Literacy Block

"When the teachers understand both the reading process and the strengths of the children, they are able to build on what the children already know and match the instruction to what they need to learn next."

- Hundley and Powell, Voices on Word Matters

Our literacy block engages children in a variety of reading and writing opportunities. Our literacy block curriculum includes:

Interactive Read Aloud and Shared Reading
Children are actively involved in the reading of a book, and are learning about how books work.

Guided Reading Groups
 Each child's root to an effective reading process is unique. Therefore we design groups based on needs, with the expectation that these groups will change as the readers' needs change. During Guided Reading, teachers are informed minute by minute about what the child needs to know next about books. It wouldn't be unusual for a child to move to a different Guided Reading group depending on the changing needs of student.

Guided reading is a context in which a teacher supports each reader's development of effective strategies for processing novel texts at increasingly challenging levels of difficulty.  The teacher works with a small group of children who use similar reading processes and are able to read similar levels of text with support.  The purpose of guided reading is to enable children to use and develop strategies "on the run."  They are enjoying the story because they can understand it; it is accessible to them through their own strategies supported by the teacher's introduction.  The idea is for the children to take on novel texts, read them at once with a minimum of support, and ready many of the them again and again for independence and fluency.

Strategies taught during Guided Reading groups include: What do you do when you see an unfamiliar word? What do you do if the word you tried doesn't sound right or look right? What are some clues you would use to figure out how to read a word? etc. During the Guided Reading process, the teacher will be prompting students to use these strategies. In Guided Reading groups the teacher demonstrates and reinforces effective reading behaviors.

The strategies taught during Guided Reading groups eventually become internalized, and children become independent, fluent readers. As independent, fluent readers, children are able to access all sources of information including visual clues (Does it look right?), syntax clues (Does it sound right?), meaning clues (Does it make sense?). As fluent readers they also realize that reading is a "message getting" process. Reading is understanding the author's message.

As teachers, we collect behavioral evidence that helps us hypothesize what strategies a child is using when they are reading independently.

Guided Reading is a time for the teacher to guide the child in understanding "book language". Book language refers to something they may encounter in a book that they would not be familiar with. (eg. metaphors, dialect, a foreign language, italics, bold print, punctuation)

Independent Reading

Children choose "just right" books with the guidance of their teacher. They can also choose books independently using guidelines the whole class has discussed and formulated for how to choose appropriate level books. After reading, children respond in a variety of ways (retelling, reading response writing, journal response, projects, etc.) Assignments and responses change over time according to their needs and abilities.

Writing Workshop
The goals of Writer's Workshop are:

• To provide opportunities for children to learn and practice writing through different genres and become proficient writers.
• Interactive Writing takes place when teacher and student "share the pen" and collectively write a message or record information.
• Writing for different purposes (personal narrative, letter writing, list writing, etc.)
• Writer's Workshop time includes a focused mini-lesson, teacher conferences, the editing and publishing process.
• During Writer's Workshop we are guiding children to write with the reader in mind. Writing informs the teacher of spelling patterns the class or individual students need to work on. It gives the teacher a window for word choices for word study.

Word Study

• Good spellers develop strategies that allow them to learn how to spell a large number of words, even those they have not attended to in informal instruction. They can do so because they have internalized a network of word-solving strategies, important principles, and many basic spelling patterns. Then they have the ability to apply the knowledge to an ever-increasing number of words.
• Word Study teaches children to "word solve" throughout meaningful reading and writing. When we talk about word solving, we are describing a dynamic process in which the learner actively investigates how words work. Word solving is not just word learning. Its purpose lies In the discovery of the principles underlying the construction of the words that make up written language.

Science

Our science curriculum is based on the system wide goals for content, attitude, and skills. It is a citywide expectation that students become proficient in the scientific process. Students are given the opportunity to work on hands-on experiences so that they can build their knowledge of science through direct experiences with the natural and human-made world. We foster an inquiry-based approach where students are encouraged to formulate honest questions and are provided resources to answer their own questions.

The first semester we study SOILS & COMPOSTING using the kit provided by the school system.  In this unit, students discover that soil contains both inorganic and organic material.  The organic component is humus, which is composed of the decayed remains of plants and animals.  The inorganic component is composed of fragments of rocks and minerals of different grain sizes.  It includes gravel, sand, and clay.  Each of the components of soil has unique properties, which can be identified by observing soil samples closely and by performing simple tests.  

Next, we begin our unit on LIQUIDS.  Students begin the module by creating a "web" about liquids:  what kids there are, how they are used, and how they behave.  Students then explore three liquids - water, oil and corn syrup.  They determine how these liquids behave in isolation, how they compare, and how they interact when mixed.  The module concludes by challenging students to apply the knowledge gained from the previous learning experiences to design and make a water toy, a boat, or a water game, and then share their creations with the class..  

The final unit introduces students to BUTTERFLIES, introducing students to the concept of the life cycle by inviting them to investigate one organism - the Painted Lady butterfly (Vanessa cardui).  They observe that the caterpillar forms a chrysalis, from which a butterfly emerges.  they may see the butterfly lay eggs.  Some of the butterflies may die, thereby completing the students' observations of the life cycle.  Students compare the stages of the butterfly's life with those of other organisms, including humans. 

Social Studies

The basis of our social studies curriculum is the building of a peaceable classroom community where children live together in a respectful and empowering way. It involves infusing mutual respect, responsibility, safety, trust, and cooperation into all aspects of the classroom. Students will learn about their community and their world, remember their own personal histories, and explore diverse cultures in America and the world.

The social studies units are COMMUNITY BUILDING, GEOGRAPHY, MAPPING SKILLS, CULTURES, and TIMELINES. The curriculum framework will be project based in which students will generate understanding and competency in each of the social studies content areas.

Mathematics

Counting, Coins, and Combinations (Addition, Subtraction, and the Number System)

Shapes, Blocks, and Symmetry (2D and 3D Geometry)

Stickers, Number Strings, and Story Problems

Pockets, Teeth and Favorite Things

How Many Floors?  How Many Rooms?

How Many Tens?  How Many Ones?

Parts of the Whole, Parts of a Group (Fractions)

Partners, Teams, and Paper Clips

Measuring Length and Time (Measurement)

Social Curriculum

We believe the social competency of children is strongly tied to both social and academic success and the development of higher-level thinking skills.  In second grade, we capitalize on the natural social interactions between students each day.  We help facilitate constructive problem solving, conflict resolution and peace making with peers all in an effort to develop personal and social responsibility.  The following resources are incorporated into our social curriculum:

Bully Proof, Nan Stein

Quit It, Merle Froschl, Barbara Sprung, Nancy Mullin-Rindler

Open Circle Curriculum:  Social Competency Program, The Stone Center, Wellesley College

Responsive Classroom Curriculum, The Northeast Foundation for Children

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