a parent’s guide to grade 2 - montgomeryschoolsmd.org...2 • grade 2 integrated curriculum grade...

A P A R E N T ’ S G U I D ET O

Grade 2Integrated Curriculum

• Art

• General Music

• Health Education

• Information Literacy

• Mathematics

• Physical Education

• Reading

• Science & Engineering

• Social Studies

• Writing

VISIONA high-quality education is the fundamental right of every child. All children will receive the respect, encouragement, and opportunities they need to build the knowledge, skills, and attitudes to be successful, contributing members of a global society.

Board of Education

Mr. Christopher S. BarclayPresident

Ms. Shirley BrandmanVice President

Ms. Laura Berthiaume

Dr. Judith R. Docca

Mr. Michael A. Durso

Mr. Philip Kauffman

Mrs. Patricia B. O’Neill

Mr. Alan XieStudent Member

School Administration

Dr. Joshua P. StarrSuperintendent of Schools

Mr. Larry A. BowersChief Operating Officer

Dr. Frieda K. LaceyDeputy Superintendent of Schools

850 Hungerford Drive Rockville, Maryland 20850 www.montgomeryschoolsmd.org

Grade 2 Integrated Curriculum • 1

Montgomery County Public Schools Pre-K–5 Instructional Programs

ArtGOALS: Students will develop the knowledge and skills essential to creating, analyzing, and responding to art by— • identifying, describing, representing, and comparing com-

ponents of the environment in visual compositions; • identifying, selecting, and organizing the elements of art

and principles of design to create visual compositions using appropriate processes and materials; and

• generating a variety of responses to artwork, including transforming personal thoughts and feelings into visual compositions using the elements of art and principles of design.

General MusicGOALS: Students will develop the knowledge and skills essen-tial to creating, performing, and responding to music by— • organizing musical ideas and sounds creatively; • refining skills necessary to perform alone and in an

ensemble while learning to read and notate music; and • making aesthetic judgments through music analysis and

response.

Health EducationGOALS: Students will develop the knowledge and skills essential to developing behaviors and strategies that promote lifelong wellness by— • identifying and describing strategies to stay safe; • understanding accurate health information; and • making healthful decisions throughout their lives.

Information LiteracyGOALS: Students will develop the knowledge and skills essential to becoming lifelong learners who are information literate by— • locating and evaluating resources; • analyzing and synthesizing information to ethically com-

municate new understandings; and • following an inquiry process—analyzing information

needs, thinking critically, solving problems, and communi-cating effectively using literature and multimedia resources.

MathematicsGOALS: Students will develop the knowledge and skills essential to achieving mathematical proficiency by— • developing both conceptual understanding and proce-

dural fluency; • thinking and reasoning mathematically; and • using mathematics to solve problems in authentic contexts.

Physical EducationGOALS: Students will develop the knowledge and skills essential to becoming responsible citizens who are both physi-cally educated and health literate by— • setting and achieving personally challenging goals to dis-

play the skills and practices needed in physical activity; • applying higher order thinking skills to human movement; and • designing personal movement and fitness plans that sus-

tain a healthy lifestyle.

ReadingGOALS: Students will develop the knowledge and skills essential to becoming literate, thoughtful communicators, capable of controlling language effectively by— • strategically reading literary and informational

instructional-leveled texts with fluency, purpose, and comprehension;

• using skills and strategies widely as tools for learning and reflection; and

• understanding and appreciating language and literature as catalysts for deep thought and emotion.

Science & EngineeringGOALS: Students will develop the knowledge and skills essential to becoming literate in science, technology, and engineering by— • thinking critically, solving problems, and communicating

effectively; • tackling ever more challenging issues; and • seeking understanding to support solutions.

Social StudiesGOALS: Students will develop the knowledge and skills essential to developing a balanced and integrated understand-ing of systems of culture, economics, geography, and politics and the history of their development by— • applying concepts and knowledge of the past to problem-

solving real-world issues of the present. • critically examining human interactions and evaluating

their role as an effective citizen; and • communicating social studies concepts clearly in multiple

formats and putting theory into practice as a citizen.

WritingGOALS: Students will develop the knowledge and skills essential to becoming literate, thoughtful communicators, capable of controlling language effectively by— • composing narrative, informative/explanatory, and opin-

ion texts as tools for learning and reflection; • conducting research and writing projects for a range of

discipline-specific tasks, purposes, and audiences; and • evaluating relevant information from print and digital

sources and using a variety of digital tools to produce and publish writing.

2 • Grade 2 Integrated Curriculum

Grade 2 Integrated CurriculumThe Elementary Integrated Curriculum (EIC) blends reading, language arts, and mathematics instruction with lessons in sci-ence, social studies, music, art, information literacy, health education, and physical education in a way that spurs creativity and critical thinking skills. Students will receive robust instruction across all subjects in the early grades. The curriculum is built around developing students’ critical and creative thinking skills, as well as essential academic success skills, which will lead to college and career readiness in the 21st century.

In the Grade 2 Integrated Curriculum, critical and creative thinking skills as well as academic success skills are identified for each marking period. These skills are explicitly taught using concepts and topics identified by marking period in each content area and provide a focus for integration across content areas. This document provides an outline of these skills and the curriculum concepts and topics that are the focus of instruction for Grade 2 students by marking period.

