HCPS

Where Tomorrow Begins

Henderson County Public Schools

www.henderson.k12.nc.us

414 Fourth Avenue West

Hendersonville, NC 28739

828-697-4733

What Your Child Will Learn In Second Grade

Student Expectations 2009-2010

A Resource Book for Parents

What Your Child Will Learn In Second Grade

Student Expectations 2009-2010

A Resource Book for Parents

To Second Grade
I want to assure you that the teachers and staff of Henderson County Public Schools are committed to the needs of all the children we serve. We take very seriously the responsibility of providing instructional services to your son/daughter. As a parent you are the primary teacher in your childs life, and as such, possess valuable insights into his/her unique needs. As your son/ daughter progresses through the grades, he/she will face many challenges and demands. Our objective is to prepare your child for an increasingly complex, changing world. Upon graduation, we hope that we have helped equip him/her with the tools necessary to be successful. We must work together to provide the best education possible for your child. Communication is essential. You can help your child more effectively if you know what will be expected of him/her. This publication features our expectations for students in the second grade. It is the third in the What Your Child Will Learn series, beginning with kindergarten and continuing through fifth grade. It is our belief that parents should have a resource book that tells them what we expect their child to learn and know at each elementary grade level. We hope this book proves to be a worthwhile publication for both you and your child. As in the Kindergarten and First Grade resource books, we begin the publication with two pages of Ideas For Parents which identify ways that you can help your child learn. One of the most important things you can do for your son or daughter is spend time with him/her. These ideas illustrate that you can teach and have fun at the same time. In second grade, reading skills become more essential to academic success. Encourage your son or daughter to read. Help him/her discover the many doors reading will open. Please set aside time every day to read to your child or have him/her read to you. Second grade teachers have provided you with a list of read-together books, Books To Read With Your Child, on page six. Please dont hesitate to contact the teacher. It is our privilege to work with you and your child. We are here for the children we serve. Superintendent

TABLE OF CONtENts
Ideas for Parents.......................................................................................................................... 2, 3 Reading ........................................................................................................................................... 4, 5 Books To Read With Your Child.......................................................................................................6 Writing...................................................................................................................................................7 Mathematics..............................................................................................................................8, 9, 10 Social Studies. .....................................................................................................................................11 Science .........................................................................................................................................12, 13 Programs For Children With Special Needs............................................................................... 13 Arts - Music........................................................................................................................................ 14 Arts - Visual Art. .............................................................................................................................. 15 Healthful Living. ................................................................................................................................. 16 Computer and Technology Skills.................................................................................................... 17 Information Skills............................................................................................................................. 17 School Counseling.............................................................................................................................. 18 Character Education ........................................................................................................................ 19 Family Resources........................................................................................................................20, 21 Core Values. ........................................................................................................................................ 22 Promotion Standards....................................................................................................................... 23 Our Schools. ....................................................................................................................................... 24 When Will I Have Parent and Teacher Conferences?. ............................................................ 25 How Much Homework Will My Child Have in the Second Grade?. ........................................ 25 What Teachers Have To Say About Second Grade. ................................................................ 26

IDEAS FOR PARENTS

Keep plenty of reading materials in the home. Let your child see you reading. Go to the library and spend time together selecting books to take home. Have your child read at least 20 minutes each evening. Listen to your child read and talk with him about what he reads. Read aloud to your child a difficult chapter book (possibly reading one chapter a night). Encourage your child to read chapter books as well as picture books. Give books as presents. Put books in a special space. Have your child help read recipes and measure ingredients.

IDEAS FOR PARENTS

Discuss road maps, places of interest, and mileage when traveling with your child. Use brochures to find places on maps.

Take walks and discuss what you see.

Practice addition and subtraction facts while riding in the car. Play board games and card games and work puzzles. Work on writing skills by having your child write letters to friends or family members. Have your child write stories using complete sentences.

