroughly6weeks



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



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



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.

SecondGradeLanguageArtsCurriculumEssentialsMay2009

BoulderValleySchoolDistrict SecondGradeLanguageArtsCurriculumEssentialsDocument

SecondGradeLanguageArts

CurriculumEssentials

SecondGradeLanguageArtsCurriculumEssentialsMay2009 2


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.



LanguageArtsStandard1

Studentsreadandunderstandavarietyofmaterials.


Studentslisten,observe,speak,andwriteforavarietyofpurposesandaudiences.


Studentsapplyresearchskillstolocate,select,andmakeuseofrelevantinformation.

BoulderValleySchoolDistrictLanguageArtsContentStandardsandEnglishLanguageDevelopmentStandards


Studentsread,write,speak,observe,andlistentosynthesizeinformation,toanalyzeandevaluate

arguments,andtodevelopanddefendargumentativepositions.


Studentsusegrammaticalandmechanicalconventionsoflanguageinspeakingandwriting.


Studentsread,understand,andinterpretliteratureasarecordandexpressionofhumanexperience.

EnglishLanguageDevelopmentStandard1

EnglishLanguageLearnerslistenforinformationandunderstanding,usingavarietyofsources,for

academicandsocialpurposes.


EnglishLanguageLearnersspeaktoconveyinformationandunderstanding,usingavarietyof

sources,foracademicandsocialpurposes.


EnglishLanguageLearnersreadforinformationandunderstanding,usingavarietyofsources,for

academicandsocialpurposes.


EnglishLanguageLearnerswritetoconveyinformationandunderstanding,usingavarietyof

sources,foracademicandsocialpurposes.



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



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.



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.



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



Standard1Studentsreadandunderstandavarietyofmaterials.

EnduringUnderstandingReadersusemanystrategiesthatwork,andtheyquicklytryanotheronewhentheonetheyareusingdoesntwork.Theynotonlyknowmanydifferentstrategies,buttheynevergetstuckin

persistingwithonethatisntworking.

EssentialQuestionHowdoreadersknowtheyarereadingwell?

EssentialLearningsEssentialKnowledge,Skills,topics,Processes,andConcepts

Continuedonnextpage

EssentialLearnings

EssentialKno

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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



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)


EssentialKno

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Con

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Standard1(continued)Studentsreadandunderstandavarietyofmaterials.

Continuedonnextpage

2LA2Samplestext,predicts,confirms/rejects,andselfcorrectsindependently,quickly,andconfidently

a Monitorsownreadingandselfcorrectstogainunderstandingofauthorsintendedmessage(P3A1, I3I7)

bRereadstoconfirmorassistwithproblemsolvingunfamiliarwordsorclarifyconfusions(P3A1, I3I7)

cTracescharactersandplotsacrossmultipleepisodestopredicteventsandoutcomes(P3A1, I3I7)








EssentialKno

wledge,Skills,Top

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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)







EssentialLearning:

Assessment:



EssentialQuestions

LearningActivities

Materials

Accommodations



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

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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)








EssentialKno

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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)







EssentialLearning:

Assessment:



EssentialQuestions

LearningActivities

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Accommodations



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?


EssentialLearnings

EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

Standard3Studentsusegrammaticalandmechanicalconventionsoflanguageinspeakingandwriting.

Continuedonnextpage

2LA14 Spellsgradelevelhighfrequencynoexcusewords

a Spellshighfrequencynoexcusewordsthroughoutthewritingprocess(I4I4)

b Spellshighfrequencynoexcusewordsinlistform(I4I4)








EssentialKno

wledge,Skills,Top

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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)








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)







EssentialLearning:

Assessment:


AcquireKnowledge MakeMeaning TransferEssentialQuestions

LearningActivities

Materials

Accommodations



EnduringUnderstandingPeoplecombinefactsandopinionsto

communicateperspectivesandinformation.

EssentialQuestionWhatarethebenefitsofrecognizingthedifference

betweenfactsandopinions?


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)







EssentialLearning:

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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?


EssentialLearnings

EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

Standard5Studentsapplyresearchskillstolocate,select,andmakeuseofrelevantinformation.

Continuedonnextpage








EssentialKno

wledge,Skills,Top

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Processes,and

Con

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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)







EssentialLearning:

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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?


EssentialLearnings

EssentialKno

wledge,Skills,Top

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Processes,and

Con

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Standard6Studentsread,understand,andinterpretliteratureasarecordandexpressionofhumanexperience.

2LA23 Writesresponsestoliteratureusingstorystructureandstoryelements a Describescharacters,setting,andimportanteventsinliterature(I4I2, P23, P24)

bUsesframeworkofbeginning,middle,andendtoretellstoryevents(I4I2, P23, P24, PEA5, P3A7)

c Discussessimilaritiesanddifferencesamonggenresbeingstudies(P23, P24)







EnduringUnderstandingReaderschoosetoengageinreadingbecauseofemotionalresponsesfromthestorylineandfrom

learningnewinformation.

EssentialQuestionHowdoesreadingenjoymentimpactourlives?


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







EssentialLearning:

Assessment:



EssentialQuestions

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EnglishLanguageDevelopmentStandardsPrimary



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

second grade introduction - boulder valley school districtbvsd.org/curriculum/curriculum/k5 english...

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