Grade 2 Critical Thinking, Creative Thinking, and Academic Success Skills

Marking Period 1Fluency (creative thinking skill)—generating multiple responses to a problem or an idea:

• Generate ideas using multiple strategies• Ask questions in a variety of ways

Collaboration (academic success skill)—working effec-tively and respectfully to reach a group goal:

• Demonstrate teamwork by working productively with others

• Define and identify steps to reach a group goal• Identify and analyze options for sharing responsibility

to reach a group goal• Demonstrate the characteristics of both a group

leader and a group member

Marking Period 2Analysis (critical thinking skill)—breaking down a whole into parts that may not be immediately obvious and examining the parts so that the structure of the whole is understood:

• Sort and classify into categories• Identify and describe patterns and the relationships

within patterns• Identify relationships among parts of a whole• Infer and explain meaning to make sense of parts

Metacognition (academic success skill)—knowing and being aware of one’s own thinking and having the ability to monitor and evaluate one’s own thinking:

• Examine one’s own thoughts and ideas to identify background knowledge

• Explain thinking processes• Self-monitor strategies to assess progress and apply

new thinking• Seek clarification and adapt strategies to attain

learning task/outcome

Marking Period 3Flexibility (creative thinking skill)—being open and responsive to new and diverse ideas and strategies and moving freely among them:

• Maintain openness by considering new and diverse ideas and multiple perspectives

• Select and use multiple resources• Move freely between new information and prior

knowledge

Intellectual Risk Taking (academic success skill)—accept-ing uncertainty or challenging the norm to reach a goal:

• Adapt and make adjustments to meet challenges when seeking solutions

• Demonstrate willingness to accept uncertainty by sharing ideas, asking questions, or attempting novel tasks

• Dhallenge self and others to advance skill level

Marking Period 4Synthesis (critical thinking skill)—putting parts together to build understanding of a whole concept or to form a new or unique whole

• organize parts to form a new or unique whole• integrate ideas, information, and theories to invent or

devise a solution

Effort/Motivation/Persistence (academic success skill)—working diligently and applying effective strategies to achieve a goal or solve a problem; continuing in the face of obstacles and competing pressures

• demonstrate strategies to achieve a goal or solve a problem

• self-assess effectiveness of strategies and redirect efforts to achieve a goal or obtain a solution to a problem


Rea

din

g

• Li

tera

cy R

outin

es•

Lite

rary

Tex

t: as

k an

d an

swer

que

stion

s; sto

ry

struc

ture

; sto

ry e

lem

ents;

cha

ract

er’s

resp

onse

to

eve

nts a

nd c

halle

nges

; com

pare

/con

tras

t ve

rsio

ns o

f the

sam

e sto

ry; c

hara

cter

’s po

int

of v

iew

; mea

ning

of t

ext;

Juni

or G

reat

Boo

ks

shar

ed in

quiry

• In

form

atio

nal T

ext:

ask

and

answ

er q

uesti

ons;

mai

n to

pic;

text

feat

ures

; cla

rify

imag

es;

com

pare

text

s; au

thor

’s re

ason

s•

Voca

bula

ry•

Phon

ics,

wor

d re

cogn

ition

, rea

ding

fl ue

ncy

Con

cept

s and

Top

ics

Stud

ents

Lea

rn in

Gra

de 2

Mar

king

Per

iod

1Fl

uenc

y an

d C

olla

bora

tion

Gen

eral

Mus

ic•

Mus

ic in

hom

e, sc

hool

, and

com

mun

ity•

Stea

dy b

eat t

hrou

gh m

ovem

ent

• Vo

cal t

echn

ique

and

into

natio

n•

Mus

ic re

adin

g—la

•

Cla

ssro

om a

nd o

rche

stral

instr

umen

ts•

Con

tras

ting

and

repe

atin

g se

ctio

ns•

Patr

iotic

song

s•

Appr

opria

te a

udie

nce

beha

vior

s

Info

rmat

ion

Lite

racy

• C

ircul

atio

n po

licie

s and

pro

cedu

res

• Pe

rson

al a

nd a

ssig

ned

info

rmat

ion

need

• Re

sour

ce id

entifi

cat

ion

and

loca

tion

• So

urce

eva

luat

ion

• N

ote

taki

ng, c

iting

sour

ces

• Pr

oduc

t dev

elop

men

t (pe

rson

al c

onne

ctio

ns,

form

at)

Mat

hem

atic

s•

Mat

h ro

utin

es•

Cou

ntin

g w

ithin

100

0•

Plac

e va

lue

(hun

dred

s, te

ns, a

nd o

nes)

• N

umer

als t

o 10

00•

Expa

nded

form

• C

ompa

rison

of 3

-dig

it nu

mbe

rs (<

, >, =

)•

Addi

tion

and

subt

ract

ion

situa

tions

with

un

know

n in

all

posit

ions

(with

in 1

00)

• C

ateg

oric

al d

ata

(bar

gra

phs a

nd p

ictu

re

grap

hs)

• M

enta

l str

ateg

ies (

sum

s to

20)

Wri

ting

• W

orks

hop

rout

ines

• N

arra

tive

writ

ing

• In

form

ativ

e/ex

plan

ator

y w

ritin

g (s

ente

nce

fl uen

cy, o

rgan

izatio

n, in

trodu

ce to

pic

and

deve

lop

poin

ts)

