Second Grade - Issaquah School District 411

2nd Grade Reading

The Issaquah School District believes that literacy, the ability to read, write, listen, speak, and think critically in different ways and for different purposes, begins to develop early and becomes increasingly important as students pursue specialized fields of study in high school and beyond.

The Common Core State Standards (CCSS) for reading, writing, speaking, listening and language provide the learning targets for our instruction. Additional information on the CCSS is available at the Common Core website.

A comprehensive approach to literacy includes appropriate and effective instructional strategies that are based on research and applied systematically and consistently in order to ensure success for all students.

Elements of effective literacy instruction include:

Phonics—systematic instruction in phonemic awareness and phonics skills at appropriate stages of development (implementation depends on grade level and student need.)
Fluency—reading with speed, accuracy, and proper expression.
Comprehension—intentional instruction of vocabulary and a broad array of strategies to derive meaning from and form personal responses to text.
Written response—reflection, analysis, explanation, use of text based evidence and logic in response to reading, writing, speaking, and listening.

Our Adopted Curriculum

Adopted curricular materials meet the needs of all students through a variety of instructional strategies that provide multiple opportunities for mastery of skills. These materials consist of decodable texts, multilevel sets of quality fiction and non-fiction literature, and a variety of text forms and features. Materials are used to support instruction in phonics, word analysis and comprehension in individual, small and large group settings.

Our adopted curricular materials for Reading include:

Benchmark Advance (Phonics and Reading Comprehension Strategies)
Words Their Way (Word Study & Spelling)
Decodable texts
Bookroom sets
i-Ready Reading Assessment, MyPath & Tools for Instruction

Additional Intervention Curriculum:

Really Great Reading (Phonics intervention materials)
Steps to Advance (Reading comprehension intervention material)

Learning Goals

Below are the learning goals organized around the area(s) reported on the student report card.

LITERACY

Development of reading, writing, listening, and speaking skills to effectively comprehend, communicate, and engage with various forms of texts and information

Reading: Foundational Skills

Understanding and using phonemic awareness and phonics knowledge to support accuracy and fluency.

Reading: Informational Text

Comprehending and analyzing non-fiction text to gain knowledge and understanding.

Reading: Literary Text

Exploring and interpreting stories to understand themes, characters, and literary elements. 

Language: Vocabulary

Understanding of words and their meanings in order to communicate and comprehend across subject areas.

Learning Experiences

TIER 1 COMPREHENSIVE LITERACY BLOCK

Student...

Displays a growth mindset while setting goals and reflecting on progress
Actively participates in a wide range of conversations
Shows respect for the ideas of others
Works collaboratively with a partner or small group, at times
Responds to literacy experiences including the use of tech core tools
Grows stamina as a reader and a writer
Works to build content knowledge and strong vocabulary
With support, apply reading and writing strategies learned in lessons to independent work
Chooses own topics and experiences when writing
Shows curiosity when thinking about patterns and meaning of words
Engages in word work
Applies knowledge of phonological awareness, phonics, and spelling patterns when reading and writing

Teacher...

Fosters a growth mindset, displays enthusiasm for literacy and a belief that all students can achieve
Intentionally select learning activities based on learning targets and student needs
Conducts daily reading, phonics, and writing mini lessons in which the learning target is communicated, and background knowledge is primed
Conducts small groups based on student need daily.
Employs explicit and intentional instruction to assist students in reading accurately and with automaticity
Maintains a brisk pace during instruction
Sets students up to read and write independently, with a partner, or online.
Conducts shared reading and writing experiences to model, demonstrate, and think aloud
Responds to learner variability by meeting more often with students who need additional support, providing guided practice and multimodal opportunities to respond
Uses multiple strategies to support students in acquiring and using academic language and vocabulary
Uses digital resources to support and extend learning

The Learning Progression

Essential Learnings

In second grade, the focus is on building upon the foundational skills of reading while fostering a deeper understanding of texts and developing critical literacy skills. The goal is to empower students to become confident, independent readers and critical thinkers who are able to engage meaningfully with a wide range of texts across different genres and subject areas.

Second graders continue to refine their phonics skills, learning more complex letter patterns, syllable types, and phonetic rules. They apply these skills to decode multisyllabic words and to recognize and spell increasingly sophisticated vocabulary.
Second graders work on developing fluency by reading with expression, accuracy, and appropriate pacing. They engage in repeated readings, partner reading, and other fluency-building activities to improve their oral reading skills and automaticity.
Second graders expand their vocabulary through exposure to a wide range of texts, including fiction, nonfiction, poetry, and informational texts. They learn new words in context and use context clues and their knowledge of word parts to determine the meanings of unfamiliar words.
Second graders deepen their comprehension skills by learning to understand and analyze texts more critically. They identify main ideas, key details, and supporting evidence in both fiction and nonfiction texts. They make inferences, draw conclusions, and use evidence from the text to support their understanding.
Second graders learn and apply a variety of reading strategies to help them comprehend and make sense of texts independently. These strategies may include using text features, predicting, summarizing, asking questions, making connections, and visualizing.
Second graders encounter a variety of text types and genres, including narrative, expository, persuasive, and procedural texts. They learn to recognize the characteristics of each genre and understand the different purposes, structures, and features of texts.
Second graders begin to develop critical literacy skills by questioning and evaluating texts, considering different perspectives, and recognizing bias and stereotypes. They learn to think critically about the messages and themes conveyed in texts and to form their own opinions and interpretations.
Second graders continue to make connections between reading and writing, using their literacy skills to express themselves through writing. They engage in activities such as writing stories, reports, letters, and responses to literature to strengthen their writing skills and deepen their understanding of reading concepts.

