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German European School Singapore Curriculum Map 2010-2011 Grade 2
UOI #1People can think and feel
differently from each other
UOI #2Simple machines make work
easier
UOI #3Protecting oceans plays a vital
role in sustaining the environment.
UOI #4A nation has a history, culture and
location in the world
UOI #5The food choices we make have an impact on people and on the
environment
UOI #6Through creative arts, we can
express and interpret our ideas and feelings
Transdisciplinary Theme* Who We Are How the world works Sharing the Planet Where we are in place and time How we organize ourselves How we express ourselves
Dates 5 Weeks 6 Weeks 6 Weeks 6 Weeks 5 Weeks 9 WeeksKey and Related
Concepts
Learner Profile/Attitude
Lang
uage
Art
s
Reading Genres**
PoemsTraditional Literature Oxford guided poetry books (sets of 6)The one in the middle is a green Kangaroo. Judy Blume
Informational TextsIron Man Ted HughesOxford guided readers, Petey, Scrap man
NarrativesShort storiesFairy TalesHumorous tales
Memoirs/letterPostcards and lettersAddressesTraditional and cultural stories ( Creation tales, Asian tales)biographies
Functional WritingNewspaper articlesReports Charts and lists
Poems and limericksPlay scriptsNarratives
Long Term Goals( F&P)
Reading for comprehension.Using strategies to decipher unknown words.Reading with an awareness of punctuation, expression and intonation.Reading aloud/performance with an awareness of audience.Using a thesaurus.
Add new vocabulary words to known words and use them in discussion and writing.Use specific vocab to talk about text (index, contents, headings sub headings.)Make prediction using information from the text ( Iron Man)
Compare different versions of the same story, rhyme or traditional tale.Notice and understand the problem of a story and how it is solved.Infer characters feelings and motivations from description, what they do or say and what others think about them.Notice the writers use of language ( word choice etc.)Notice and remember the events of a story in sequence.Recognise and identify parts of stories such as beginning, series of events and endings.
Make connections to prior knowledge.Provide an oral summary of a text.Understand a biography as a story of a person’s life.Recognise and identify aspects of text structure (sequential order and layout)
Recognise how the writer and illustrator has placed ideas in the text and in the graphics.Recognise when texts are realistic, fantasy or true informational texts and read them differently as appropriate. h
Notice characters that have memorable traits and would be good for performance reading. Notice language that has potential for shared and performance reading.Self correct intonation, phrasing and pausing whilst reading aloud.When joining in on refrains or repetitive text mimic the teachers intonation and stress.Show intention of character’s intentions or feelings in the voice whilst reading.Make predictions as to what will happen next or what characters might do as preparation for reading.
Ongoing Long Term Goals(F&P)
Read with a high accuracy rateRead aloud with fluencyRecognise and use simple punctuation, and reflect it in the voice whilst reading.Track print left to right and top to bottom.Use high frequency words to monitor accuracy of reading and gain momentum.
Major Teaching Emphasis
(F.S.)
Continue to build students sight vocab including topic words.Read and re read a variety of informational text giving students the opportunity to do the same.Consolidate known comprehension strategies and teach additional strategies ( skimming and scanning etc.)
Teach students to make connections within texts using both explicit and implicit information, ( main ideas, supporting detail and sequences of key events.)Discuss how and why facts, characters, people or events are represented in a particular way by the author and illustrator. Continue to build students knowledge of different text forms ( purpose, structure, organisation and language features.)
Reading Strategies(F.S.)
PredictingSkimmingScanningDetermining importanceSelf questioning
UOI emphasisContinue to practice skills from Simple MachinesPredictingInferringReading onRe readingComparing
connecting
Writing Genres: Text Features
Poetry
Verses/verse structureRhymeRepetitionAlliterationImagery
Functional/ informational writing
Opening questionsBrief answersDiagramsLabelsHeadings/sub headings
Narrative
BeginningMiddleEndSettingCharacter
Memoir/Letters
Chronological connectivesdates in writing and figureseventsaddressesgreetings
Report Writing/non fiction
opening definitionlogically-ordered paragraphsdiagramsfiction and non-fiction charts
Play scripts
DialogueStage directionsValues and views in literatureParagraph structure
Cause and effect, statementsLogical relationships
PlotDialogueParagraphing
closuresletter layout
Writing Skills
Writing sentencesBrainstorming ideasPlanning a poemDrafting a poemRevising a poemMaking an individual/ class anthology.
Labelling a diagramExtending sentencesBrainstorming key factsWriting notesDrafting questions and answersDrafting an explanationRevising an explanation
Completing a chartPlanning a storyWriting descriptions – settingsWriting descriptions – characterDrafting a storyRevising a storyPublishing a storyWriting with humour.Illustration of their own stories
Writing sentencesReading sentencesPlanning lettersQuestioningBrainstormingPlotting time linesDrafting a letterDrafting an account of eventsEditing a letter
Writing sentencesReading sentencesCompleting a chartBrainstormingPlanning a reportDrafting a reportRevising a report
Writing poetry in a given formWriting Illustration of their own stories.Writing with an awareness of audience.