• O

pini

on w

ritin

g•

Lang

uage

(adv

erbs

, exp

and

and

rear

rang

e se

nten

ces,

spel

ling

patte

rns,

capi

taliz

atio

n)•

Spea

king

and

liste

ning

(rec

ount

an

expe

rienc

e)

Art

• Li

ne, s

hape

, col

or•

Com

mun

icat

ing

mea

ning

: ide

as a

nd fe

elin

gs•

Spac

e (o

verla

ppin

g, b

ackg

roun

d, fo

regr

ound

,ho

rizon

line

)•

Eval

uatio

n of

art

Soci

al S

tud

ies

• Re

latio

nshi

ps a

mon

g rig

hts,

resp

onsib

ilitie

s,an

d de

moc

ratic

idea

s•

Eff e

ctiv

e so

cial

inte

ract

ions

• M

ultip

le pe

rspe

ctiv

es: c

onfl i

ct a

nd co

mpr

omise

• O

rgan

izatio

ns a

nd le

ader

s help

the

com

mun

ity•

Dem

ocra

tic sk

ills a

nd a

ttitu

des

• Eff

ect

s of p

erso

nal c

hoic

es

Scie

nce

& E

ngin

eeri

ng•

Des

crip

tion

of E

arth

mat

eria

ls: p

rope

rtie

s of

rock

s, so

il, w

ater

• D

escr

iptio

n of

Ear

th’s

surfa

ce a

nd a

tmos

pher

e:

wat

er, n

atur

al fe

atur

es o

f con

tinen

ts an

d th

e oc

ean

fl oor Phy

sica

l Ed

ucat

ion

• Pe

rsona

l and

socia

l res

pons

ibili

ty (r

ules

, rou

tines

, w

orki

ng w

ith o

ther

s in

the c

omm

unity

)•

Trav

el w

hile

cha

ngin

g lo

com

otor

skill

s, di

rect

ions

, and

pat

hway

s•

Skill

s dev

elop

thro

ugh

stage

s ove

r tim

e•

Rela

tions

hips

with

oth

ers (

alon

e in

a m

ass,

solo

, par

tner

)•

Eff o

rt c

once

pts (

time,

forc

e of

mov

emen

t)

Hea

lth

Ed

ucat

ion

• D

ecisi

on-m

akin

g fa

ctor

s and

cho

ices

• C

omm

unic

atio

n fo

r spe

cifi c

situ

atio

ns

• Re

port

ing

and

resp

ondi

ng to

an

emer

genc

y•

Emot

ions

and

em

otio

nal r

espo

nse

• Pr

omot

ing

wel

l-bei

ng a

nd c

oope

ratio

n sk

ills

• H

ealth

issu

es c

reat

ed b

y po

llutio

n•

Nut

rient

s, fo

od g

roup

s, N

utrit

ion

Fact

s Lab

el•

Safe

ty a

roun

d ot

hers

and

acc

essin

g he

lp•

Out

door

safe

ty•

Phys

ical

gro

wth

• C

hara

cter

trai

ts an

d fri

ends


Con

cept

s and

Top

ics

Stud

ents

Lea

rn in

Gra

de 2

Mar

king

Per

iod

2A

naly

sis a

nd

Met

acog

niti

on

Gen

eral

Mus

ic•

Play

ing

tech

niqu

e•

Stea

dy b

eat t

hrou

gh m

ovem

ent

• C

ontr

astin

g an

d re

peat

ing

sect

ions

• Si

ngin

g ga

mes

• Au

dien

ce b

ehav

iors

• C

riter

ia fo

r cla

ssro

om p

erfo

rman

ces

• M

usic

read

ing—

tie, h

alf n

ote,

hal

f res

t, do

, re

• Fo

lk so

ngs a

nd d

ance

s

Info

rmat

ion

Lite

racy

• As

signe

d in

form

atio

n ne

ed•

Reso

urce

iden

tifi c

atio

n (a

ttrib

utes

of m

ultip

le

type

s, m

atch

to in

form

atio

n ne

ed)

• Li

tera

ture

(con

nect

ions

to re

al li

fe)

• So

urce

sele

ctio

n•

Not

e ta

king

, ele

men

ts of

a so

urce

cita

tion

• Pr

oduc

t dev

elop

men

t (re

leva

nce

of

info

rmat

ion,

con

clus

ions

, for

mat

s for

or

gani

zing

and

disp

layi

ng fi

ndin

gs)

Mat

hem

atic

s•

Addi

tion

and

subt

ract

ion

with

in 1

00 (c

oncr

ete

mod

els,

draw

ings

, num

ber l

ines

, pla

ce v

alue

str

ateg

ies,

writ

ten

met

hods

)•

Mon

ey (c

oins

and

bill

s)

• Ad

ditio

n an

d su

btra

ctio

n sit

uatio

ns in

volv

ing

mon

ey (w

ithin

100

)•

Skip

cou

ntin

g by

5s

• O

dd a

nd e

ven

(up

to 2

0)•

Men

tal s

trat

egie

s (ad

ditio

n an

d su

btra

ctio

n w

ithin

20)

Wri

ting

• N

arra

tive

writ

ing

(add

det

ails,

reco

unt a

shor

t se

quen

ce o

f eve

nts,

clos

ure)

