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Grove City Christian School Subject Consensus Map: Second Grade Draft 2011/12

Grove City Christian School Mission Statement “It The mission of Grove City Christian School to cultivate quality Christian leaders in a

distinctively Christian atmosphere while providing a solid spiritual and academic foundation.”

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Biblical Studies

Vision Statement: It is the mission of the Grove City Christian School Department of Biblical Studies to cultivate proactive followers of Jesus by teaching sound biblical principles, modeling an authentic faith walk and inspiring our students to advance God’s Kingdom in the world. Philosophy and Guiding Biblical Principles: The Grove City Christian Department of Biblical Studies exists to inspire our students to a mature faith walk by engaging their minds, awakening their hearts and shaping their lives with the message of the Gospel. Students will be challenged through a curriculum that focuses on intensive biblical study, open discourse, and times of personal reflection and meditation, giving them the opportunity to both appreciate and experience God’s grace and holiness. Utilizing a variety of teaching methods, integrating relevant technology, giving students opportunities to use their unique gifts, and relying on the Holy Spirit’s guidance, we seek to cultivate proactive followers of Jesus who will take personal responsibility for their continued spiritual development as they carry out the mission of advancing God’s Kingdom in the world. K-‐4th Grade under development

English Language Arts

Vision Statement The English Language Arts (ELA) Program at Grove City Christian School seeks to create a community of learners immersed in the process of reading, writing, speaking, and listening. We believe that these processes are essential tools for communication, self-discovery, and knowledge acquisition. Applying similar language skills and concepts, students enhance and refine their knowledge, gaining insight, confidence, and independence as they grow. Experiencing literature, they develop an awareness of the human condition, gain empathy, and discover a sense of personal empowerment that helps build Christian leaders, capable of successfully communicating in the 21st century. Philosophy and Guiding Biblical Principles The ELA curriculum at Grove City Christian School weaves together concepts and skills to challenge and support student learning in all areas. A diverse learning approach is used in order to deepen understanding, communicate meaning, and apply learning to other contexts. We provide our students a rigorous, high quality curriculum in a safe yet motivating environment. Students examine and investigate works of literacy from a Biblical worldview, write and work with vocabulary, grammar and spelling, recognizing language as a gift from God, who is the Supreme Communicator. Our ultimate goal is to prepare Christian leaders who view, interpret, and share information both orally and written through the light of God’s Word. 1Peter 3:15: “But in your hearts revere Christ as Lord. Always be prepared to give an answer to everyone who asks you to give the reason for the hope that you have. But do this with gentleness and respect.” Roman 12:2a: “Do not conform to the pattern of this world, but be transformed by the renewing of your mind.” Second Grade Standards: What a GCCS Student will know and be able to do in English language Arts Reading Literature RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.3. Describe how characters in a story respond to major events and challenges. RL.2.4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Grove City Christian School K-‐12

Subject Consensus Map Second Grade

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RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.8. (Not applicable to literature) RL.2.9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RL.2.10. By the end of the year, 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. Reading Informational Text RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.2.8. Describe how reasons support specific points the author makes in a text. RI.2.9. Compare and contrast the most important points presented by two texts on the same topic. RI.2.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Foundational Skills RF.2.3. Know and apply grade-‐level phonics and word analysis skills in decoding words.

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.

RF.2.4. 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. Use context to confirm or self-‐correct word recognition and understanding, rereading as necessary.

Writing W.2.1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.3. Write narratives in which they recount a well-‐elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.4. (Begins in grade 3) W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8. Recall information from experiences or gather information from provided sources to answer a question. W.2.9. (Begins in grade 4) W.2.10. (Begins in grade 3) Speaking and Listening

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SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Follow agreed-‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by linking their comments to the remarks of others. Ask for clarification and further explanation as needed about the topics and texts under discussion. SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Language Conventions of Standard English L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use collective nouns (e.g., group).

Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). Use reflexive pronouns (e.g., myself, ourselves). Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). Use adjectives and adverbs, and choose between them depending on what is to be modified. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Capitalize holidays, product names, and geographic names. Use commas in greetings and closings of letters. Use an apostrophe to form contractions and frequently occurring possessives. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Knowledge of Language L.2.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Compare formal and informal uses of English. Vocabulary Acquisition and Use L.2.4. Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

Use sentence-‐level context as a clue to the meaning of a word or phrase. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

L.2.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. Identify real-‐life connections between words and their use (e.g., describe foods that are spicy or juicy).

Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

L.2.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Topic Statements for English Language Arts By close of Second Grade: Second Grade Common Experiences: This portion of map currently under development K-‐8 Writing Experiences

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Forms of Writing K 1 2 3 4 5 6 7 8

Narrative Sentences X X Paragraph X X X X X X X X X Prompts X X X X X X X X Essay X X X X X X X Autobiography X X Expository Sentences X X Paragraph X X X X X X X X X Prompts X X X X X X X X Essay X X X X X X X Cause and effect essay

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Comparison contrast essay

X X

Persuasive Sentences X Paragraph X X X X X X X X Prompts X X X X X X X Letter X X X X X X X Essay X X X X X X Editorial X X Problem solution essay X X

Personal commentary X

Position essay X Response to Literature

Sentences X Paragraph X X X X X X X X Response to prompts X X X X X X X X

Book Review X X X X X X X X Journal Response X X X X X

Response to literature X X X

Letter to author X Theme analysis X Descriptive writing Sentences X X Paragraphs X X X X X X X Descriptive essay X X X X X X X Descriptive prompts X X X Creative Writing Poetry X X X X X X X X Story X X X X X X X X X Play X X X X Research Writing Research report X X X X X X X X X Multimedia presentation X X X X X X X Summary paragraph X X X X X X Tools of Learning Improving viewing skills X X X X X Interviewing skills X X X X X X X X Giving speeches X X X X X X X X Journal writing X X X X X X X X X Learning logs X X X X X X X X Note taking X X X X X X

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Second Grade Common Assessments: Formative: Observations, practice, journals, check lists, reenacting, individual conferencing, reenacting, running records, question/answer Summative: Check lists and charting, oral reading, oral and written tests, journals, rubrics, individual conferencing, DRA Second Grade Biblical Integration: This portion of map currently under development Second Grade Technology Integration ideas: This portion of map currently under development

Science Vision: Grove City Christian School science program seeks to foster our students innate curiosity about God's Creation to cultivate an ongoing desire to actively learn science. As students mature, critical thinking will be developed and reinforced to naturally lend itself to problem solving. GCCS students will learn to formulate questions to further their understanding, and then logically and creatively solve problems using the scientific method. Students will use technology and effective communication skills to demonstrate their understanding and application of science. We view science as a process, which will be developed in a continuum from kindergarten through twelfth grade. Learning science content and skills through active, inquiry based experiments and classroom activities are central to the GCCS science program. Philosophy and Guiding Biblical Principles: Beginning with our most curious of students, kindergarteners, our program seeks to develop independent learners, and support students in their application and understanding of science to fully develop graduates who use their curiosity to critically think and apply new ideas, knowledge and data in light of what they already know, both scientifically and Biblically. Throughout their years at GCCS students will explore the different areas of science, gaining scientific knowledge as their teachers guide them to discuss, analyze and evaluate their experiences in doing science. Students will have a keen awareness of the relevance of the science they are learning and how it applies to their lives, environment and ultimately to their service to God’s amazing creation and it’s inhabitants. We believe the following global biblical themes are essential for study in the GCCS science curriculum: 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17) 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) 3. Mankind was designed to be responsible for nature and to function in stewardship over all living things. (Genesis 1:26,27) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 5. Life only comes from life in God’s design and there is a genetic continuity to life. (Genesis 1:11-‐12, 1:20-‐22) 6. The universe as we know it has fallen into decay and, according to the Second Law of Thermodynamics, matter and life are devolving rather than improving and becoming more orderly. But, in due season, all will be made whole again. (Romans 8:22; 2 Peter 3:4-‐9) 7. Therefore, the earth and its resources are finite. (2 Peter 3:10-‐11a) 8. Mankind should be engaged in understanding and cooperating with the complexities of design that exist to achieve a balanced standard of living which does not sacrifice long-‐term environmental health. (Genesis 1:26)

Content standards: **See ODE 2nd grade Model Curriculum for depth and explanation of standards. GCCS has taken careful steps to analyze and modify ODE standards where necessary to fit the mission of GCCS Earth & Space Science (ESS) • The atmosphere is made up of air. • Water is present in the air • Long-‐ and short-‐term weather changes occur due to changes in energy.