Allow your child to help make a family scrapbook; let your child write captions for the pictures. Have a digital and analog (face) clock in your home and have your child practice telling time.

REA D I N G
Students will use listening, speaking, and reading skills they have developed to broaden their understanding of written language and their skills in using written language to express many ideas about a topic.

Students will learn to

Use phonics to read regular multi-syllable words when reading text. Read most high frequency words and many

irregularly spelled words accurately.

Apply reading skills to read a new book

silently and independently.

Read self-selected books independently

for 20 minutes daily. Self-selected text should be consistent with the students independent reading level.

Use texts for literary, informational, and

practical purposes.

Ask possible how, why, and what if

questions to understand and/or interpret text.

Recall main idea, facts, and details

from a book.

Discuss similarities and differences

in events, characters, and concepts within and across the text.

 Interpret information from diagrams, charts, and maps. Use personal experiences and knowledge to interpret written and oral messages. Explain and describe new concepts and information in their own words. Increase oral and written vocabulary by listening, discussing, and writing texts when responding to literature that is read and heard. Locate and discuss examples of an authors use of kinds of sentences, capitalization, punctuation, use of paragraphs in texts and their effects on the reader, and genres and specific word choice(s). Discuss the effect of an authors choice of words to help the reader understand fiction or nonfiction text. Begin to use literary language. Expand their vocabulary by using synonyms for commonly overused words.

Read books with fluency and expression. Use oral communication to identify, organize, and analyze information.

BOOKS TO READ WITH YOUR CHILD

As you read to your child, point to the words with your finger. Stop and ask questions about the story. Read every day to your child and let your child read to you as words are learned. Listed below are some suggested books that can be easily found. Also listed are a few suggested series of books and authors. Your childs teacher will be glad to provide you with other book titles. Suggested books to read
Cam Jansen, by David Adler Freckle Juice, by Judy Blume Hank the Cowdog, by John R. Erickson Henry and Mudge, by Cynthia Rylant If You Give A Mouse A Cookie, by Laura Numeroff Junie B. Jones, by Barbara Park Little House in the Big Woods, by Laura Ingalls Wilder Keep the Lights Burning Abbie, by Peter and Connie Roop Nate the Great, by Marjorie Sharmat Pee Wee Scouts, by Judy Delton Ramonas World, by Beverly Cleary The Mitten, by Jan Brett
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Suggested authors
Jan and Stan Berenstain Judy Blume Jan Brett Marc Brown Eric Carle Beverly Cleary Tomie de Paola Kevin Henkes Steven Kellogg Arnold Lobel Bill Martin Else Holmelund Minarik Robert Munsch Peggy Parish Bill Peet Patricia Polacco Cynthia Rylant E. B. White Laura Ingalls Wilder

Suggested series
Amelia Bedelia Arthur Bailey School Kids Berenstain Bears Boxcar Children Frog and Toad Cam Jansen Junie B. Jones Little Bear Little House on the Prairie Magic Treehouse Nate the Great

WRITI N G
Students will learn to
Plan and make judgments about what to include in written products (such as stories of personal experiences, creative stories, skits based on familiar stories and/or experiences).

Spell correctly.

Use capitalization, punctuation, and paragraphs in their own writing.

Write in complete sentences and edit their own work.

Write first drafts using an appropriate writing process: planning and drafting, rereading for meaning, and revising to clarify and refine writing.

Use media and technology to present information.

MATHEMATICS
Students will learn to
Rename numbers in a variety of ways. (For example: 452 could be 4 hundreds, 5 tens and 2 ones or 45 tens and 2 ones.) Represent fractions (halves, thirds, fourths) with models and by symbols.
1 2

of the square is gray

1 2

of the set is gray

Compare and order numbers to 1,000. (386, 387, ____ , 389, ____ , ____ ,) Identify odd and even numbers using objects.