Reading Foundational Skills Progression

Students are receiving Reading Foundational Skills through either Words Their Way or Really Great Reading based on the needs as assessed through i-Ready, Oral Reading Fluency and the Really Great Reading Diagnostic.

Words Their Way (WTW). WTW is highly differentiates using a skills inventory students so that students are working on spelling and word skills at their level. Students complete word sorts and WTW activities 4 times per week.

Really Great Reading (RGR). RGR is also differentiated by need with at focus on phonics skills and strategies. Students receiving RGR participate in 20-30 minute small group RGR lessons 4 times per week.

Reading Comprehension Learning Progression

Semester 1

Benchmark Advance: Launch
Benchmark Advance Unit 1
- Plants and Animals in Their Habitats
- How do living things get what they need to survive?
Benchmark Advance Unit 2
- Characters Facing Challenges
- What can we learn when we face problems?
Benchmark Advance Unit 3
- Government at Work
- Why do we need a government?

Semester 2

Benchmark Advance Unit 4
- Many Characters, Many Points of View
- How can a story change depending on who tells it?
Benchmark Advance Unit 5
- Solving Problems Through Technology
- Where do ideas for inventions come from?
Benchmark Advance Unit 6
- Tales to Live By
- What can different cultures teach us?
Benchmark Advance Unit 7
- Investigating the Past
- How does understanding the past shape the future?
OPTIONAL: Benchmark Advance Unit 8
- Wind and Water Change the Earth
- How do we react to changes in nature?

Writing

2nd Grade Writing

Overview

The Issaquah School District believes that literacy, the ability to read, write, listen, speak, and think critically in different ways and for different purposes, begins to develop early and becomes increasingly important as students pursue specialized fields of study in high school and beyond.

The Common Core State Standards (CCSS) for reading, writing, speaking, listening and language provide the learning targets for our instruction. Additional information on the CCSS is available at the Common Core website.

A comprehensive approach to literacy includes appropriate and effective instructional strategies that are based on research and applied systematically and consistently in order to ensure success for all students.

Our Adopted Curriculum

Adopted curricular materials meet the needs of all students through a variety of instructional strategies that provide multiple opportunities for mastery of skills. Materials are used to support instruction in grammar and conventions, opinion, information, narrative and prompt-based writing in individual, small, and large group settings.

Our adopted curricular materials for Writing include:

Benchmark Advance

Learning Goals

Below are the learning goals organized around the area(s) reported on the student report card.

LITERACY

Development of reading, writing, listening, and speaking skills to effectively comprehend, communicate, and engage with various forms of texts and information.

Language: Grammar & Conventions
Study and application of rules and structures of language in order to clearly communicate while speaking and writing. 

Writing Informational Text
Using appropriate language, detail, and organization to educate readers on a specific topic.

Writing: Opinion Text
Using reasons and examples to persuade or inform readers about the author's stance on a belief or topic.

Writing: Narrative Text
Crafting stories that depict characters, settings, and events, engaging readers through plot development and descriptive language.

Learning Experiences

TIER 1 COMPREHENSIVE LITERACY BLOCK

Student...

Displays a growth mindset while setting goals and reflecting on progress
Actively participates in a wide range of conversations
Shows respect for the ideas of others
Works collaboratively with a partner or small group, at times
Responds to literacy experiences including the use of tech core tools
Grows stamina as a reader and a writer
Works to build content knowledge and strong vocabulary
With support, apply reading and writing strategies learned in lessons to independent work
Chooses own topics and experiences when writing
Shows curiosity when thinking about patterns and meaning of words
Engages in word work
Applies knowledge of phonological awareness, phonics, and spelling patterns when reading and writing

Teacher...

Fosters a growth mindset, displays enthusiasm for literacy and a belief that all students can achieve
Intentionally select learning activities based on learning targets and student needs
Conducts daily reading, phonics, and writing mini lessons in which the learning target is communicated, and background knowledge is primed
Conducts small groups based on student need daily.
Employs explicit and intentional instruction to assist students in reading accurately and with automaticity
Maintains a brisk pace during instruction
Sets students up to read and write independently, with a partner, or online.
Conducts shared reading and writing experiences to model, demonstrate, and think aloud
Responds to learner variability by meeting more often with students who need additional support, providing guided practice and multimodal opportunities to respond
Uses multiple strategies to support students in acquiring and using academic language and vocabulary
Uses digital resources to support and extend learning

The Learning Progression

Essential Learnings

In second grade, the focus is on building upon the foundational skills of reading while fostering a deeper understanding of texts and developing critical literacy skills. The goal is to empower students to become confident, independent readers and critical thinkers who are able to engage meaningfully with a wide range of texts across different genres and subject areas.