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Physical Science (PS) • Forces change the motion of an object. Life Science (LS) • Living things cause changes on Earth. • Some kinds of individuals that once lived on Earth have completely disappeared, although they were something like others that are alive today. Topic Statements for Science By close of Second Grade: Year long connection of topics: Living and nonliving things may move. A moving object has energy. Air moving is wind and wind can make a windmill turn. Changes in energy and movement can cause change to organisms and the environments in which they live. Earth and Space Science Topic: The Atmosphere This topic focuses on air and water as they relate to weather and weather changes that can be observed and measured.; Physical Science Topic: Changes in Motion This topic focuses on observing the relationship between forces and motion. ; Life Science Topic: Interactions within Habitats This topic focuses on how ecosystems work by observations of simple interactions between the biotic/living and abiotic/nonliving parts of an ecosystem. Just as living things impact the environment in which they live, the environment impacts living things. Second Grade Common Experiences: Science Day, Science Notebook/Journals; Daily class time for observations/documentation and analysis of patterns of nature (i.e. weather changes, animal habitat changes and the relationship between them); Class or small group research projects based on students questions with presentation to other groups or other 2nd grade classes. Informational Texts: (correlated to Elementary Literature List) under development Lab Experiences: under development Field Trips: Darby Creek Field and Creek Study Second Grade Common Assessments: Balanced, authentic assessment Second Grade Biblical Integration :It is the intention of the science program to have students understand science with God as their foundation. Integrated into our 2nd grade curriculum the following broad biblical principles will be of focus (see science philosophy and guiding biblical principles above): 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17) 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) 3. Mankind was designed to be responsible for nature and to function in stewardship over all living things. (Genesis 1:26,27) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 6. The universe as we know it has fallen into decay and, according to the Second Law of Thermodynamics, matter and life are devolving rather than improving and becoming more orderly. But, in due season, all will be made whole again. (Romans 8:22; 2 Peter 3:4-‐9) 7. Therefore, the earth and its resources are finite. (2 Peter 3:10-‐11a) 8. Mankind should be engaged in understanding and cooperating with the complexities of design that exist to achieve a balanced standard of living which does not sacrifice long-‐term environmental health. (Genesis 1:26) Second Grade Technology Integration Ideas: Use of smart board; use of iPads

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Social Studies Vision Statement Students will apply Biblical principles to examine the past and present, community, state, national, and global events, and the relationships between these events. Students will develop an appreciation for a personal heritage and for cultural differences as they evaluate their role and responsibility in God’s creation. Philosophy and Guiding Biblical Principles We believe that students learn best through a balanced program of diverse assessments and experiences such as: small groups, research, class or group discussion, hands-‐on experiences, lecture and travel. By using collaborative and interactive teaching styles we plan to instill an appreciation for the world around them. With the use of technology in the classroom from kindergarten through high school, we will assist the students in connecting the past, present and future. We believe in presenting all material so that every student sees how God has moved through history, and we plan to inspire them to change history around them by leading through Christ’s example.

Overarching Essential Questions for GCCS Social Studies/History K-‐12 How did decisions of leaders and/or events that occurred affect the history of the United States of America? How are countries interdependent on one another through commerce, ideas of government, religion and ethnic groups? How do we see America's role throughout her existence in the world? What Biblical truths, events, and/or people can I relate to this historical time period, event, or person? Topic Statements for Social Studies By close of Second Grade: Civil responsibilities – how my choices impact others in different settings, why people work and how jobs affect our community and economy. Geographic locations of continents and oceans, how cultural characteristics of continents cross globally. Locating and naming States. How Science and technology have changed daily life. Geography, heritage, customs, religion, traditions and holidays of Europe. Study of Colonial America through revolutionary war: 13 colonies, Boston Tea Party, Intolerable Acts, Declaration of Independence. Famous individuals or groups of this time period, example, Benjamin Franklin, Paul Revere, George Washington, Jamestown Settlers, Roanoke Settlers, Native Americans groups within the region of the 13 colonies, Son’s of Liberty How this time period affected the establishment of America. Second Grade Common Experiences World’s Fair, Pen pals from Europe Times lines depicting spans of months and years Reading a biography of an American social or political figure from Colonial America through Revolutionary War Election process during presidential year Field Trips: Whistle Factory, Post Office – think about changing Informational Texts: Correlated to ELA Literature Lists – under development Second Grade Common Assessments This portion of map currently under development Second Grade Biblical Integration This portion of map currently under development Second Grade Technology Integration ideas: This portion of map currently under development Using 3-‐D museum tours to show art of certain time periods and cultures Use smart board to have students create their own maps with keys

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Mathematics Vision Statement The Grove City Christian School Mathematics Department seeks to teach students to view mathematics through a Christ-‐centered lens, understanding that God in His very nature possesses order and created the earth with order. Our goal is that all students Kindergarten through twelfth grade will be able to make sense of problems and persevere in solving them, reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, model with mathematics, use appropriate tools strategically, attend to precision, look for and make use of structure, and look for and express regularity in repeated reasoning. Our goal is that students will exit each math course completely prepared for their next mathematical experience.