Read and write 3 digit numbers and give the value of each digit. For example: 385 is 3 hundreds, 8 tens and 5 ones Make reasonable estimates up to 1,000 objects. Add and subtract 2 and 3 digit numbers using more than one strategy.

12 + 34 = ___

567 - 335 = _____

Create and solve problems using a variety of strategies.

MATHEMATICS
Students will learn to
Represent halves, thirds, and fourths using objects and symbols. Example:
1 3

of the popsicles are gray

Group objects into ones, tens and hundreds and write the number. Compare fractions (halves, thirds, fourths) using models. Example: Which bar has the most shaded area?
1 2 2 3

Describe and extend growing patterns.

?
Use patterns to continue numerical sequences and tell the rule.
Example: 2, 5, 8, 11, ___, ___, ___ What comes next? Explain the rule.

Collect, sort, organize and display information using Venn diagrams and pictographs where symbols represent multiple units with correct labeling and make predictions based on the data. M For example: John has 35 M M M&Ms and Ted has 30. Venn Diagram M = 10 M&Ms M M M M

John Ted

MATHEMATICS
Students will learn to
Describe and make predictions about simple probability experiments. Describe changes in two and three-dimensional shapes as they are cut and rearranged.

Identify and make symmetrical and congruent figures.

Measure using inches, feet, yards, centimeters and meters. Read Fahrenheit thermometers. Tell time at five minute intervals. Write addition and subtraction number sentences using symbols to represent unknown quantities. For example: Mary and Bob altogether had 37 oranges. 14 + = 37 Mary had 14. How many did Bob have?

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SOCIAL STUDIES
Students will learn more about the world in which they live. Their study emphasizes community life in a variety of settings with a major focus on geography. Students begin to learn how important it is for people and groups to work together and solve problems. Geographical investigations begin with familiar local regions and expand to locations around the world through the development of place and spatial relationships.

Students will learn to

Describe unique features of families in diverse communities. Analyze the effects of change in communities and predict future changes. Identify the relationship between people and their government. Identify ways people are consumers and producers. Identify contributions made by people of diverse cultures. Identify uses of technology in communities. Analyze the effects of responsible citizenship in social environments. Identify the relationship between people and geography in various communities.

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SCIENCE
Students will learn to
Describe the different states of matter (solid, liquid, and gas).

Investigate and observe how mixtures can be made by combining solids, liquids, or gases and how they can be separated again.

Identify change in matter due to heating and cooling.

Demonstrate how sound is produced by vibrating objects.

Show how the human ear detects sound.

Describe life cycles of animals and insects.

Life Cycle of a Butterfly

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Students will learn to

Identify and observe weather changes over time, using tools such as thermometers, gauges, and windvanes.

Describe weather using temperature, wind direction and speed, and precipitation.

PROGRAMS FOR CHILDREN WITH SPECIAL NEEDS

We believe in an inclusive instructional program. This means that, to the greatest degree possible, children with special needs will be educated in the regular classroom setting. In some instances, children with special needs are served in a separate classroom. If you think your child has any special learning needs, please notify school personnel when enrolling your child.

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ARTS
All elementary schools have music instruction for at least one semester each year. The other semester of the arts may be either visual art, dance, theater, or continued music instruction. Only music and visual art curriculum goals are noted.

Music
Students will learn to
Demonstrate appropriate vocal and instrumental practices. Demonstrate increased pitch and rhythmic accuracy. Identify traditional musical symbols and terms. Read and notate simple rhythm and melodic patterns. Develop beginning skills in improvising, composing, and arranging music. Develop listening, analyzing, and evaluating skills. Develop an understanding of music in relation to history, culture, and other content areas. Show respect for the efforts of others.

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Visual Art
Students will learn to
Develop an awareness of themselves and their own community.

Try a variety of techniques and images to enhance their artwork.

Create work which shows more complex organization.

Create, discuss and/or write about whether the content of their artwork is reality or fantasy.

Understand the visual arts in relation to history and cultures.