Second graders continue to refine their phonics skills, learning more complex letter patterns, syllable types, and phonetic rules. They apply these skills to decode multisyllabic words and to recognize and spell increasingly sophisticated vocabulary.
Second graders work on developing fluency by reading with expression, accuracy, and appropriate pacing. They engage in repeated readings, partner reading, and other fluency-building activities to improve their oral reading skills and automaticity.
Second graders expand their vocabulary through exposure to a wide range of texts, including fiction, nonfiction, poetry, and informational texts. They learn new words in context and use context clues and their knowledge of word parts to determine the meanings of unfamiliar words.
Second graders deepen their comprehension skills by learning to understand and analyze texts more critically. They identify main ideas, key details, and supporting evidence in both fiction and nonfiction texts. They make inferences, draw conclusions, and use evidence from the text to support their understanding.
Second graders learn and apply a variety of reading strategies to help them comprehend and make sense of texts independently. These strategies may include using text features, predicting, summarizing, asking questions, making connections, and visualizing.
Second graders encounter a variety of text types and genres, including narrative, expository, persuasive, and procedural texts. They learn to recognize the characteristics of each genre and understand the different purposes, structures, and features of texts.
Second graders begin to develop critical literacy skills by questioning and evaluating texts, considering different perspectives, and recognizing bias and stereotypes. They learn to think critically about the messages and themes conveyed in texts and to form their own opinions and interpretations.
Second graders continue to make connections between reading and writing, using their literacy skills to express themselves through writing. They engage in activities such as writing stories, reports, letters, and responses to literature to strengthen their writing skills and deepen their understanding of reading concepts.

Learning Progression for Writing

SEMESTER 1

Benchmark Advance: Launch
Benchmark Advance Unit 1
- Plants and Animals in Their Habitats
- How do living things get what they need to survive?
Benchmark Advance Unit 2
- Characters Facing Challenges
- What can we learn when we face problems?
Benchmark Advance Unit 3
- Government at Work
- Why do we need a government?

SEMESTER 2

Benchmark Advance Unit 4
- Many Characters, Many Points of View
- How can a story change depending on who tells it?
Benchmark Advance Unit 5
- Solving Problems Through Technology
- Where do ideas for inventions come from?
Benchmark Advance Unit 6
- Tales to Live By
- What can different cultures teach us?
Benchmark Advance Unit 7
- Investigating the Past
- How does understanding the past shape the future?
OPTIONAL: Benchmark Advance Unit 8
- Wind and Water Change the Earth
- How do we react to changes in nature?

Math

2nd Grade Mathematics

Overview

Mathematics uses the language and science of patterns to describe the world in which we live, employing logic, observation, simulation, and experimentation. Mathematics is a universal means of communication.

To be well informed adults and prepared for the demands of college and future careers, today's students require an education that goes far beyond what was needed by students in the past. All students must develop and deepen their understanding of mathematical concepts and processes and their abilities in solving complex problems, reasoning, and communication. In order for this to occur, rigorous mathematical content must be organized, taught, and assessed in a problem-solving environment. Students’ mathematical knowledge must be connected to the ideas and skills found in all grade levels and content areas, as well as to real life situations outside the classroom.

Elementary Math

Our elementary schools are opening a world of opportunity for children.

In elementary classes, students have their first exposure to mathematical ideas and concepts in all areas of mathematics. They are introduced to, practice, and develop mastery in the areas of Operations and Algebraic Thinking, Number and Operations in Base Ten, Measurement and Data, Fractions, and Geometry as they engage in mathematical practices to become problem solvers and learn to reason and communicate about mathematics.

A strong elementary math education rests on three pillars:

Conceptual Understanding
Procedural Skills and Fluency
Application and Problem Solving

Washington State Mathematics Learning Standards

ISD Parent Resources

Parent Road Map

Parent Tip Sheets

Standards for Mathematical Practice for Families

Additional Resources

Our Adopted Curriculum

In the 2016-17 school year, the Issaquah School District implemented Eureka Math, a comprehensive curriculum that provides elementary students with a solid foundation built on the three pillars above. Eureka Math was written by a team of teachers and mathematicians who took great care to present mathematics in a logical progression to help students achieve deep understanding. Eureka Math follows the Washington State Learning Standards and connects math to the real world in ways that build student confidence and ensures that today's young mathematicians will be prepared for futures where they will thrive.

Eureka Math is supported by an accompanying digital tool, Zearn.

To provide additional resources and to monitor progress toward meeting standard, ISD utilized i-Ready Math diagnostic assessments, the interactive My Path and teacher tools for instruction.

Learning Goals

Below are the learning goals organized around the area(s) reported on the student report card.

Math Content:

Students demonstrate grade level conceptual understanding, procedural fluency and productive disposition in the following areas.