• In

form

ativ

e/ex

plan

ator

y w

ritin

g (v

oice

, wor

d ch

oice

, org

aniza

tion—

conc

lusio

n, w

ritin

g pr

ojec

ts)•

Lang

uage

(refl

exi

ve p

rono

uns,

refe

renc

es,

spel

ling

patte

rns,

irreg

ular

ver

bs)

• Sp

eaki

ng a

nd li

steni

ng (r

ecou

nt a

n ex

perie

nce,

te

ll a

story

, cre

ate

audi

o re

cord

ing

or v

isual

di

spla

y, co

mpl

ete

sent

ence

s with

cla

rifi c

atio

n)

Rea

din

g

• Li

tera

ry T

ext:

fabl

es a

nd fo

lkta

les;

char

acte

r’s

resp

onse

to e

vent

s and

cha

lleng

es; c

hara

cter

’s po

int o

f vie

w; a

sk a

nd a

nsw

er q

uesti

ons;

com

pare

ver

sions

of t

he sa

me

story

; Jun

ior

Gre

at B

ooks

shar

ed in

quiry

• In

form

atio

nal T

ext:

ask

and

answ

er q

uesti

ons;

text

feat

ures

; tex

t’s m

ain

purp

ose;

cla

rify

imag

es; m

ain

topi

c; a

utho

r’s re

ason

s•

Voca

bula

ry•

Phon

ics,

wor

d re

cogn

ition

, rea

ding

fl ue

ncy

Scie

nce

& E

ngin

eeri

ng•

Cla

ssifi

catio

n of

obj

ects

base

d on

obs

erva

ble

prop

ertie

s•

Des

crip

tion

of th

e pa

rts o

f obj

ects

• D

escr

iptio

n of

rela

tions

hips

bet

wee

n th

e pa

rts

of o

bjec

ts•

Inve

stiga

tion

of c

hang

es m

ade

to p

arts

of

obje

cts

• D

esig

n an

obj

ect m

ade

of p

arts

• D

escr

iptio

n of

min

ute

obje

cts

• D

escr

iptio

n of

min

ute

feat

ures

of o

bjec

ts

Phy

sica

l Ed

ucat

ion

• Eff

ect

s of e

xerc

ise (c

ircul

ator

y sy

stem

, hea

rt ra

te)

• Ex

plor

e fi t

ness

com

pone

nts

• Sk

ill th

emes

: thr

owin

g an

d ca

tchi

ng u

sing

prop

er fo

rm

• Sk

ill d

evel

opm

ent:

prio

r exp

erie

nce,

thro

ugh

stage

s (cu

es),

mon

itor p

ract

ice

to im

prov

e ov

er

time,

impo

rtan

ce o

f fee

dbac

k

Hea

lth

Ed

ucat

ion

• Pe

rson

al fi

tnes

s and

hea

lthy

lifes

tyle

• Pr

omot

e pe

rson

al h

ealth

Soci

al S

tud

ies

• Pl

aces

on

Eart

h •

Geo

grap

hic

tool

s•

Geo

grap

hic

char

acte

ristic

s•

Elem

ents

of c

ultu

re•

Cus

tom

s and

trad

ition

s and

how

they

cha

nge

Art

• Th

emes

in a

rt•

Shap

e an

d ba

lanc

e•

Infl u

ence

s of m

ater

ial c

hoic

e an

d pa

ttern

• Te

xtur

e (a

ctua

l and

visu

al)


Con

cept

s and

Top

ics

Stud

ents

Lea

rn in

Gra

de 2

Mar

king

Per

iod

3Fl

exib

ility

and

Inte

llect

ual R

isk

Taki

ng

Gen

eral

Mus

ic•

Cre

ativ

e m

ovem

ent p

atte

rns

• M

usic

read

ing

• N

otat

ion

• Im

prov

isatio

n•

Met

er: i

dent

ifi ca

tion

and

mov

emen

t•

Sim

ilarit

ies o

f mus

ic a

nd o

ther

art

s•

Mus

ical

term

inol

ogy

• So

ngs a

nd d

ance

s of d

iver

se p

erio

ds a

nd

cultu

res

• C

onne

ctio

ns w

ith o

ther

disc

iplin

es

Info

rmat

ion

Lite

racy

• As

signe

d in

form

atio

n ne

ed•

Reso

urce

s (m

atch

to in

form

atio

n ne

ed,

attr

ibut

es o

f mul

tiple

type

s)•

Sour

ces (

loca

te, s

elec

t, so

urce

list

crea

tion)

• N

ote

taki

ng (s

trat

egie

s, te

chno

logy

tool

s, fo

rmat

s for

org

anizi

ng a

nd re

cord

ing

cont

ent)

• Pr

oduc

t dev

elop

men

t (m

ake

pers

onal

co

nnec

tions

, cat

egor

izing

, lay

outs,

tech

nolo

gy

tool

s for

pre

sent

atio

n)

Mat

hem

atic

s•

Num

ber l

ines

to 1

00 (w

hole

num

ber l

engt

hs)

• Li

near

mea

sure

men

t (un

its, t

ools,

esti

mat

ion)