Reflect upon and assess the characteristics and merits of their work and the work of others.

Begin to understand different ways people can make a living from creating works of art.

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HEALTHFUL LIVING
Students will learn to Demonstrate how to express emotions and feelings in a positive manner
without hurting oneself or others.

Demonstrate effective interpersonal communication skills.

Demonstrate the proper technique for tooth brushing and describe the benefits of good dental health. Identify the amountof food from each food group of My Pyramid needed daily to achieve and maintain good health.

Accept and respect the uniqueness of differing physical characteristics. Analyze the dangers of using tobacco. Advocate to others the dangers associated with excessive sun exposure and identify methods of protecting oneself from the sun. Demonstrate mature form in hopping, skipping, galloping, and sliding. Demonstrate manipulative skills such as throwing, catching, striking, and trapping objects while stationary and/or to a moving partner. Explore ways physical activity improves health. Apply rules, procedures, and safe practices to create a safe school environment with little or no reinforcement.

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COMPUTER and TECHNOLOGY SKILLS

Students will learn to
Identify uses of technology in their community. Use electronic databases such as an encyclopedia on CD to locate information. Use spreadsheets in class activities. Use word processing to create, save, and print documents. Identify and discuss terms such as search, filter, sort, classify, video clip, image, and browser. Work with others to identify, discuss, and cite resources for a class multimedia story. Use teacher-selected Internet resources to locate information about the community.

INFORMATION SKILLS
Students will learn to

Compare and contrast authors, illustrators, styles of writing, and different kinds of books (fiction, nonfiction, poetry, drama). Demonstrate sense of story: characters and details, setting, sequencing of events. Gather, organize, use, present, and evaluate information.

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SCHOOL COUNSELING
Students in second grade continue to acquire skills for improving their academic learning, personal and social development, and begin developing an awareness of careers and the world of work. Special classroom lessons provided by school counselors and classroom teachers will help children develop these skills.

Students will learn to

Demonstrate the ability to work independently, as well as the ability to work cooperatively with others. Demonstrate age-appropriate time management and task management skills. Practice positive attitudes and behaviors which lead to successful learning. Identify and practice age-appropriate study skills, problem solving, and decision-making skills. Develop an awareness of personal abilities, skills, interests, and motivations. Investigate information about different careers.

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CHARACTER EDUCATION
Character Education is learning how to make good decisions and choices. Traits such as respect for self and others, responsibility, integrity, and self-discipline are integrated into the content areas. The Character Education Traits of the Month for Henderson County Public Schools are listed below. August . . . . . . . . . . .. ...Responsibility September . . . . . . . .... Self-Discipline October . . . . . . . . . . . . ... Integrity November . . . . . . . . . . . .... Kindness December . . . . . . . . . . .. ... Generosity January . . . . . . . . . . . .. Perseverance February . . . . . . . . . . . . . .. Courage March . . . . . . . . . . . . . .. .... Respect April . . . . . . . . . . .....Good Judgment

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FAMILY RESOURCES
The following organizations are excellent resources for families in our community. We have indicated the organizations name, phone number and main function. Asheville-Buncombe Christian Community Ministry (ABCCM) ...........................259-5335 (provides clothing) Big Brothers/Big Sisters ............................................................................................ 693-8153 (provides a mentoring program for children of single parent families) Blue Ridge Literacy Council . ........................................................................................ 696-3811 (provides adult literacy tutors and adult English-as-a-Second Language program) Boy Scouts of America ................................................................................................ 254-6189 (teaches character development, citizenship, and mental and physical fitness) The Boys and Girls Club ...............................................................................................693-9444 (provides educational/recreational after-school activities) Children and Family Resource Center ......................................................................698-0674 (provides parenting classes, parenting support, and child care referral) Childrens Clothing Closet ............................................................................................ 698-1618 (provides clothing with a referral by WCCA, DSS, or schools) Department of Social Services .................................................................................697-5500 (provides child support, employment services, food, and guardianship) Dispute Settlement Center ........................................................................................697-7055 (provides mediation for disputes, parent and adolescent communication enhancement) El Centro ......................................................................................................................... 693-1981 (initiates referrals to other community resources for non-English speaking families) ESL Family Center ........................................................................................................693-4997 (assists international families in registering for school) 4-H Youth Development - NC Cooperative Extension Agency ........................... 697-4891 (provides youth programs) Families Together .........................................................................................................775-0540 (provides mental health counseling)

