English Language Arts and Literacy
In Grade Two, students will continue to build important reading, writing, speaking, and listening skills. They will think, talk, and write about what they read in variety of fiction and nonfiction texts, such as stories, books, articles, poems and other sources of information including the Internet. In their writing, students will learn how to develop a topic and strengthen their skills by editing and revising. Activities in these areas will include:
- Reading stories, including fables and folktales from different cultures, and identifying the lesson or moral of the story.
- Reading texts about history, social studies, or science and identifying the main idea.
- Answering who, what, where, when, why, and how questions about stories and books.
- Describing the reasons that an author gives to support a point
Learning and using new words.
- Learning the rules of spoken and written English.
- Participating in class discussions by listening and building on what others are saying.
- Describing in their own words information learned from articles or books read aloud.
- Working together to gather facts and information on a topic.
- Writing about a short series of events and describing actions, thoughts, and feelings.
- Writing about opinions on books using important details and examples to support a position.
In Grade Two, students will read stories and poems. Additionally, they will read to learn information about history, the world, science, and other areas.
Writing tasks in Grade Two may include Narrative, Informational, and Opinion pieces. Please review the grid below to see a few examples of how your child will develop important writing skills across grade levels.
This overview for English Language Arts provided by the Council of the Great City Schools, reflects how the Common Core State Standards have guided our development of a rich and comprehensive curriculum for our students.
The Illinois Learning Standards for Fine Arts were developed using the National Standards for Arts Education. District 103 adheres to the Illinois Learning Standards. Our most important goals throughout the Fine Arts program are to encourage students to reach their potential, gain confidence in their ability, think creatively, develop appreciation for various styles, and develop a positive feeling toward art and music and its integration into daily living.
The Grade Two art curriculum focuses on the following:
- Recognize and identify the elements of line, shape (geometric and organic), space, colors (primary and secondary), pattern, and repetition.
- Identify mood and emotion expressed in art.
- Differentiate between 2D and 3D works of art.
- Introduce artistic process of printmaking, weaving and sculpture.
- Describe and discuss how art contributes to communication, celebrations, Occupations and recreation (advertising, posters, signs, packaging, design, and architecture ).
- Create art that conveys a story about people, places and times.
To view the comprehensive Scope and Sequence of the District Art Curriculum, please visit the link below: District Art Curriculum Parents' Guide.
The Grade Two music curriculum focuses on the following:
- Experiment with vocal production to work toward a singing voice.
- Recognize melody direction: up-down, steps and leaps.
- Use correct posture and breathing when singing.
- Recognize different tempi: fast, slow, medium.
- Aurally identify major and minor.
- Distinguish between chords and melody through listening and playing.
- Identify an introduction in a song.
- Label sections appropriately: ABA, AB, and Rondo form.
- Recognize different voice timbres: child, man, woman, individual classmates.
- Identify an orchestra, a band, or a chorus as a performing group.
- Identify song moods created through tone color.
- Compare loud-soft using coordinating symbols; p,f, <,>.
- Demonstrate how music makes them feel through movement.
Library Media Center
Lincolnshire D103 provides a fully equipped library at Sprague School. The library is specifically designed to accommodate the age range and needs of the students within the building. In addition to a rich array of hard and soft cover books that have been carefully selected with the student body in mind, students will also find ebooks and databases, videos, reference books and pictures, computers, study areas, reading areas, and a staff of a trained librarian and assistant to provide support to the students as well as the teaching staff. Sprague maintains a collection of material that supports classroom curriculum and provides for individual needs, interests, abilities, and maturity levels. Based on classroom curricular needs, the library can provide classes and projects to enhance the learning process.
Students visit the library with their class and/or on an individual basis, depending on student needs, teacher discretion and/or assignment requirements. Specific or flexible scheduling is developed in collaboration with the classroom teacher and the library staff.
For additional information about the library program for District 103, please visit the Library Media Center Standards.
In Grade Two, students will extend their understanding of place value to the hundreds place. They will use this place value understanding to solve word problems, including those involving length and other units of measure. Students will continue to work on their addition and subtraction skills, quickly and accurately adding and subtracting numbers up through 20 and also working with numbers up through 1,000. They will also build a foundation for understanding shapes and geometry by exploring attributes and fractions.
Activities in these areas will include:
- Quickly and accurately adding numbers together that total up to 20 or less or subtracting from numbers up through 20.
- Solving one- or two-step word problems by adding or subtracting numbers up through 100.
- Understanding what the different digits mean in a three-digit number.
- Adding and subtracting three digit numbers.
- Measuring lengths of objects in standard units such as inches and centimeters.
- Solving addition and subtraction word problems involving length.
- Solving problems involving money.
- Breaking up a rectangle into same-size squares.
- Dividing circles and rectangles into halves, thirds, or fourths.
- Solving addition, subtraction, and comparison word problems using information presented in a bar graph.
- Writing equations to represent addition of equal numbers.