• Ad

ditio

n an

d su

btra

ctio

n sit

uatio

ns in

volv

ing

linea

r mea

sure

men

t (w

ithin

100

)•

Tim

e on

ana

log

and

digi

tal c

lock

s (to

nea

rest

5 m

inut

es)

• Pa

rtiti

onin

g sh

apes

into

hal

ves,

third

s, fo

urth

s (c

ircle

s, re

ctan

gles

)•

Part

ition

ing

rect

angl

es, r

epea

ted

addi

tion

(up

to fi

ve ro

ws a

nd fi

ve c

olum

ns)

Wri

ting

• N

arra

tive

writ

ing

(poe

try,

idea

s, w

ord

choi

ce,

orga

niza

tion,

voi

ce)

• O

pini

on w

ritin

g (id

eas,

state

an

opin

ion,

use

fa

cts a

nd d

efi n

ition

s to

deve

lop

poin

ts, g

athe

r in

form

atio

n, se

nten

ce fl

uenc

y, vo

ice,

wor

d ch

oice

, clo

sure

)•

Lang

uage

(col

lect

ive

noun

s, co

mm

as in

lette

rs,

irreg

ular

plu

ral n

ouns

, apo

strop

he, a

djec

tives

an

d ad

verb

s)

Art

• Re

pres

enta

tions

of o

bser

vatio

n, m

emor

y, an

d im

agin

atio

n: te

xtur

e, li

ne, p

atte

rn

• Fo

rm (r

elat

ions

hips

bet

wee

n 2-

D sh

apes

and

3-

D fo

rms)

• Re

ason

s for

cre

atin

g ar

t

Rea

din

g•

Lite

rary

Tex

t: sto

ry st

ruct

ure;

cha

ract

er’s

resp

onse

to e

vent

s and

cha

lleng

es; c

hara

cter

’s po

int o

f vie

w; a

sk a

nd a

nsw

er q

uesti

ons;

poet

ry rh

ythm

and

rhym

e; W

illia

m a

nd M

ary

• In

form

atio

nal T

ext:

ask

and

answ

er q

uesti

ons;

serie

s of e

vent

s, id

eas,

or st

eps;

clar

ify im

ages

; au

thor

’s re

ason

s•

Voca

bula

ry•

Phon

ics,

wor

d re

cogn

ition

, rea

ding

fl ue

ncy

Soci

al S

tud

ies

• Te

chno

logy

aff e

cts d

aily

life

• Tr

ansp

orta

tion:

pas

t and

pre

sent

• Pr

oduc

tion

proc

ess

• G

oods

and

serv

ices

• Fi

nanc

ial t

rans

actio

ns•

Dist

ribut

ion

of g

oods

• Ec

onom

ic d

ecisi

on-m

akin

g sk

ills

Scie

nce

& E

ngin

eeri

ng•

Surv

ival

of p

lant

s and

ani

mal

s in

fam

iliar

and

un

fam

iliar

hab

itats

• O

bser

vatio

n an

d de

scrip

tion

of m

inut

e or

gani

sms i

n th

eir h

abita

ts•

Satis

fact

ion

of b

asic

nee

ds b

y m

inut

e an

d la

rger

org

anism

s•

Com

paris

ons o

f pla

nt a

nd a

nim

al li

fe c

ycle

s, in

clud

ing

hum

ans

• C

ompa

rison

s of f

amili

ar o

rgan

isms t

o or

gani

sms t

hat l

ived

long

ago

Phy

sica

l Ed

ucat

ion

• Eff

ect

s of e

xerc

ise (m

uscu

lar a

nd sk

elet

al

syste

ms,

loca

te p

ulse

)•

Cat

egor

ize fi

tnes

s com

pone

nts

• Fu

ndam

enta

l mov

emen

t: ju

mpi

ng a

nd la

ndin

g w

ith a

self-

turn

ed ro

pe•

Skill

them

e: b

alan

ce (s

tatic

and

dyn

amic

) and

w

eigh

t tra

nsfe

r (fe

et to

han

ds to

feet

to tr

avel

)•

Cre

ativ

e m

ovem

ent—

tum

blin

g se

quen

ces t

o in

terp

ret a

stor

y, po

em, o

r son

g

Hea

lth

Ed

ucat

ion

• St

ress

(fam

ily st

ress

ors,

man

agem

ent s

kills

and

str

ateg

ies)

• Fa

mily

role

s and

resp

onsib

ilitie

s•

Com

mun

icab

le an

d no

n-co

mm

unic

able

dise

ase

• Pe

rson

al fi

tnes

s and

hea

lthy

lifes

tyle

• Ru

les f

or ta

king

med

icin

e sa

fely

• C

omm

unity

hea

lth p

rofe

ssio

nals

and

reso

urce

s•

Gro

wth

and

mat

urat

ion


Con

cept

s and

Top

ics

Stud

ents

Lea

rn in

Gra

de 2

Mar

king

Per

iod

4Eff

ort

/Mot

ivat

ion/

Pers

iste

nce

and

Synt

hesi

s

Gen

eral

Mus

ic•

Mus

ical

con

tras

ts/ te

rmin

olog

y •

Song

s and

dan

ces o

f div

erse

styl

es, p

erio

ds,

and

cultu

res

• C

ompo

sitio

n•

Arra

nge

soun

ds•

Impr

ovisa

tion

• Vo

cal t

echn

ique

and

into

natio

n

Info

rmat

ion

Lite

racy

• As

signe

d in

form

atio

n ne

ed•

Reso

urce

iden

tifi c

atio

n•

Prod

uct d

evel

opm

ent

• So

urce

s (se

lect

and

eva

luat

e us

ing

text

feat

ures

, el

emen

ts of

a c

itatio

n)•

Not

e ta

king

(rel

evan

ce o

f inf

orm

atio

n—fi c

tion

or n

on-fi

ctio

n)•

Prod

uct d

evel

opm

ent (

eval

uate

info

rmat

ion

for c

ompl

eten

ess a

nd in

tegr

ate

from

m

ultip

le so

urce

s)