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FAMILY RESOURCES
Four Seasons Hospice & Palliative Care ..............................................................692-6178 (provides grief support and crisis intervention) Girl Scouts of America ............................................................................................ 252-4442 (teaches leadership, service, careers, and interpersonal skills) Healing Place ...............................................................................................................692-3931 (provides counseling and support for victims of sexual assault and child abuse; crisis intervention) Health Department ................................................................................................... 692-4223 (provides public health education, immunizations, nutrition and dental health, and parenting classes) Hendersonville Housing Authority .........................................................................692-6175 (provides clean, safe housing for families) Hendersonville Rescue Mission/Ministry Seven .................................................697-1354 (provides temporary emergency shelter, counseling, and food) Interfaith Assistance Ministry ............................................................................. 697-7029 (provides food, clothing, and assistance for families in crisis) Mainstay ...................................................................................................................... 693-3840 (provides shelter for victims of domestic abuse and violence) Mainstay - Childrens Corner (provides clothing).............................................. 693-3840 My Sisters Closet/First United Methodist Church ....................................... 693-4275 (provides clothing for unemployed families) NC Mentor ................................................................................................................. 696-2667 (provides mental health and substance abuse counseling) Pardee Health Education Center ........................................................................... 692-4600 (provides literature, videos and child care classes) Salvation Army (provides food and clothing)...................................................... 693-4181 The Storehouse (provides food). ........................................................................... 692-8300 Western Carolina Community Action (WCCA) ...................................................... 693-1711 (provides food, clothing, day care, mentoring, transportation and job placement)

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CORE VALUES

The Henderson County Board of Public Education has developed a set of Core Values to guide us in what we do for our children. These values are displayed prominently in each of our schools.

We are here for the children we serve. We provide a warm, inviting atmosphere for all children. We believe a safe environment is everyones responsibility. We provide effective learning through multiple instructional strategies for all children. We expect honesty and integrity in all that we do. Our standard is excellence.

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PROMOTION STANDARDS
Student Accountability
The School Board and the Henderson County Public Schools have established clear academic performance standards and attendance standards for our students. These standards are designed to insure the opportunity for a quality education and will help identify students who are not successful at grade level. Students who are experiencing academic difficulties will be provided appropriate and timely assistance to strengthen their reading, writing, and mathematical skills before they are promoted to the next grade. All students in grades K-5 are required to meet specific promotion standards.

Students in grades K-2 must

Demonstrate grade level proficiency on the state curriculum competencies as measured by the Henderson County Public Schools K-2 Literacy and Math assessments. Meet the standards of the Henderson County Public Schools Attendance Policy (students must be in attendance for a minimum of 164 days).

Meet the classroom teachers grade level expectations.