The Grade Two math curriculum will incorporate the Standards for Mathematical Practice that will support the Common Core State Standards.
This overview for Mathematics, provided by the Council of the Great City Schools, reflects how the Common Core State Standards have guided our development of a rich and comprehensive curriculum for our students.
Physical Education and Health
District 103 provides students in Grade Two with a comprehensive Physical Education and Health curriculum. This curriculum reflects developmentally appropriate expectations for students in the areas of physical activity, movement, health-related fitness, sportsmanship and group cooperation in team and group activities. In addition to Physical Education classes, recess is offered to students on a daily basis.
Instruction in building habits for a healthy lifestyle is included in the Physical Education classes and the health classes. These habits for a healthy life style focus on taking care of your body, both physically and emotionally, and on making safe choices in a variety of situations.
The Grade Two Physical Education curriculum is based on the following goals:
- Apply basic movement patterns in different settings.
- Identify characteristics of health-related and skill-related fitness.
- Participate daily in moderate to vigorous physical activity.
- Develop and apply problem solving and cooperative skills in small and large group activities.
- Recognize how choices can affect health.
- Identify a realistic health-related goal.
In the Grade Two performance expectations, students are expected to demonstrate grade appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.
A transition from the Illinois Learning Standards for Science to the Next Generation Science Standards will occur during the 2015-16 and the 2016-17 school years.
Science Units taught in Grade Two include:
Plant and Animal Interactions
- Construct a living habitat. Observe, Identify and record changes that result from animal and plant interactions.
- Create and explain food chain or food web. Identify herbivores, carnivores, omnivores, predator and prey within the food chain or web.
- State the difference between an herbivore, carnivore and omnivore plus name one example of each type of animal.
- Identify structural characteristics of herbivores, carnivores, omnivores, predator/prey (skull, mouth, beak, feet).
- Create a shelter that protects an animal during winter including location and material. Then conduct a fair test to determine the effectiveness of the shelter.
- Research and share knowledge of woodland/prairie animal interactions and adaptations that help them survive in their environment.
Earth’s Systems: Processes that Shape the Earth
- Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
- Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
- Develop a model to represent the shapes and kinds of land and bodies of water in an area.
- Obtain information to identify where water is found on Earth and that it can be solid or liquid.
Scientific Inquiry Method is integrated into the Science Curriculum.
The Science Performance Expectations for Grade Two have been recommended by the Next Generation Science Standards, a collaborative group of over 20 states, including Illinois.
Social Emotional Learning and Erin's Law
Social and emotional learning is the process through which children develop awareness and management of their emotions; set and achieve important personal and academic goals; use social awareness and interpersonal skills to establish and maintain positive relationships; and demonstrate decision-making and responsible behaviors to achieve school and life success. There is a strong research base that these SEL competencies improve students’ social/emotional development, readiness to learn, classroom behavior, and academic performance. Please view the District’s Scope and Sequence for Social Emotional Learning.
In addition to our curriculum for Social Emotional Learning, the district also provides lessons based on the Child Protection units for the prevention of Childhood Sexual Abuse (Erin’s Law). The Committee for Children, a National organization, has developed these lessons. Please visit the link below to view the Scope and Sequence for these classroom lessons.
District 103, using the support of an expert consultant in the field of Digital Media and Technology, has developed procedures and policies for a 1:1 Teaching & Learning environment. These procedures are based on:
- Best practices in teaching digital citizenship.
- Integrating digital tools with instruction.
- Role playing various classroom situations and discussing guidelines.
- The integration of technology in today's society at large.
Using the Common Sense Media Curriculum, student lessons were developed at each grade level to support the expectations of being a good citizen while on line and when using technology in the classroom and at home. Lessons for Grade Two include:
- Powerful Passwords.
- Showing Respectonline.
- My Online Community.
The aim of Social Studies is the promotion of civic competence – the knowledge, intellectual processes, and democratic dispositions required of students to be active and engaged participants in public life. Civic ideals and practices enable students to learn about the rights and responsibilities of citizens of a democracy, and to appreciate the importance of active citizenship.
District 103, in partnership with neighboring districts, has begun the revision of the Social Studies curriculum which currently reflects the Illinois Social Studies Standards. The revision process is being guided by the newly issued College, Career, and Civic Life (C3) Framework, and is supported by the Illinois State Board of Education. To view the entire document that explains the C3 Framework, please visit the National Council for the Social Studies.
Three interchangeable units span the entire school year:
Discovering Diversity within our Community
Human beings create, learn, share and adapt to culture. The study of culture examines the socially transmitted beliefs, values, institutions, behaviors, traditions and way of life of a group of people: it also encompasses other cultural attributes and products, such as language, literature, music, arts and artifacts, and foods. Students come to understand that human cultures exhibit both similarities and differences, and they learn to see themselves as both individuals and as members of a particular culture that shares similarities with other cultural groups, but is also distinctive. Young learners interact with class members and discover culturally-based likenesses and differences. They begin to identify the cultural basis for some celebrations and ways of life in their community and in examples from across the world.