Philosophy and Guiding Biblical Principles

Our teachers will guide students in uncovering traditionally valued mathematical subject matter including basic math skills, algebra, geometry, trigonometry, statistics, pre-‐calculus, and calculus, while encouraging students’ ability in critical and logical thinking in problem solving. In doing so, we believe this type of thinking is truly part of God’s nature, and He desires it for us also. Our ultimate goal in teaching math is that students would leave GCCS with an understanding of how mathematics is truly a part of God’s design in our world. And we pray this in order that you may live a life worthy of the Lord and may please Him in every way: bearing fruit in every good work, growing in the knowledge of God, Colossians 1:10

K-‐12 Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

Second Grade Critical Areas: (1) Extending understanding of base-‐ten notation (2) Building fluency with addition and subtraction (3) Using standard units of measure (4) Describing and analyzing shapes Standards and Topic Statements: What a GCCS Student will know and be able to do in Mathematics by close of Grade Two: Operations and Algebraic Thinking

• Use addition and subtraction within 100 to solve one-‐ and two-‐step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

• Add and subtract within 20 • Fluently add and subtract within 20 using mental strategies • Know from memory all sums of two one-‐digit numbers • Work with equal groups of objects to gain foundations for multiplication. • Determine whether a group of objects (up to 20) has an odd or even number of members • Write an equation to express an even number as a sum of two equal addends • Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns, write an

equation to express the total as a sum of equal addends Number and Operations in Base Ten • Understand that the three digits of a three-‐digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7

hundreds, 0 tens, and 6 ones.

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• Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred., the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones)

• Count within 1000; skip-‐count by 5s, 10s, and 100s. • Read and write numbers to 1000 using base-‐ten numerals, number names, and expanded form • Compare two three-‐digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record

the results of comparisons • Understanding of place value and properties of operations to add subtract • Add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between

addition and subtraction. • Add up to four two-‐digit numbers using strategies based on place value and properties of operations. • Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations,

and/or the relationship between addition and subtraction; relate the strategy to a written method. • Understand that in adding or subtracting three-‐ digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones

and ones; and sometimes it is necessary to compose or decompose tens or hundreds. • Add mentally 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. • Explain why addition and subtraction strategies work, using place value and the properties of operations.3 Measure and

estimate lengths in standard units. Measurement and Data • Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring

tapes. • Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two

measurements relate to the size of the unit chosen. • Estimate lengths using units of inches, feet, centimeters, and meters. • Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length

unit. • Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using

drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. • Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers

0, 1, 2, ..., and represent whole-‐number sums and differences within 100 on a number line diagram. • Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. • Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If

you have 2 dimes and 3 pennies, how many cents do you have? • Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated

measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-‐number units.

• Draw a picture graph and a bar graph (with single-‐unit scale) to represent a data set with up to four categories. Solve simple put-‐ together, take-‐apart, and compare problems4 using information presented in a bar graph.

Geometry • Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5

Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. • Partition a rectangle into rows and columns of same-‐size squares and count to find the total number of them. • Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a

third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Mathematics section of map is currently under development

Second Grade Mathematics Common Experiences: Second Grade Mathematics Common Assessments: Second Grade Mathematics Biblical Integration: Our ultimate goal in teaching math is that students would leave GCCS with an understanding of how mathematics is truly a part of God’s design in our world Second Grade Mathematics Technology Integration:

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Library Vision: The GCCS K-‐6 Library exists to support and enrich curriculum as well as provide activities and resources that will assist students in becoming effective and discriminating users of information, developing a pattern of lifelong learning and in fostering a love a reading. Philosophy and Guiding Biblical Principles: The GCCS K-‐6 Library seeks to promote a culture of literacy by creating a community of readers through encouraging and challenging literary activities and programs. We will teach students to be good users of information by equipping students with the skills needed to locate, analyze and apply information to a given task. While we have library materials that support a Christian worldview, there are some literary resources that might contradict Biblical truth. We encourage parents and teachers to support an open dialog with students, building up their knowledge of God’s Truth, as we develop Christian leaders who can minister to the world around them. Psalm 46:10a Be still, and know that I am God… John 17:15-‐17 My prayer is not that you take them out of the world but that you protect them from the evil one. They are not of the world, even as I am not of it. Sanctify them by the truth; your word is truth. Second Grade: Second Grade Information Literacy A. Locate the school library, recognize library staff members and participate in library activities. 1. Visit the library when needed for classroom projects or personal reading.

