Embedded Files
2nd Grade has two, one hour ELA blocks of instruction. The first hour is a Skills Block which focuses on foundational reading skills aligned with the science of reading. The second hour focuses on using those skills to create authentic learning experiences. They have four overarching topics of study through the school year. The first module of study focuses on Schools and Community and why they are important.
Unit 1: The first unit kicks off with engaging in literacy skills and participating in read-alouds for students to have discussions on what are schools, and why are they important?
Unit 2: Students build on this knowledge in unit 2 by reading the text, Off to Class: Incredible and unusual Schools Around the World. Students will learn about different schools around the world and the challenges many communities face to get children to school and how they solve those problems.
Unit 3: This unit engages students in learning about similarities and differences between Spencer Schools and three specific schools from the text, Off to Class. Students will use this knowledge to write their own book about the most important things in schools.
Guiding Questions:
What is school and why is it important?
Why is it hard for some children to go to school in their communities?
How do communities solve these problems so their children can go to school?
How are schools around the world different? How are they similar?
Module 2 "digs" into some science as students learn about how the earth has changed through the exploration of fossils and dinosaurs.
Unit 1: Students learn about fossils and what paleontologist do by reading the text, Stone Girl Bone Girl. This text explores the life of Mary Anning and her love for discovering fossils as well as her importnace as a fossil hunter.
Unit 2: In this unit students focus on what we can learn from studying fossils. They turns to reading of nonfiction texts as students learn about the different kinds of fossils, the process, and what fossils can tell us about how the earth has changed.
Unit 3: Students take on the role of paleontologuist by writing their own creative story about the moment they discover a fossil. Students read the story, The Maiasaura Dig: The Story of Dr. Holly Woodward Ballard, which helps guide them in writing a compelling story of their own.
Guiding Questions:
What do paleontologists do?
How do characters respond to major events?
What can we learn from studying fossils?
How do readrs learn more about a topic from informational texts?
How do authors write compelling narratives?
Module 3 continues working on research skills as students investigate the Secret World of Pollination.
Unit 1: Students begin this module by engaging in activities that help them understand how we get fruits, flowers, and vegetables that we enjoy. Students will read the texts, Seed to Plant and Plant Secrets, while enjoying hands on activities and communicating their learning through writing.
Unit 2: Using the knowledge gained in Unit 1, students will investigate the different ways plants are pollinated, to include how specific animals help pollinate certain plants. Students will conduct research using the text, What is Pollination, and create models and informative writing pieces to explain their ideas.
Unit 3: Students use the research conducted in Unit 2 as a resource to create an illustration board with captions. They will work on speaking and listening skills as they receive feedback from peers and ultimately give an oral presentation to celebrate their learning.
Guiding Questions:
How do plants grow and survive?
How do pollinators help plants grow and survive?
How do we get the fruits, flowers, and vegetables that we enjoy?
How do we become researchers and share our learning?
Module 4 culminates with stduents using the knowledge gained of pollinators to be able to explain why people should help pollinators and how they can help.
Unit 1: Students begin this module by exploring folktales and fables to determine key details and the central message. They will They will analyze the story, The Little Hummingbird, and role play to recount the story, as well as write a paragrapht o express the central message.
Unit 2: In Unit 2, students learn about opinion pieces while reading about two specific pollinators using the texts, A Place for Bats, and A Place for Butterflies. Students hone thier note taking skills and use those notes to write about why butterflies are important with supporting reasons from their research.
Unit 3: Students put all of this knowledge into action as they create a wildflower seed packet, with planting instructions, to distribute to a community or family member. Students also create their own slideshows to communicate thier knowledge of native pollinators and have even presented these to the School Board.
Guiding Questions:
Why should people help pollinators to survive?
How can I take action to help pollinators?
Mrs. Wendy Comstock
Mrs. Wendy Comstock
wcomstock@spencer.k12.wi.us
Ms. Emily Cook
Ms. Emily Cook
ecook@spencer.k12.wi.us
Ms. Nicole Payant
Ms. Nicole Payant
npayant@spencer.k12.wi.us
School District of Spencer
School District of Spencer
Student First | Rocket Family
Mission
We nurture students to be resilient, collaborative problem-solvers who strive to be lifelong learners.
Vision
Graduate successful individuals who will positively contribute to society.
Values
Integrity | Accountability | Teamwork | Growth | Achievement
Motto
Inspire, Educate, and Celebrate
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