Operations and Algebraic Thinking
- Represents and solves problems involving addition and subtraction
- Adds and subtracts within 20
- Works with equal groups of objects to gain foundations for multiplication
Number and Operations in Base Ten
- Understands place value
- Uses place value understanding and properties of operations to add and subtract
Measurement and Data
- Measures and estimates lengths in standard units
- Relates addition and subtraction to length
- Works with time and money
- Represents and interprets data
Geometry
- Reasons with shapes and their attributes

Math Practices:

Students demonstrate grade level skills with the following processes and proficiencies.

Makes sense of problems and perseveres in solving them
Reasons abstractly and quantitatively
Constructs viable arguments and critiques the reasoning of others
Models with mathematics
Uses appropriate tools strategically
Attends to precision
Looks for and makes use of structure
Looks for and expresses regularity in repeated reasoning

Learning Experiences

Using Eureka Math Lessons and Zearn (the digital learning tool designed to be used with Eureka)

Concept Development Lessons & Debriefs. Teacher engages students to pose problems, engage in mathematical discourse, model problem solving and provide explicit instruction in math concepts.

Fluency Practice. Students engage in fluency development routines.

Application Problem and Problem Solving. Students work collaboratively and independently to solve problems and practice skills.

Using i-Ready Math

My Path. Students may be assigned 30-50 minutes per week of personalized learning in My Path. My Path may be used to...

Provide instruction and practice in areas of weakness or skill gaps that may prevent a student from meeting standard.
Provide an opportunity to reinforce classroom learning and demonstrate the ability to apply learning in a different context.
Provide an opportunity to work on above grade-level concepts and skills.

The Learning Progression

Trimester 1

Sums and Differences to 100
Addition and Subtraction of Length Units
Place Value Counting and Comparison of Numbers to 1,000
Addition and Subtraction within 200 and Word Problems to 100

Trimester 2

Addition and Subtraction within 200 and Word Problems to 100
Addition and Subtraction within 1,000 with Word Problems to 100
Foundations of Multiplication and Division

Trimester 3

Foundations of Multiplication and Division
Problem Solving with Length, Money, and Data
Time, Shapes, and Fractions as Equal Parts of Shapes

Science

2nd Grade Science

Overview

In each science unit, students are asked to inhabit the role of a scientist or engineer in order to figure out scientific phenomena through a 21st-century, real-world problem context. Over the course of the unit, students collect and make sense of evidence from multiple sources and through a variety of modalities, ensuring that they have multiple vehicles through which to develop and articulate their understanding of each phenomenon. As the class progresses through their lessons, students move back and forth from firsthand investigation and inquiry to secondhand analysis and synthesis, formulating an increasingly complex explanation of the problem at hand. Finally, at the end of the unit, students are presented with a brand-new context to consider, giving them an opportunity to take what they’ve learned over the course of the unit thus far and apply it to this new context, thereby demonstrating a deep understanding of the phenomenon.

Science Standards: www.nextgenscience.org
The Next Generation Science Standards (NGSS) were adopted in 2013 as the Washington State Science Learning Standards. These standards outline what students at each grade level should know and be able to do. Each standard integrates a science or engineering practice, a core disciplinary idea, and a crosscutting concept.

Our Adopted Curriculum

Learning Goals

Below are the learning goals organized around the area(s) reported on the student report card.

Understands and applies skills and concepts related to scientific principles taught in each of the following units:

Plant and Animal Relationships: Investigating biological interdependence.

Changing Landforms: Investigating geography and erosion.

Properties of Materials: Investigating mixtures.

See Learning Progression Below for more information on each unit

Learning Experiences

Hands-on Activity. Students work with partners and small groups, interacting with science tools, recording observations, sharing ideas, or creating models.

Teacher-led Discussion. Teachers ask questions and prompt students to make sense of their experiences in or out of class with the science concept. Students share ideas and evidence. Students listen to others and ask questions to understand others' thinking.

Student-to-Student Discussion. Working in pairs and small groups, students share science ideas and present evidence to support their ideas.

Digital Simulation or Modeling. Students use digital tools to engage with concepts, extending hands-on science learning beyond what can be provided in a classroom setting.

The Learning Progression

Plant and Animal Relationships

Unit question: How do the living things in a habitat depend on each other?

As plant scientists, students figure out why there are no new chalta trees growing in the Bengal Tiger Reserve, located in a broadleaf forest in India. Students investigate what chalta trees need to survive, and then collect and analyze data to solve the mystery.

Chapter 1: Why aren’t new chalta trees growing in the Bengal Tiger Reserve?

Chapter 2: Why aren’t the chalta seeds getting the sunlight and water they need to grow?

Chapter 3: Why aren’t the chalta seeds getting to places where they can grow?

Chapter 4: How are other seeds in the reserve able to get to places where they can grow?

Changing Landforms

Unit question: Why is the shape of the land different than it used to be?

The director of the Oceanside Recreation Center got a scare when a nearby cliff collapsed. Students take on the role of geologists to help the Director understand what is happening to the cliff, and decide whether the center needs to be closed immediately.

Chapter 1: How did the edge of the cliff get to be so close to the flagpole?