2. Understand the roles of various library staff members (e.g., What does the librarian do?). 3. Participate in library activities and reading celebrations (e.g., story time, Children's Book Week, Read Across America Day). 4. Know that the public library has many activities for students (e.g., book clubs, guest speakers, summer reading programs).

B. Recognize that the school library has a variety of books and materials that may be used and borrowed, and understand the importance of proper care of these materials.

1. Know that library materials are provided in several formats (e.g., print, non-‐print, audio, video, multi-‐media). 2. Locate sections of the library based on need or activity (e.g., story area, listening centers, computer).

3. Select books and other library materials to borrow. 4. Use correct procedure to checkout books and materials. 5. Return books and materials on time. 6. Demonstrate proper care of books and other library materials. C. Understand that library books and materials are housed in specific areas of the library. 1. Understand that picture books are arranged alphabetically by the author's last name. 2. Understand that nonfiction books are arranged on the shelf by numbers. 3. Know the difference between picture books, chapter or fiction books and nonfiction books. 4. Explore library materials using the library catalog, with assistance. D. Read and listen to stories for schoolwork and personal enjoyment. 1. Listen to books read aloud, explore library materials and read for pleasure. 2. Discuss characters and retell events and facts presented in the reading material.

3. Participate in literary-‐enrichment activities (e.g., choral speaking, creative dramatics and other library enrichment activities).

4. Identify simple literary styles (e.g., standard, rhyming, alliteration). 5. Read Caldecott Award books and understand that the book award is given for the best book illustrations.

E. Understand what information is and use a process to find information. 1. Tell about the purposes of information use (e.g., information is helpful in solving problems).

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2. Distinguish between fact and fiction (e.g., discuss and compare fact-‐ based documents about a topic with stories about the same topic). 3. Ask questions to investigate problems or topics (e.g., use brainstorming or graphic organizers to decide what information is needed about the topic). 4. Find information about a question using library resources. 5. Use information to communicate findings orally, visually or in writing and draw conclusions about findings. 6. Check the work and explain the process used to find information.

Second Grade Technology Literacy: Understand that school library materials may be provided in electronic formats that are organized in a system and that access to the system may be provided electronically. 1. Use library computers, software and multi-‐media materials with assistance.

2. Know that information about library resources is stored in the online public access catalog. 3. Logon to library network/computer system with assistance.

Common Experiences for Second Grade students: -‐Caldecott Project -‐Dr. Seuss Birthday Celebration

-‐Right to Read Week Activities/Celebration -‐Author Visit -‐Family Reading Festival -‐Summer Reading Program Assembly

Common Assessment: This section of map currently under development Biblical Integration: A. Understand that some books are based on Biblical principles and/or Bible verses. B. Apply a Biblical Worldview to literature. 1. Discuss character choices/actions based on what Jesus would want us to do. 2. Compare and contrast character traits in regards to the fruit of the spirit – love, joy, peace, patience, kindness, goodness, faithfulness, gentleness & self-‐control C. Participate in Missionary Literature Study 1. Listen to missionary hero stories read by librarian. 2. Understand missionaries follow God’s lead in their lives, no matter where it may take them. Technology Integration: See Technology Literacy

Music Vision: The Grove City Christian Fine Arts Department seeks to teach, model, and encourage our students in the Fine Arts to study, use and explore their God given talents and abilities. Students are encouraged to develop a lifelong love of music and art through participation in both study and performance. Philosophy and Guiding Biblical Principles: We believe students should be exposed to a variety of artistic forms, evaluated through the Word of God. We believe that our role is to prepare our students to develop and use those talents to the best of their ability so they may reach out into their church, community and school sharing their gifts and the message of God’s love to all. “Each one should use whatever gift he has received, to serve others faithfully administering God’s grace in its various forms.” I Peter 4:10

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Kindergarten-‐ 4th Grade Music Education Standards The students are expected to follow the previous achievement standards, demonstrating higher levels of skills, dealing with more complex examples, and responding to works of art in increasingly more sophisticated ways.