Mat

hem

atic

s•

Addi

tion

and

subt

ract

ion

with

in 1

000

(con

cret

e m

odel

s, dr

awin

gs, p

lace

val

ue

strat

egie

s, w

ritte

n m

etho

ds)

• Ad

ditio

n an

d su

btra

ctio

n w

ithin

20

(sum

s of

two

1-di

git n

umbe

rs fr

om m

emor

y)•

Attri

bute

s of s

hape

s: re

cogn

ize, d

escr

ibe,

dra

w(t

riang

les,

quad

rilat

eral

s, pe

ntag

ons,

hexa

gons

, cub

es)W

riti

ng•

Nar

rativ

e w

ritin

g (p

oetr

y, vo

ice—

desc

ribin

g th

ough

ts an

d fe

elin

gs)

• In

form

ativ

e/ex

plan

ator

y w

ritin

g (in

trodu

ce

a to

pic,

use

fact

s to

deve

lop

poin

ts, re

call

expe

rienc

es, c

losu

re)

• La

ngua

ge (a

djec

tives

, adv

erbs

, irr

egul

ar p

lura

l no

uns,

expa

nd a

nd re

arra

nge

sent

ence

s)•

Spea

king

and

liste

ning

(cre

ate

audi

o re

cord

ings

or

visu

al d

ispla

ys)

Art

• D

ecor

ativ

e de

signs

: sha

pe, c

olor

, con

tras

t, pa

ttern

• Ar

t as i

nspi

ratio

n•

Repr

esen

tatio

ns o

f the

env

ironm

ent

• Ar

t voc

abul

ary

• C

riter

ia fo

r jud

ging

art

Rea

din

g

• Li

tera

ry T

ext:

poet

ry rh

ythm

and

rhym

e; a

sk

and

answ

er q

uesti

ons;

Will

iam

and

Mar

y•

Info

rmat

iona

l Tex

t: as

k an

d an

swer

que

stion

s; cl

arify

imag

es; t

ext f

eatu

res;

conn

ectio

ns

betw

een

histo

rical

eve

nts/

serie

s of s

cien

tifi c

id

eas;

mai

n to

pic;

text

’s m

ain

purp

ose;

co

mpa

re te

xts;

auth

or’s

reas

ons

• Vo

cabu

lary

• Ph

onic

s, w

ord

reco

gniti

on, r

eadi

ng fl

uenc

y

Soci

al S

tud

ies

• Re

latio

nshi

ps a

mon

g ev

ents

over

tim

e•

Peop

le to

day

and

long

ago

• C

ontr

ibut

ions

of g

over

nmen

t lea

ders

and

ot

hers

to A

mer

ica

Scie

nce

& E

ngin

eeri

ng•

Des

crip

tion

of d

ay a

nd n

ight

sky

• M

oon

and

sun

obse

rvat

ion

over

tim

e•

Obs

erva

ble

prop

ertie

s of t

he m

oon,

star

s, su

n•

Loca

tion

and

mot

ion

of c

eles

tial o

bjec

ts•

Iden

tifi c

atio

n of

moo

n ph

ases

• D

escr

iptio

n an

d co

mpa

rison

of p

atte

rns o

f ch

ange

in th

e su

n an

d m

oon

Phy

sica

l Ed

ucat

ion

• Eff

ort

and

impr

ovem

ent

• Sk

ill th

emes

: kic

king

to d

ribbl

e w

ith fe

et,

strik

ing

with

bod

y pa

rts a

nd im

plem

ents

(to ta

rget

s, us

ing

a co

ntin

uous

und

erha

nd

mot

ion)

Hea

lth

Ed

ucat

ion

• M

atur

atio

n (p

hysic

al, s

ocia

l, m

enta

l, co

mpa

re

chan

ges o

ver t

ime)

• Su

n sa

fety

stra

tegi

es


Curriculum ResourcesFor more information about the Elementary Integrated Curriculum, including videos, the EIC framework, and other resources, see www.montgomeryschoolsmd.org/curriculum/integrated/

Art• National Art Educators Association, www.art

educators.org/. This dynamic community of practice is where visual arts teachers, scholars, researchers and professors, students, administrators, art museum educa-tors, and artists come together around a shared belief in the power of the arts in developing human poten-tial. Contact 1806 Robert Fulton Drive, Suite 300, Reston, VA 20191. Call 703-860-8000.

• Maryland Art Education Association, www.mdarted.org/index.html. The purpose of this organization is to encourage, strengthen, and promote the role of the visual arts in education.

• Artful Thinking, www.pz.harvard.edu/at/index.cfm. The goal of the Artful Thinking program is to help students develop thinking dispositions that support thoughtful learning—in the arts and across school subjects. The program is one of several at Project Zero linked by the theme “Visible Thinking.”