Making a Difference: Contributors & Stewardship
Individuals bring specific abilities, interests and talents in working with others to make decisions and solve problems. Studying important people in the community and nation, at the present time or in the past enhances their own development and identity. The theme of civic ideals and practices helps students know how we can have influence on how people live and act together. Key practices in a democratic society include civic participation based on studying issues, planning, decision-making, voting and cooperating to promote civic ideals. Young learners develop these practices by developing a plan in collaboration with others to carry out an improvement project.
Our Local Environment: Then & Now (Goods and Services)
The study of people, places and environments enables us to understand the relationship between human populations and the physical world. Students learn where people and places are located and why they are there. They examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such as land and water, on human populations. They study the causes, patterns and effects of human settlement and migration and investigate the impact of human activities on the environment. This enables them to acquire a useful basis of knowledge for informed decision-making on issues arising from human-environmental relationships. Studying the past makes it possible for us to understand the human story across time. Young learners learn to locate themselves in time and space. They gain experience with sequencing to establish a sense of order and time, and begin to understand the historical concepts that give meaning to the events that they study. Young children learn how science and technologies influence beliefs, knowledge and their daily lives. They study how transportation has evolved and contribute to global changes. Young learners draw upon immediate personal experiences in their neighborhoods, towns, cities and states, as well as peoples and places distant and unfamiliar, to explore geographic concepts and skills. They learn to use maps, globes and other geographic tools. Young learners ask and find answers to questions about the production, distribution and consumption of goods and services in the school and community. They analyze the differences between wants and needs. They participate in simulated experiences to understand an economic system.
Our Local Environment: Then & Now (Native Americans)
The study of people, places and environments enables us to understand the relationship between human populations and the physical world. Students learn where people and places are located and why they are there. They examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such as land and water, on human populations. They study the causes, patterns and effects of human settlement and migration and investigate the impact of human activities on the environment.
This enables them to acquire a useful basis of knowledge for informed decision-making on issues arising from human-environmental relationships. Studying the past makes it possible for us to understand the human story across time. Young learners learn to locate themselves in time and space. They gain experience with sequencing to establish a sense of order and time, and begin to understand the historical concepts that give meaning to the events that they study. Young children learn how science and technologies influence beliefs, knowledge and their daily lives. They study how transportation has evolved and contribute to global changes. Young learners draw upon immediate personal experiences in their neighborhoods, towns, cities and states, as well as peoples and places distant and unfamiliar, to explore geographic concepts and skills. They learn to use maps, globes and other geographic tools. Young learners ask and find answers to questions about the production, distribution and consumption of goods and services in the school and community. They analyze the differences between wants and needs. They participate in simulated experiences to understand an economic system.
The above units were selected and created by District 103 teaching staff.
Second-grade students in Spanish language classes for 100 minutes per week. The curriculum addresses each of the World-Readiness Standards for Learning Languages — communication, cultures, connections, comparisons and community. The instructional goals for each thematic unit integrate language, culture and content in age-appropriate ways. The focus is on what students can do with the language and languages classes are taught almost entirely in Spanish.
Performance Goals – Novice Mid
By the end of second grade, students will be able to communicate using words and phrases on topics they have studied in class. They will understand the Spanish that their teacher uses when working with memorized words and phrases and will be able to write a few words in Spanish.
Unit 1: Healthy Habits
Essential Question: What are healthy habits?
Students will meet and greet each other before inquiring about how they feel. They will talk about their day and will be able to comment on their healthy habits saying what they do and don’t do in terms of basic health habits - brushing teeth, washing hands, sleeping, drinking water, etc. They will consider foods they eat and foods that are eaten in the target culture and will identify foods that are healthy and unhealthy in terms of simple ingredients such as sugar and salt. They will compare the US food plate to the food pyramid of Spain. They will describe food and talk about the colors of the food on their plates. Finally, they will create a visual representation of their healthy habits.
Unit 2: My Community
Essential Question: What is a community?
Students will view various images and will explore the concept of community in the US and in Spain. They will explain how they are part of different communities moving from the larger perspective of the world to the perspective of home and will be able to see the perspective of community from the viewpoint of a child who lives in Spain. They will identify key members of a community and will be able to say what those individuals do and where they work. They will be able to say what they do in their community on a regular basis and will say what they do to celebrate with others in their communities.
Unit 3: The King of Butterflies
Essential Questions: What is a life cycle? Why do animals migrate?
Students will begin by seeing a video that introduces them to the migration of butterflies. They will then begin to explore the lifecycle of the butterfly. They will be transformed into different types of butterflies and will be able to introduce and describe themselves saying where they are from. They will join the Monarch butterflies on their annual migration from Canada to Mexico and will create a story that shares what they have learned about butterflies and their cycle of life.