Chapter 2: How did the recreation center’s cliff change?

Chapter 3: How did the recreation center’s cliff erode without the director noticing?

Chapter 4: Could the recreation center’s cliff erode quickly?

Properties of Materials

Unit question: How can you design a mixture for a certain purpose?

As glue engineers, students are challenged to create a glue for use at their school that meets a set of design goals. Students present an evidence-based argument stating why their glue mixture would solve their school’s need for a better glue.

Chapter 1: How can you make a sticky glue?

Chapter 2: Can heating a substance (and returning it to its original temperature) make a better glue?

Chapter 3: What ingredients can be used to make a glue that is sticky and strong?

Chapter 4: What is the glue recipe that best meets our design goals?

Social Studies

2nd Grade Social Studies

Overview

Social studies comprises the study of relationships among people and between people and the environment. It recognizes the challenges and benefits of living in a diverse cultural and ideological society. Based on appropriate investigations and reflections within social studies lessons, students develop thinking skills and awareness of society and their community. Social studies education builds our common understandings of responsible citizenship.

A responsible citizen:

Uses knowledge of the past to construct meaningful understanding of our history in order to enrich and enlighten our lives. (Historical Perspective)
Uses knowledge of geographical concepts, such as spatial patterns and both human and natural systems, to understand processes that impact our world. (Geographic Perspective)
Uses knowledge of government, law, and politics to make decisions about and take action on local, national, and international issues to further the public good. (Civic Perspective)
Uses knowledge of production, distribution, and consumption within modern economics to make decisions. (Economic Perspective)
Uses a wide range of social studies skills, including critical thinking, to investigate and analyze a variety of resources and issues and seek answers. (Critical Thinking Skills)
Uses effectively both group process and communication skills to participate in democratic decision-making. (Interpersonal and Group Skills)

Principles and Goals

The social studies curriculum builds the following capacities in young people: disciplinary knowledge; inquiry, interpersonal, and critical thinking skills; respect for the underlying values of a diverse democratic society; interest in public affairs and competencies of self-government. Each capacity contributes uniquely to responsible citizenship.

The social studies curriculum:

Builds disciplinary knowledge. Disciplinary knowledge is fundamental for students to construct meaning through understanding powerful ideas drawn primarily from the disciplines of history, geography, civics, and economics.
Cultivates inquiry, interpersonal, and critical thinking skills. These skills are infused throughout the four social studies disciplines so that students apply the methods of social science to effectively participate in public life. Aided by appropriate technologies, students gather, interpret, and analyze information to be informed citizens. Their ability to engage in civic discourse improves through practice of discussion and interpersonal skills. Critical thinking skills encourage reasoned decisions as well as alternative viewpoints regarding matters of public concern.
Promotes respect for the underlying values of a diverse democratic society. As a result, students comprehend the ideals of democracy and strive to live their lives in accordance with them. A reasoned commitment to democratic values motivates citizens to safeguard their rights, to fulfill their responsibilities as citizens, and to honor the dignity of all people.
Stimulates interest in public affairs and strengthens competencies of self-government though citizen participation experiences. Students are encouraged to inform themselves about public affairs and to become active participants in civic life rather than passive bystanders. They are urged to uphold the rule of law in their personal and social lives and to challenge wrongdoing. Efforts to understand multiple perspectives about local, national, and international issues are supported by the curriculum. Through activities such as service learning and political action, the social studies curriculum equips students to improve their communities and to realize the civic virtue of serving.

Ultimately, responsible citizenship rests on these capacities. Social studies education for responsible citizenship must be a compelling priority if we expect to sustain our constitutional democracy. The health of our democracy depends on whether young people understand the complexities of human society and can govern themselves competently.

Washington State Social Studies Standards

Our Adopted Curriculum

ISD Created Units

The Issaquah School District developed our own social studies units for elementary. These units were created based on Washington State Standards, The Inquiry Design Model, and the C3 Framework of College, Career & Civic Life. Students who are equipped with skills of authentic inquiry and who know geography, civics, economics, and history can move forward with the confidence that they are prepared to engage with the world. You can discover more about the C3 Framework through the graphic and video seen below.

Learning Goals

Below are the learning goals organized around the area(s) reported on the student report card.

Understands skills and concepts related to social studies lessons on the following units

Community Citizenship and Government
Community Economics
Community History and Geography

See the learning progression below for more information on the supporting questions of each unit.

Learning Experiences

Our Social Studies curriculum provides and inquiry-based approach that focuses on building knowledge and skills as students engage in discussion and activities that center on compelling questions.

Discussion & Concept Development: Students learn from, build on and demonstrate understanding of different perspectives and points of view

Inquiry & Collaboration: students recork their thinking in journals, organizers, and charts; students work independently, in pairs or small groups to complete learning tasks that apply skills from concept development

The Learning Progression

Community Citizenship and Government

Compelling Question: What does it mean to be a citizen?

Supporting Questions

How can I be a responsible citizen of my classroom? Community? The World?
Why do I have rights and responsibilities as a citizen?

Community Economics

Compelling Question: Why is my community organized the way it is?