Word Study
Rhyming wordsHomophonesAlliterationSimilesSynonymsComparatives
DefinitionsTechnical words
Word meaningDefinitionsWords indicating degree of intensityPlurals Suffixes
DatesQuestioning wordsForming the past tense
LabelsTechnical wordsHomonymsGender nouns
Rhyming wordshHomophonesAlliterationSimilesantonymsSynonymsWord play/Puns ( including homonyms) ComparativesWord meaningDefinitionsWords indicating degree of intensity
Grammar/Punctuation
Past tenseNouns/proper nounsAdjectives
Full stopsCapitol letters
Question (How what when why where)Question marksConnectivesImperative verbs ( first, next, then etc)Lists
Capitol lettersFull stopsExclamation marksQuestion marksCommasColon
AdjectivesNouns
Capitol lettersFull stopsExclamation marksQuestion marksCommasColonSpeech marksEllipses
Verb tensePronounsPast & present tense verbs in sentencesStatementsQuestions
Capitol lettersFull stopsExclamation marksQuestion marksCommasColonSpeech marksEllipses
SentencesVerbs in sentencesVerb ‘to be’Past and present tense
Capitol lettersFull stopsExclamation marksQuestion marksCommasColonSpeech marksEllipses
SentencesParagraphs
Capitol lettersFull stopsExclamation marksQuestion marksCommasColonSpeech marksEllipsesBrackets
Handwriting
Using the 3 handwriting linesLetter formation(c a d g o q)(r n m h b k p)
Using the 3 handwriting linesLetter formation(i l t u y j)(v w x)(s f z e)
Simple/common words – names etc Spelling words handwritten Spelling words handwritten in sentences
Spelling words handwritten in sentences
Listening/Speaking
Role playPoetry readingSocial interactionReading with punctuation, expression and intonation.
Presenting findings – oral presentations.
Presentation of research project Presentation of flow charts Play scripts and actingSharing jokes and limericks
Information Technology
Horton Hears a Who Researching marine animal
Mat
hem
atic
s
Strand Number Measurement Pattern and Function Data Handling/Measurement Pattern and Function Number/Shape and Space
Unit Topic
AssessmentStandardised beginning of year tasks
NumberPlace value to 1000EstimationOdd and even numbersOrdinal numbersSkip counting
Teacher Book Topic Assessment
Length/MassNon standard measuresStandard measures
Cm and mVocabulary to compare numbers ( longest/shortest etc)Using appropriate tools
Addition/subtraction IntroductionFacts to 20Vocabulary of addition and subtraction.Number patterns
Addition/Subtraction
Sun traction and addition to 20Additions/subtraction to 100Relationships between addition and subtraction.
Ongoing Daily Mental Maths Approximately 15 minutes per day to revise addition, subtraction,(and practice multiplication and division after it has been introduced.)Data Handling
ChanceProbabilityCollect , represent and interpret data
Temperature / maps and grids( UOI link)
Identify temperature using ‘CMaps and grids
TimeAnalogue and digital clocksCalendars and months of the yearIncrements of timePlace events on a timeline.
Multiplication/Division
Mental strategies Informal recordingSkip countingRepeated addition2, 3, 5 and 10 times tablesDivision and sharingEstimate feasibility
NumberFractions
Shape and Space
2D shapes3D shapesSymmetryVocabulary relatedTessellationTranslation and rotationPosition and anglesDirections
Science
Strand Not applicable Physical ScienceNature of ScienceNature of science
Life Sciences Mathematics link
Earth and Space
Nature of science
Standard
Not applicable Understands forces and Motion.Understand the nature of scientific knowledge.Understands the nature of scientific inquiry.
Understands the structure and function of cells and organisms.
Understands relationships among organisms and their physical environment.
Understands the composition and structure or the universe and the earth’s place in it. Understand atmospheric processes and the water cycle.Understands the nature of scientific inquiry.
Benchmark
Not applicable Level 1(ii)Level 1(iv)Level 2 (v)Level 1 (i)Level 2 (i)Level 1 (i)Level 1(ii)Level 1 (iii)
Level 1 (i) (ii)Level 1 (i) Level 2(iv)Level 2 (v)
Level 1 (i) Level 1 (i)Level 1(ii)
Excursions
Under water worldFish dissectioniMax?
China town (sketching shop houses!)Little IndiaRed thread museumImages of Singapore - Sentosa
Possible visiting author??Play
*The TD Themes should be listed in chronological order as they are taught over the year**List specific titles of novels, short stories or poems, if knownNB: Areas which are INTEGRATED into units of inquiry are in bold text. Areas which are STAND ALONE are in regular text.