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Our Language Arts Curriculum is follows the Pennsylvania Common Core. (Some components of this program are: Shared Reading, Guided Reading, Daily Five, Word Work and Writing)  
  • Shared Reading- this is done with the whole group.  This is when a reading skill is introduced, modeled and practiced.  
  • Guided Reading- this portion of the program is small group instruction. During this time, students learn new vocabulary and practice reading fluently and work on comprehension of the text.
  • Daily Five- Students will have time to work individually or with a partner on various skills.  The components are called: READ TO SELF, READ TO SOMEONE, LISTEN TO READING, WORD WORK, & WORK ON WRITING. 
  • Word Work- Students are given a Spelling List each week based off of the Wonders Program and will use this time to practice those words as well learn to spell other words based on phonetic patterns. 
Spelling Practice at Home:

Type them: Type all of your spelling words on the computer. 
Foam Letters: Use shaving cream or pudding to write the words in....messy but fun!
Spelling Race: Write each spelling word on a post-it note and then place on the walls of a room.  Students are given a word.  They must spell it and then race to find the word.  If they can do it under a given time(20 seconds or so) they get a point. 
Spelling TIC-TAC-TOE: Practice 2 hard words at a time.  Each player picks a word and writes that word instead of using X's or O's.  Another variation is that students are given a word and if they spell it correctly they may place their X or O , but if they misspell it then they lose their turn
Crossword Puzzle: Use magnetic letters on your refrigerator to spell the weekly words while connecting them to another word in a crossword puzzle format.
Crossword Letter Tiles.png


Our second grade uses the WONDERS WRITING PROGRAM.  This is a Writing Workshop  program in which skills or techniques are introduced through modeling during a mini lesson.  Then the skill/technique is practiced.  Students will then conference with me to discuss their work.  We will have 4 units of focus.  They are: Narrative, Informative, Opinion, and Poetry.   


100 Book Challenge:

This is our Independent Reading program.  It provides the students the opportunity to read in a "Just Right" reading level. We will do this in class and it will also be part of Homework Mondays through Thursdays.  Students are expected to read for 15 minutes.  Daily reading is tracked in the 100 Book Challenge folders on a reading calendar.  An at home reading coach (a parent, grandparent, aunt, uncle, big brother/ sister) can listen to the child read and then sign the calendar.  



As in first grade we use the Everyday Mathematics 4 program.  In this program you can expect to see:

  • a problem solving approach based on everyday situations
  • an instructional approach that revisits concepts regularly
  • frequent practices of basic skills, often through games
  • lessons based on activities and discussions, not a textbook; and
  • mathematical content that goes beyond basic arithmetic

How to help your second grader:

  • Read and save Family Letters that come home at the start of each unit.  
  • Go over the directions for and check the Home Link page when your student has completed the homework page.
  • Practice these basic skills: 
  • Count to 1,000 by 1's, 2's, 5's 10's, 25's and 100'sstarting at various numbers.
  • Identify coins and their values
  •  Create coin combinations and make money exchanges
  • Tell time to the nearest 5 minutes and set a clock to specific times
  •  Solve basic addition and subtraction facts.



Our Content Curriculum is comprised of Science, Health and Social Studies.  We work on rotating units from each content area.  


What are Sight Words? 


Sight words (high frequency words) are words that students encounter frequently in reading and writing. It is critical that readers and writers develop automatic recognition of sight words, a skill that leads to fluency. Students need to be able to read the about 300 sight words "instantly" without hesitation, because these 300 words make up 65% of all written material. Comprehension begins to break down when students are focused on trying to decode or sound out the words.


Many high frequency words do not follow regular phonetic rules. They do not follow easy spelling patterns (example: cave, save, wave, gave, have) As a result, these words are more difficult for students to master. Asking a child to "sound it out" is pointless with this type of word and generally causes increased frustration for beginning and struggling readers. Young readers need to recognize these words as "sight words". In order for students to retain a difficult word, they need many opportunities to experience and manipulate it.



Practicing Sight Words



The following are some suggested ideas for practicing sight words.

Please select the idea(s) that work best for you and your child.



Ø Use plastic letters: Make the word, read the word, and break the word. Later, encourage child to make the word, read the word, cover the word, write the word, check the word, read the word. (Child may peek at the word if necessary while they are learning to write it correctly.) I use homemade letter cards they work the same as plastic letters and are less expensive.


 Use a dry erase board: Write the word over and over until it is learned, erasing each time. This is a writing task, not a copying task. If the child is using paper and pencil, fold the paper over each time or use another paper or card to cover the previous word. If the child needs a model to start with, provide it. Then cover it and allow the child to peek if necessary. Then remove it altogether. Encourage the children to make sure the words are in their heads.


Ø Commercial Games/Activities: any games with cards to read or letters to manipulate:

Scrabble/ Go Fish/ Bingo/ Boggle/Word Search/ Hang Man

Ø Making Sentences:

This is a good activity to use once a week. Start by giving your child 2 word cards. The child thinks of a sentence that uses those two words. The child says his/her sentence. Gradually move up to more words. Keep the activity oral – do not have the child write his/her sentences until later in the school year. Sentences can be silly or serious!


Ø Highlight high frequency words: Have children go through a story and highlight the sight words.


Ways to use sight word cards:

Ø Match cards whose word begins with the same letter or syllable.

Ø Match cards whose word ends with the same letter or syllable.

Ø Match cards whose word is the same.

Ø Match cards whose words rhyme.

Ø Arrange cards according to the number of syllables in each word.

Ø Make up sentences using the words on the cards.

Ø Make up a story using all the words on the cards.


Ø Practice Writing sight words:

Magnetic letters

Write on a dry erase board

Write in the air

Write on the carpet

Write on a Magna Doodle

Write on a chalkboard

Write words with a wet sponge or brushes on the sidewalk




9-10:00 Guided Reading
10-10:30 Shared Reading
10:30-11:15 Writing
11:15-11:45 Word Work/Content
12:50-1:55 Math
1:55-2:35 Specials
2:40-3:15 Mowrey Movers



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