Supporting Questions

How do people meet their needs and wants in my community?
How does my community work together to solve problems?

Community History and Geography

Compelling Question: If I live in the present, why should I care about the past?

Supporting Questions

Why did people settle here?
Why do people move here now?
How has our community changed over time?

Unit 1

Second Grade Social Studies Unit 1 Parent Overview

Available in English, Chinese, Korean and Spanish (see below):

Unit 1- Second Grade Social Studies

This fall our class will be focusing on the big idea of Community Citizenship and Government in Social Studies.

Community, Citizenship and Government: This inquiry highlights the idea that even primary-age children can begin thinking about their civic roles in their communities and beyond. Those roles can be made real and vital to young children by exploring the traits or characteristics that represent responsible citizenship. Those traits—respecting others, behaving honestly, helping others, making and obeying rules and laws, basic structure of government, being informed, and sharing needed resources—will be familiar to students through their experiences in their home and school lives.

二年级社会研究简报宣传语 (Chinese)

第一单元：二年级社会研究

这个秋季学期，我们班将侧重讲社会研究中社区、公民和政府这个大概念。

社区、公民和政府：这项探讨表明，即使是最小年龄的孩子也能开始思考自己在社区和更广阔范围的公民角色。探讨代表负责任的公民的特征或特点，可以向年幼的儿童讲清楚和强调这些角色。在同学们在家庭和学校生活的经历中，同学们会熟悉这些特征（尊重别人、诚实守信、帮助别人、制定和遵守规则和法律、政府的基本结构、知情、分享需要的资源）。

2학년 사회 과목 소식 안내 (Korean)

1단원 - 2학년 사회 과목

이번 가을에 사회 과목 수업에서는 지역사회 시민권 및 정부라는 대주제에 중점을 둡니다.

지역사회, 시민권 및 정부: 이 탐구는 초등학생도 지역사회 안에서의 시민의 역할 및 그 이상의 것에 대해 생각해 볼 수 있다는 것을 강조합니다. 이러한 역할은 책임 있는 시민권을 대변하는 특성 또는 특징을 탐구함으로써 실현되며 어린이에게 필수적인 것이 될 수 있습니다. 학생은 가정과 학교 생활에서의 경험을 통해 타인 존중, 정직한 행동, 타인 돕기, 규칙 및 법의 제정 및 준수, 정부의 기본 구조, 정보 알기, 필요한 자원 공유 등 이러한 특성들에 익숙해지게 됩니다.

"Anuncios" del boletín informativo de Estudios Sociales de 2º grado (Spanish)

Unidad 1- Estudios Sociales de 2º grado

Este otoño nuestra clase se enfocará en la gran idea de Comunidad, ciudadanía y gobierno en Estudios Sociales.
Comunidad, ciudadanía y gobierno: Esta indagación destaca la idea de que incluso los niños en edad de primaria pueden comenzar a pensar en sus roles cívicos en sus comunidades y más allá. Esos roles pueden ser reales y fundamentales para los niños pequeños mediante la exploración de rasgos o características que representan la ciudadanía responsable. Esos rasgos—respetar a otros, comportarse con honestidad, ayudar a otros, hacer y obedecer reglas y leyes, estructura básica de gobierno, estar informado, y compartir recursos necesarios—serán familiares para los estudiantes a través de sus experiencias en su hogar y escuela

Unit 2

Second Grade Unit 2 Social Studies Overview for Parents

Available in English, Chinese, Korean and Spanish (see below):

Unit 2: Community Economics

This winter our class will be focusing on the big idea of Community Economics in Social Studies.

Community Economics: This inquiry focuses on the Understanding of Goods and Services. The unit integrates social studies and ELA standards as students become business owners in a small-town shopping district. Students develop literacy skills such as speaking and listening as they collaborate in their roles, and strengthen reading and writing skills as they make logical inferences from readings. Students will employ economic concepts such as supply and demand as they attempt to provide goods and services that consumers want. When they realize they are not making enough money, the unit’s critical incident motivates them to step up to the plate and strategize how to bring in more revenue.

第二单元：社区经济学 (Chinese)

这个冬季学期，我们班将侧重讲社会研究中社区经济学这个大概念。

社区经济学：这项探讨侧重理解商品和服务。在这一单元中，同学们成为一个城镇购物区的业主，这一单元把社会研究和英语语言艺术标准结合起来。同学们以自己的角色协作，开发说、听等识字技能，并且从阅读中做出符合逻辑的推理，加强阅读和写作技能。同学们试图提供消费者想要的商品和服务，使用供应和需求等经济学概念。在他们意识到自己没有赚到足够的钱时，这一单元的关键事件促使他们挺身而出，对如何带来更多收入进行策略规划。

2단원: 지역사회 경제 (Korean)

이번 겨울에 사회 과목 수업에서는 지역사회 경제라는 대주제에 중점을 둡니다.