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OUR SCHOOLS
Apple Valley Middle (Grades 6-8) Ms. Marcie Wilson, Principal Ph 828/697-4545 Atkinson Elementary (Grades K-5) Ms. Kimberly Deaton, Principal Ph 828/697-4755 Balfour Education Center (Grades 6-12) Ms. Beth Ferris, Principal Ph 828/697-4629 Bruce Drysdale Elementary (Grades K-5) Ms. Kelly Walker, Principal Ph 828/697-5568 Clear Creek Elementary (Grades K-5) Ms. Audrey Reneau, Principal Ph 828/697-4760 Dana Elementary (Grades K-5) Ms. Kelly Schofield, Principal Ph 828/685-7743 East Henderson High (Grades 9-12) Mr. Matthew Gruebmeyer, Principal Ph 828/697-4768 Edneyville Elementary (Grades K-5) Mr. Chad Auten, Principal Ph 828/685-7600 Etowah Elementary (Grades K-5) Mr. Michael Thorpe, Principal Ph 828/891-6560 Flat Rock Middle (Grades 6-8) Mr. Scott Rhodes, Principal Ph 828/697-4775 Fletcher Elementary (Grades K-5) Ms. Christine Smith, Principal Ph 828/684-0580 Glenn C. Marlow Elementary (Grades K-5) Ms. Jan King, Principal Ph 828/654-3225 Hendersonville Elementary (Grades K-5) Ms. Shannon Marlowe, Principal Ph 828/697-4752 Hendersonville High (Grades 9-12) Mr. Bobby Wilkins, Principal Ph 828/697-4802 Hendersonville Middle (Grades 6-8) Ms. Jenny Moreno, Principal Ph 828/697-4800 Hillandale Elementary (Grades K-5) Ms. Denise Montgomery, Principal Ph 828/697-4782 Mills River Elementary (Grades K-5) Mr. Jeff Treadway, Principal Ph 828/891-6563 North Henderson High (Grades 9-12) Mr. Frank Edney, Principal Ph 828/697-4500 Rugby Middle (Grades 6-8) Mr. Bill Reedy, Principal Ph 828/891-6566 Sugarloaf Elementary (Grades K-5) Ms. Sallie Carr, Principal Ph 828/697-4600 Upward Elementary (Grades K-5) Ms. Rebecca Poplin, Principal Ph 828/697-4764 West Henderson High (Grades 9-12) Mr. Dean Jones, Principal Ph 828/891-6571

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When will I have parent and teacher conferences?

Individual parent and teacher conferences are scheduled for all children at the end of the first nine week grading period and at the end of the third nine week grading period, if needed. Parents, please remember that we are here for the children we serve. We encourage you to call your childs teacher anytime you have a concern.

How much homework will my child have in second grade?

You should expect your child to have daily homework in second grade. Homework will focus on further developing the reading, writing, and math skills learned in first grade. Most second grade teachers expect your child to read at least 15 to 20 minutes each evening. They ask that you help your child establish a weekly homework routine. This will allow you and your child to do things early, so there will be time for extra activities and going places. Your child should complete homework assignments independently, and then have you or another adult check them. If your child is having trouble with a concept, please try to help or contact the teacher and advise him/her of the problem. Most teachers will expect your son or daughter to complete a math activity a few times during the week. Spelling words should be practiced in daily work and homework. Parents, please check each night to make sure that all papers have been taken out of your childs bookbag. Look at the papers with your son or daughter and discuss what you find. By establishing a homework routine and getting your child organized, you are helping your son or daughter become a responsible individual. You are helping prepare him/her for a successful future.

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What teachers have to say about second grade...

Second grade children are very sweet and kind to one another. They are eager to please and try their hardest. Their expectations are very high. Second grade is my favorite grade to teach. I love second grade!

We stress that students are responsible for their behavior as well as their homework, reading logs, and agenda books.

Second graders reading should be more fluent and their writing should include detailed cohesive paragraphs. By the end of second grade, students should be able to write stories with a clear beginning, middle, and end.

We work on strengthening number sense development.

Students should become more aware of their city, state, and country.

Students should be able to work cooperatively in groups.

They will learn how to tell time to the nearest five minutes.

We will begin to teach science in greater depth. Your child will learn about life cycles of animals and insects. He/she will study weather, sound, and the different states of matter (solids, liquids, and gases).

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Copyright c 2009 Henderson County Public Schools

It is the policy of the Henderson County Public School System not to discriminate on the basis of race, ethnic origin, sex, or disability in its educational programs, activities, or employment policies.