General Music• MENC, The National Association for Music Education,

www.menc.org/. Since 1907, MENC has worked to ensure that every student has access to a well-balanced, comprehensive, and high-quality program of music instruction taught by qualified teachers. Contact 1806 Robert Fulton Drive, Reston, VA 20191. Call 703-860-4000 or 800-336-3768.

• Why Music Education?, www.menc.org/resources/view/why-music-education-2007. This resource contains a collection of facts, figures, and quotes speaking to the inherent value of music education and its role in educa-tion and in life.

• Maryland Music Educators Association, www.mmeamaryland.org/. The mission of the Maryland Music Educators Association is to advance music education in Maryland schools.

• Classics for Kids, www.classicsforkids.com/. The Classics for Kids® lesson plans and teaching resources give parents practical, effective plans and activities that use classical music to help children learn and meet national and state standards.

Health Education• Montgomery County Public Schools Comprehensive

Health Education, www.montgomeryschoolsmd.org/curriculum/health/resources/. This link is part of the MCPS Comprehensive Health Education site. In addi-tion to this listing of web resources identified by units, key concepts, standards, and indicators can be accessed. Parents can learn more about the vision, goals, and instructional approach used to promote wellness and self-regulation.

How Parents Can HelpYou want your child to succeed in school and in life. There are many ways to encourage him or her to achieve. Following are some of the many ways you can help your child get the most out of school:

• Show interest in what your child is doing in school.

• Set high expectations for your child. Make it clear that school should be his or her first priority.

• Dedicate at least 15 minutes each day to talking with your child and reading with him or her.

• Provide a quiet place for your child to study.

• Help your child with his or her homework.

• Limit the amount of television your child watches and discuss what he or she sees on television.

• Monitor the amount of time your child spends playing video games or surfing the Internet.

• Volunteer to help with school activities and try to get other parents involved as well.

• Talk with your child’s teachers regularly about your child’s progress and what you can do to help him or her improve.

• Encourage your child to complete challenging work.

Adapted from A Parent’s Guide to Achievement Matters Most, Maryland State Department of Education.


• National Institutes of Health, health.nih.gov/ and (National Institutes of Health) National Institute of Child Health and Human Development, www.nichd.nih.gov/health/topics. This site contains comprehensive lists of health and human development topics compiled by the Department of Health & Human Services. Also available on the sites are searchable lists of health pub-lications, links to health education projects, interactive student site links, and educational materials. Contact National Institutes of Health, 9000 Rockville Pike, Bethesda, MD 20892. Call 301-496-4000.

• Centers for Disease Control and Prevention (CDC), www.cdc.gov/tobacco/. This site provides credible health information fact sheets, resources, and links to interac-tive student websites such as information related to the health risks from tobacco product use. Contact Centers for Disease Control and Prevention, 1600 Clifton Road, Atlanta, GA 30333. Call 800-CDC-INFO (800-232-4636).

• KidsHealth, kidshealth.org/. This is an interactive site for parents, students, and educators with research-based information about the most common health education topics.

Information Literacy• American Association of School Librarians—Parents

page, www.ala.org/ala/mgrps/divs/aasl/aboutaasl/aaslcommunity/quicklinks/parents.cfm. This page contains many helpful links for parents.

• Montgomery County Public Schools School Library Media Programs, www.montgomeryschoolsmd.org/departments/media/programs/. This page contains many helpful links for parents.

• Montgomery County Public Schools Homework Resources, www.montgomeryschoolsmd.org/students/homework.aspx. This site contains subscription and general resources for parents and students.

• Commonsense Media, www.commonsensemedia.org/. This site is dedicated to improving the lives of kids and families by providing the trustworthy information, education, and independent voice they need to thrive in a world of media and technology.

• Boolify, www.boolify.org/index.php. This site makes it easier for students to understand their web search by illustrating the logic of their search, and by showing them how each change to their search instantly changes their results.

Mathematics• National Council of Teachers of Mathematics

Illuminations, illuminations.nctm.org/. This site pro-vides a comprehensive organization of math investiga-tions, lessons, tools, and resources. Call 703-620-9840.

• Helping Your Child Learn Math, www2.ed.gov/pubs/parents/Math/index.html. This resource provides math applications to real-life situations. The second edition of Helping Your Child Learn Math is for parents of children in kindergarten through fifth grade. It has been revised to include a variety of activities that will help children learn and apply mathematical concepts such as geometry, algebra, measurement, statistics,

and probability in a useful and fun way. All of the activities in this book relate math to everyday life and complement many of the math lessons that children are learning in school. Call 800-USA-LEARN.

• Common Core State Standards Initiative, www.corestan-dards.org/the-standards. The EIC is directly aligned with Common Core State Standards for Mathematics.

Physical Education• Montgomery County Public Schools Physical

Education, www.montgomeryschoolsmd.org/curriculum/physed/. This site contains resources for parents and students.

• National Association for Sport and Physical Education, www.aahperd.org/naspe/about/relatedLinks/parents.cfm. This site contains links and publications to help parents learn more about today’s physical education and how it contributes to a child’s complete education. Also links to resources that can help parents learn more about youth sports issues.