지역사회 경제: 이 탐구는 재화 및 용역의 이해에 중점을 둡니다. 1단원에서는 학생이 소도시 상가에서 사업주가 되면서 사회 과목과 ELA(영어 과목) 기준을 융합합니다. 학생은 자신의 역할을 가지고 협업하면서 말하기 및 듣기와 같은 영어 능력을 계발하고, 읽기에서 논리적 추론을 하면서 읽기 및 쓰기 능력을 강화합니다. 학생은 소비자가 원하는 재화와 용역을 제공하기 위해 수요와 공급 등의 경제적 개념을 사용합니다. 학생이 충분한 돈을 벌지 못한다는 것을 알게 될 때, 이 단원의 중요 사건을 통해 학생이 그에 대한 조치를 하고 더 많은 수익을 창출하는 전략을 모색하도록 동기를 부여합니다.

Unidad 2: Economía de la comunidad (Spanish)

Este invierno nuestra clase se enfocará en la gran idea de Economía de la comunidad en Estudios Sociales.

Economía de la comunidad: Esta indagación se centra en el conocimiento de bienes y servicios. La unidad integra estándares de estudios sociales y ELA mientras los estudiantes se convierten en dueños de negocios en un distrito comercial de pueblo. Los estudiantes desarrollan habilidades de alfabetización tales como hablar y escuchar mientras colaboran en sus roles, y fortalecen las habilidades de lectura y escritura al realizar inferencias lógicas a partir de la lectura. Los estudiantes emplearán conceptos económicos tales como oferta y demanda mientras intentan proporcionar los bienes y servicios que desean los consumidores. Cuando se dan cuenta que no están generando suficiente dinero, el incidente crítico de la unidad los motiva para que acepten el reto y elaboren una estrategia sobre cómo generar más ingresos.

Unit 3

Second Grade Social Studies Unit 3 Overview for Parents

Available in English, Chinese, Korean and Spanish (see below):

Unit 3: Community History and Geography

This spring our class will be focusing on the big idea of Community Economics in Social Studies.

Community History:

This inquiry is an exploration into the concepts of time, continuity, and change in a community with the dual purpose of establishing students’ understandings of the passage of time and explaining why the past matters today. The inquiry taps into a common student assumption about the authority of the present and its existence independent of past events and contexts. One way to explore present circumstances is through an examination of the short- and long-term effects of the past. This is done by looking at the effects of settlement and industry on the Indigenous people, and the environment, of the greater Issaquah area. The constructs of cause and effect are complex, chiefly because multiple causes may be associated with one event, just as multiple effects can be tied to a single cause. Through identifying the relationship of cause and effect, students learn to recognize how continuity and change over time help us understand historical developments in our present communities.

第三单元：社区历史和地理 (Chinese)

这个春季学期，我们班将侧重讲社会研究中社区经济学这个大概念。

社区历史：

这项探讨是对一个社区的时间、连续性和变化的探讨，有两个目的，一个是使同学们理解时间度过的概念，另一个是解释为什么过去对今天依然重要。这项探讨针对的是同学们常见的看重当前重要性的认识，当前不受过去事件和情况的影响而独立存在。探讨当前情况的一种方式是审视过去对现在的短期和长期影响。构建原因和影响是复杂的，主要是因为与一个事件相关可能有多个原因，就像一个原因可能会有多个影响一样。通过确定因果关系，同学们学会认识一段时间的连续性和改变如何帮助我们理解当前社区中的历史发展。

3단원: 지역사회 역사 및 지리 (Korean)

이번 봄에 사회 과목 수업에서는 지역사회역사및지리라는 대주제에 중점을 둡니다.

지역사회역사:

이 탐구는 지역사회 내의 시간, 연속성 및 변화의 개념을 탐구함과 동시에 시간의 경과를 이해하고 과거의 문제가 현재 중요한 이유를 설명하는 것을 목표로 합니다. 이 탐구는 일반적으로 과거의 사건 및 맥락에 관계 없이 현재 사회의 영향력과 그 실재에 대해 갖는 학생의 생각에 다가갑니다. 현재 상황을 탐구하는 한 가지 방법은 과거의 단기적, 장기적 영향을 조사하는 것입니다. 원인과 결과의 구성 요소는 복잡합니다. 그 주된 이유는 여러 영향이 한 원인과 연관될 수 있는 것처럼 여러 원인이 한 사건과 연관 될 수 있기 때문입니다. 학생은 원인과 결과의 관계를 확인함으로써 연속성과 시간 경과에 따른 변화가 우리 현재 사회의 역사적 발전을 이해하는 데 얼마나 도움이 되는지를 배웁니다.

Unidad 3: Historia y geografía de la comunidad (Spanish)

Esta primavera nuestra clase se enfocará en la gran idea de Economía de la comunidad en Estudios Sociales.

Historia de la comunidad:

Esta indagación es una exploración de los conceptos de tiempo, continuidad, y cambio en una comunidad con el objetivo doble de generar conocimientos en los estudiantes sobre el paso del tiempo y explicar por qué el pasado es importante hoy en día. La indagación accede a una conjetura común de los estudiantes sobre la autoridad del presente y su existencia independiente de los eventos y contextos del pasado. Una forma de explorar las circunstancias presentes es mediante un análisis de los efectos a corto y largo plazo del pasado. Las construcciones de causa y efecto son complejas, principalmente porque múltiples causas pueden asociarse a un evento, al igual que múltiples efectos pueden vincularse a una sola causa. Identificando la relación de causa y efecto, los estudiantes aprenden a reconocer cómo la continuidad y el cambio en el transcurso del tiempo nos ayudan a comprender los desarrollos históricos en nuestras comunidades presentes.

