King Abdullah Academy

ELEMENTARY Overview:GRADE TWO

Mission Statement

King Abdullah Academy is an IB World School that enables students to excel academically while maintaining the values of Islam and proficiency with the Arabic language. The Academy endeavors to provide a caring, challenging and supportive learning environment where students can achieve their highest potential while exhibiting civic responsibility and multicultural appreciation.

Basic Information

School Year: 2017 - 2018

HR Teacher: Ayub, Abdellatif, Razick

Class Location: LC 4

Email Address: first initial full last

Course Description & Objectives

MATHEMATICS OVERVIEW:

In Grade 2, instructional time should focus on four critical areas:

(1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.

STANDARDS

Operations and Algebraic Thinking

  • Represent and solve problems involving addition and subtraction.
  • Add and subtract within 20.
  • Work with equal groups of objects to gain foundations for multiplication.

Number and Operations in Base Ten

  • Understand place value.
  • Use place value understanding and properties of operations to add and subtract.

Measurement and Data

  • Measure and estimate lengths in standard units.
  • Relate addition and subtraction to length.
  • Work with time and money.
  • Represent and interpret data.

Geometry

  • Reason with shapes and their attributes

ENGLISH LANGUAGE ARTS OVERVIEW:

By the end of the year second graders are expected to read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. They will also engage in a variety of writing styles to express themselves and share ideas with peers and teachers. Moreover, they will be able to participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

READING LITERATURE AND INFORMATIONALTEXT STANDARDS:

  • Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details
  • Recount stories, including fables and folktales from diverse cultures, and determine their central message or lesson
  • Describe how characters in a story respond to major events and challenges
  • Describe how words and phrases supply meaning in a story, poem, or song
  • Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
  • Compare and contrast two or more versions of the same story.
  • Explain how specific images contribute to and clarify a text.

READING FOUNDATIONAL SKILLS:

  • Know and apply grade-level phonics and word analysis skills in decoding
  • Distinguish long and short vowels when reading regularly spelled one-syllable words.
  • Know spelling-sound correspondences for additional common vowel teams.
  • Decode regularly spelled two-syllable words with long vowels.
  • Decode words with common prefixes and suffixes.
  • Identify words with inconsistent but common spelling-sound correspondences
  • Recognize and read grade-appropriate irregularly spelled words.
  • Read with sufficient accuracy and fluency to support comprehension.
  • Read grade-level text with purpose and understanding.
  • Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

SPEAKING AND LISTENING STANDARDS

  • Participate in collaborative conversations in Small and Large Groups.
  • Build on others' talk in conversations by linking their comments to the remarks of others.
  • Ask for clarification and further explanation.
  • Recount or describe key ideas or details from a text.
  • Ask and answer questions.
  • Tell a story or recount an experience with appropriate facts.

WRITING STANDARDS: purpose

  • Opinion Writing.
  • Informative Writing
  • Explanatory Writing
  • Narratives Writing
  • Shared Research Writing Projects
  • Writing Reports

SCIENCE OVERVIEW

In the second grade students are expected to: demonstrate grade appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.

STANDARDS

Structure and properties of Matter

  • Physical Reactions
  • Chemical Reactions

Interdependent Relationships in Ecosystems

  • Biodiversity and Humans
  • Developing Possible Solutions

Earth Systems: Processes that Shape the Earth

  • The History of Planet Earth
  • Earth Materials and Systems
  • Plate Tectonics and Large-Scale System Interactions
  • The Roles of Water in Earth’s Surface Processes

Engineering and Design

  • Defining and Delimiting Engineering Problems
  • Asking questions, making observations, and gathering information.
  • Developing Possible Solutions
  • Optimizing the Design Solution

SOCIAL STUDIES OVERVIEW:

In Grade 2 Social Studies focuses on “My Community and Other Communities”. Students study their local community and learn about characteristics that define urban, suburban, and rural communities. Democratic principles and participation in government are introduced. Interaction with the environment and changes to the environment and their effects are examined. The concept of change over time and examining cause and effect are introduced. Students will examine the availability of resources and the interdependence within and across communities.

CIVICS

  • Order and Security
  • Government Functions
  • Community
  • Laws and Regulations
  • Leaders
  • Good Citizenship
  • Patriotic Symbols

ECONOMICS

  • Goods and Services
  • Specialized Jobs
  • Economic Systems
  • Economic Independence
  • Local Community Products
  • Necessary and Imported Resource

GEOGRAPHY

  • Globes
  • Maps and Map Elements
  • Resources
  • Weather and Climate
  • Landforms

HISTORY

  • Holidays
  • Order of Events
  • Local People
  • Chronology
  • Calendar
  • Landmarks
  • Timeline

PHYSICAL EDUCATION OVERVIEW

Grades K-4

In physical education class, students are instructed on 2-3 skill theme units each quarter. During each skill theme unit, students are provided instruction and assessed on the SHAPE standards of learning for physical education knowledge and skills associated with each skill theme. Students will be introduced to critical elements of object manipulation such as dribbling, throwing and catching, the elements of boundaries and working space, and educational gymnastics. Leadership and role model qualities are balanced within the physical aspect. Students are encouraged throughout the year to be competent in all areas by the time of elementary graduation.