• Head Start Body Start, www.aahperd.org/headstartbodystart/. Parents will find activities and tools to inspire creative, movement-based play and healthy food choices at home.

• Let’s Move!, www.letsmove.gov/parentsmain This site provides helpful information and steps parents and children can take that make a real difference and help build healthy habits for life.

• Kidnetic, www.kidnetic.com/Parents/. This site is a great resource for raising a healthy child and offers a special section just for parents. Check out the Bright Papers and Frequently Asked Questions to get the facts about children and physical activity, healthy eating, and self-esteem.

Reading, Writing, Language Arts• National Council of Teachers of English, http://www.

ncte.org/positions/statements/readtogether. This site is designed specifically to help parents help their chil-dren. Assorted topics. Contact NCTE, 1111 Kenyon Road, Urbana, IL 61801-1096. Call 217-328-3870 or 877-369-6283.

• International Reading Association, http://www.reading.org/InformationFor/Parents.aspx. Go to a variety of topics—also in Spanish. Contact IRA, 444 North Capitol Street, NW, #630, Washington, D.C. 20001. Call 202-624-8800.

• Helping Your Child Publication Series, http://www2.ed.gov/parents/academic/help/hyc.html. These resources provide parents with lessons and activities to help their school-aged and preschool children master reading, understand the value of homework, and develop skills.

• Guide to Grammar and Writing, Capital Community College, Hartford, Conn. http://grammar.ccc.commnet.edu/grammar. This site contains an extensive collection of grammar, mechanics, language, usage, and writing topics, easily accessed by multiple indexes. This very comprehensive site addresses rules, examples, exercises, and quizzes. Call 806-906-5000.

• Read, Write, Now! Activities for Reading and Writing Fun, http://www.udel.edu/ETL/RWN/Activities.html.


This site includes reading activities and reading lists for children through Grade 6. The site is listed as a resource in MCPS website Weblinks/“Internet Resources: Great for Homework.” Call 800-860-9228 or 800-872-5327.

Science & Engineering• “Online Services for Montgomery County Public

Schools,” part of the MCPS Science Curriculum web-site, http://www.montgomeryschoolsmd.org/curriculum/sci-ence/. All services are available for home use. Subjects are broken down by elementary, middle, and high school.

• National Science Teachers Association, http://www.nsta.org/portals/parents/. This site offers resources for par-ents who wish to help their children in science. Contact NSTA, 1840 Wilson Blvd., Arlington, VA 22201. Call 703-243-7100.

• Helping Your Child Learn Science United States Department of Education booklet, http://www2.ed.gov/pubs/parents/Science/index.html. This site provides science activities for parents of children ages 3–10. Activities are available for home and the community. Call 800-USA-LEARN (800-872-5327) and ask for Publications for Parents.

• Scholastic, http://www2.scholastic.com/browse/home.jsp. This is an interactive website with games, activities, and many resources for parents, teachers, and kids. Browse by grade level. Pre-K, K, 1–2, 3–5.

Social Studies• “Social Studies Resources and Links,” MCPS Social

Studies Curriculum website, http://www.montgom-eryschoolsmd.org/curriculum/socialstudies/. This site contains a very large number of resources, organized alphabetically by social studies topics.

• Time for Kids, http://www.timeforkids.com/TFK. This site includes resources appropriate for early elementary school students.

• America’s Story from America’s Library, http://www.americaslibrary.gov/cgi-bin/page.cgi. This Library of Congress site provides information on American history and includes video, audio, and interactive activities.

• National Geographic Xpeditions, http://www.nation-algeographic.com/xpeditions/lessons/. Produced by the National Geographic Society, this series of lesson plans is aligned with the United States Geography Standards. The site sorts by topic, standard, and grade level and contains an extensive lesson plan bank, each linked to a U.S. Geography Standard. The site teaches clear applica-tion skills geared toward addressing real-world issues. Contact National Geographic Society, P.O. Box 98199, Washington, D.C. 20090-8199. Call 800-647-5463.

Rockville, Maryland

Published by the Department of Materials Managementfor the Office of Curriculum and Instructional Programs

1509.11ct • Editorial, Graphics & Publishing Services • 14,300 • 8.11

There are so many upgrades to the Elementary Integrated Curriculum, we’ve taken to calling it Curriculum 2.0!

New internationally driven standards in math, reading, and writing

Renewed focus on teaching the whole child

• Nurtures skills that build confidence and success• Engages students beyond reading and math, to spark greater interest

in science, social studies, information literacy, art, music, physical education, and health

Integrates thinking, reasoning, and creativity for a lifetime of learning

• Enhances learning by connecting subjects

MCPS CurriCuluM 2.0 is built around developing students’ critical and creative thinking skills, as well as essential academic success skills, so that students are well prepared for a lifetime of learning. We are upgrading the existing MCPS curriculum for the elementary grades in a way that will better engage students and teachers, and dedicate more learning time to subjects such as the arts, information literacy, science, social studies, and physical education. By blending these subjects with the core content areas of reading, writing, and mathematics, students will receive robust, engaging instruction across all subjects in the early grades – in short, we are building a stronger foundation at the elementary level.

To learn more—www.montgomeryschoolsmd.org/curriculum/2.0/

a parent’s guide to grade 2 - montgomeryschoolsmd.org...2 • grade 2 integrated curriculum grade...

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