Health

The ISD Elementary Health Curriculum includes lesson using Read Aloud Classroom Books and Posters

Lesson	Material
Eating Food for a Healthy Body	Good Enough to Eat by Lizzie Rockwell
Preventing the Spread of Disease Communicable Disease	Germs Make Me Sick by Melvin Berger
Body Systems for the Heart	The Magic School Bus Has a Heart by Anne Capeci
Non-Communicable Disease	Taking Diabetes to School by Kim Gosselin
Staying Safe in Our Community	Be Careful and Stay Safe by Cheri J Meiners
Emergencies and Non-Emergencies	Franklin Goes to the Hospital by Paulette Bourgeois
Respect and Telling the Truth	Be Honest and Tell the Truth by Cheri J Meiners
Stress and Anger Management	How to Take the Grrrr Out of Anger (Laugh and Learn) by Elizabeth Verdick
Refusal Skills	No Trespassing - This is MY Body by Patti Fitzgerald
Stress Management	ISD Lesson
Stress and Anger Management	ISD Lesson
Families Help Each Other	ISD Lesson

Social Emotional Learning (SEL)

Social-Emotional Learning (SEL)

SEL (Social Emotional Learning) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. SEL programming is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging, and meaningful.

The Collaborative for Academic, Social and Emotional Learning (CASEL) puts forth five core competencies for SEL curriculum:

Self-Awareness
Self-Management
Social Awareness
Relationship Skills
Responsible Decision-Making

Our Social-Emotional Learning curriculum is Second Step. Second Step Lessons include the following topics:

Self Regulation (Focusing attention, self-talk)
Respecting Different Preferences
Emotional Management (identifying and predicting feelings; managing embarrassment, disappointment, anger)
Solving Problems, Exclusion

Music

2nd Grade Music

Overview

The Arts are an essential part of public education. From dance and music to theatre and the visual arts, the arts give children a unique means of expression, capturing their passions and emotion, and allow them to explore new ideas, subject matter, and cultures. Elementary music instruction in the Issaquah School District is provided by specialists and designed to engage students as they develop foundations for a lifetime of experiencing and creating music.

K-12 Washington State Learning Standards - Music

Our Adopted Curriculum

Learning Goals

The Learning Content

PE

2nd Grade PE

Overview

An understanding of good health and fitness concepts and practices is essential for all students. Teaching our students good health and safety principles can lead to a lifetime of healthy practices, resulting in more productive, active, and successful lives. The Physical Education Standards establish the concepts and skills necessary for safe and healthy living, and in turn, for successful learning.

Our Adopted Curriculum

Learning Goals

Below are the learning goals organized around the area(s) reported on the student report card.

Demonstrates behaviors that promote learning related to health and fitness from among the following areas:

Respects the rights and feelings of others
Actively listens and follows directions
Stays on task
Contributes positively

Demonstrates skills and concepts related to health and fitness from among the following content areas:

Recognizes and demonstrates mature form in
- Locomotor (i.e. jog, run, hop, jump, gallop, slide, skip, leap)
- Non-locomotor (i.e. bend, twist, stretch, push, pull)
- Uses manipulatives alone and with a partner (i.e. rolling, tossing, throwing over/underhand, catching, bouncing, dribbling, kick/punt)
- Balance and rhythm
Demonstrate movement concepts
- Personal/general space
- Pathways (i.e. zig-zag, curve, straight)
- Directions (i.e. forward, backward, diagonal, sideways)
- Levels (i.e. high, medium, low)
- Moves safely in a variety of activities
- Game strategies
Recognizes and describes basic fitness vocabulary
- Fitness, heart rate, pacing, muscle strength, muscle endurance, flexibility
Understands skills and concepts related to health
- Nutrition and the body

The Learning Content

Physical education develops physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.

To pursue a lifetime of healthful physical activity, a physically literate individual:

Has learned the skills necessary to participate in a variety of physical activities.
Knows the implications and the benefits of involvement in various types of physical activities.
Participates regularly in physical activity.
Is physically fit.
Values physical activity and its contributions to a healthful lifestyle.

Library

Overview
Learning Progression

Overview

Learning Progression

Library lessons center on 4 overarching areas:

Digital Citizenship and Responsibility

Digital citizenship & safety
Digital presence & awareness
Managing technology
Responsibly reporting
Screen time & media balance

Library Skills and Organization

The library collection
Library management procedures
Catalogs & databases

Information Literacy and Research

Genres & sub-genres of informational text
Text features & formats
Locating information & conducting database searches
Evaluating sources
Citations & plagiarism

Reading Engagement

Connecting with literature & texts
Awareness of different ways to choose a book
Literature awards
STEM integration