Note: In all grade levels (K-4), most skill theme units are three weeks long.

Standards

Standard 1

The physically literate individual demonstrates competency in a variety of motor skills and movement patters.

Standard 2

The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 3

The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 4

The physically literate individual exhibits responsible personal; and social behavior that respects self and others.

Standard 5

The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

ART OVERVIEW: instructional time will focus on:

(1)Understanding elements of art, rules, procedures, safety in art classroom

(2)Exploring primary and secondary colors, texture, line, shape – line type and quality, use of a shape as a building block

(3)Practicing line-making and ability to draw various lines; exploring the use of shape to create form

(4)Exploring and understanding the following processes: painting, weaving, collage-making, mixed media sculpture, ceramics

(5)Learning about artists, art styles, movements, cultures

(6)Interdisciplinary connections with Language Arts and Social Studies – Native American influences; learning about Henry Matisse, George O’Keefe, Vincent Van Gogh

STANDARDS:

*VA.A.1.2.2. Use control in handling tools and materials in a safe and responsible manner

*VA.A.1.2.3. Know the effects and functions of using various organizational elements and principles of design when creating works of art

*VA.pr 1.2a. Categorize artwork based on a theme or concept

*VA.C.1.2.2. Understand how artists have used visual languages and symbol systems through time and across cultures

Course Outline/Calendar of Events

Quarter Ending Dates

Quarter 1 – November 2

Quarter 2 – January 29

Quarter 3 – April 6

Quarter 4 – June 8

Grading Policy

Formative and Summative Assessment Grades

Teachers provide formative assessments to gauge student comprehension and individual and group needs. Participation in formative assessments can also reflect a student's’ engagement and effort in a learning environment. While teachers and Learning Communities will give priority to summative assessment in determining a student’s overall grade (reflecting both excellence and effort), teachers and Learning Communities may also consider formative assessment grades. Formative assessment grading policies shall not be used as punishment or other negative reinforcement.

Streamlining the assessment categories provides a more accurate picture of student learning as teachers provide a balanced assessment of oral, performance and written tasks. It also

  • Creates clarity among disciplines
  • Greatly reduces the possibility of teachers overlooking the skew of one grade
  • Allows for balance and diversity of assessment
  • Gives more weight to in classwork and the process of learning and understanding versus solely performing well on major assessments.

All elementary school subjects will assess in the two categories below:

Assessment Grade Categories / Weighted Percentages / Sample Designations:
(This is not an exhaustive list)
Summative Assessment of Learning / 60% / Tests, Quests, Major Quizzes, Projects, Final Essays, Presentations, Lab Reports, Debates, Labs and Examinations
Formative Assessment for Learning / 40% / Discussions, Quizzes, Homework, Classwork, Paragraph writing, Quick Writes, Reflective writing
Response writing, Rough drafts
Participation Rubrics, Discussion Rubrics, Small Projects, Labs

Grading Scales

Elementary School Division

Elementary School
Interim Competency-Based Guidelines and Grading Scale
Grades / Percentages / Rating / General Description / Unit-Specific Examples
A / 100- 93 / 4.0 - Exemplary / Student can teach others with confidence and competence; or provided demonstration-quality work products. / The product (model or prototype / presentation / publication)is sophisticated, comprehensive, publishable and without errors. The product and/or the student can lead others to complete the task at a proficient level.
A- / 92-90
B+ / 89-87 / 3.0 - Proficient / Student products demonstrate understanding of the concepts or perform skills without coaching, mentoring or other supervision. / The product is presentable or publishable and without errors, reflecting the most important or relevant concepts.
B / 86-83
B- / 82-80
C+ / 79-77 / 2.0 - Improving / Student products demonstrate understanding of the concepts or perform skills only with support or mentoring. / The product requires additional work to demonstrate an understanding of [relevant concepts].
C / 76-73
C- / 72-70
D+ / 69-67 / 1.0 – Needs Improvement / Student participated but demonstrated no understanding; or ability or willingness to perform skills. / The student cannot explain her/his/group product, and/or the product does not address the criteria established by the assignment.
D / 66-60
F / Below 60 / 0- No Participation / Student did not participate. / Student was absent and made no effort to make up missed work time.

Revision and Re-Submit Policy

At the discretion of the teacher or Learning Community, students who complete all formative assessments (homework, quizzes, etc.) may revise and re-submit summative assessments for an improved grade.

Absence/Late Arrival/Early Dismissal Policy

KAA will maintain a firm policy on student attendance and punctuality. Reliability and dependency are important values and part of character development involves managing time well and in doing so respecting time itself and respecting others. (Refer to Student Handbook).

In the event a student will be absent from school, arrive late to school, or need to be dismissed early from the academic day, parents or guardians should contact the school by 8:30 a.m. We understand that sometimes there are unexpected events, if this happens, contact the school as soon as possible. Please email or call Soudad Albermani at (571) 775- 0361.