Content Standard Singing, alone and with others, a varied repertoire of music

Achievement Standard

• Students sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo

• Students sing expressively, with appropriate dynamics, phrasing, and interpretation • Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures • Students sing ostinatos, partner songs, and rounds • Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a

conductor

Content Standard Performing on instruments, alone and with others, a varied repertoire of music


• Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo • Students perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic,

melodic, and harmonic classroom instruments • Students perform expressively a varied repertoire of music representing diverse genres and styles • Students echo short rhythms and melodic patterns • Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues

of a conductor • Students perform independent instrumental parts (e.g., simple rhythmic or melodic ostinatos, contrasting

rhythmic lines, harmonic progressions, and chords) while other students sing or play contrasting parts

Content Standard Improvising melodies, variations, and accompaniments


• Students improvise "answers" in the same style to given rhythmic and melodic phrases • Students improvise simple rhythmic and melodic ostinato accompaniments • Students improvise simple rhythmic variations and simple melodic embellishments on familiar melodies • Students improvise short songs and instrumental pieces, using a variety of sound sources, including traditional

sounds (e.g., voices, instruments), nontraditional sounds available in the classroom (e.g., paper tearing, pencil tapping), body sounds (e.g., hands clapping, fingers snapping), and sounds produced by electronic means (e.g., personal computers and basic MIDI devices, including keyboards, sequencers, synthesizers, and drum machines)

Content Standard Composing and arranging music within specified guidelines


• Students create and arrange music to accompany readings or dramatizations • Students create and arrange short songs and instrumental pieces within specified guidelines (e.g., a particular

style, form, instrumentation, compositional technique) • Students use a variety of sound sources when composing

Content Standard Reading and notating music


• Students read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures

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• Students use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys

• Students identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing

• Students use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher

Content Standard Listening to, analyzing, and describing music


• Students identify simple music forms when presented aurally • Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural

examples of music of various styles representing diverse cultures • Students use appropriate terminology in explaining music, music notation, music instruments and voices, and

music performances • Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and

instruments from various cultures, as well as children's voices and male and female adult voice • Students respond through purposeful movement (e.g., swaying, skipping, dramatic play) to selected prominent

music characteristics or to specific music events (e.g., meter changes, dynamic changes, same/different sections) while listening to music

Content Standard Evaluating music and music performances


• Students devise criteria for evaluating performances and compositions • Students explain, using appropriate music terminology, their personal preferences for specific musical works and

styles

Content Standard Understanding relationships between music, the other arts, and disciplines outside the arts


• Students identify similarities and differences in the meanings of common terms (e.g., form, line, contrast) used in the various arts

• Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music (e.g., foreign languages: singing songs in various languages; language arts: using the expressive elements of music in interpretive readings; mathematics: mathematical basis of values of notes, rests, and time signatures; science: vibration of strings, drum heads, or air columns generating sounds used in music; geography: songs associated with various countries or regions)

Content Standard Understanding music in relation to history and culture


• Students identify by genre or style aural examples of music from various historical periods and cultures • Students describe in simple terms how elements of music are used in music examples from various cultures of

the world • Students identify various uses of music in their daily experiences and describe characteristics that make certain

music suitable for each use • Students identify and describe roles of musicians (e.g., orchestra conductor, folksinger, church organist) in

various music settings and cultures • Students demonstrate audience behavior appropriate for the context and style of music performed

K-‐4 Music Topic Statements: Identify types of notation, Distinguish between types of notation , Recite, recall music terminology, Apply concepts of basic

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music terminology, Develop and use performance skills, Identify, categorize and connect ideas about cultural music, various genres, composers and musical instruments

K-‐4 Music Common Experiences: Chapel worship times, Playing recorders (3rd and 4th) , opportunity to play violins (4th), *programs such as: Grandparents' Day Program, Night of the Fine Arts program, Christmas Program. K-‐4 Music Common Assessments: Kindergarten Common Assessments -‐ Students are judges on effort, following directions, knowledge of material and information taught, participation in performances and music classes First and Second Grade Common Assessments -‐ Students are graded on participation in class and performances, knowledge of material and information taught -‐ done both orally and through written worksheets, following directions Third and Fourth Grade Common Assessments -‐ Students are graded on participation in class and performances, knowledge of material and information taught -‐ done both orally and through written worksheets, following directions, ability to play notes and songs on their recorders K-‐4 Music Biblical Integration:

Biblical concepts and principles are integrated through the songs chosen and performed. Biblical values are taught in encouraging the students to use their God-‐given talents and to strive to do their best in all we do in class. In our performances, the students are urged to do all for the glory of our God.

K-‐4 Music Technology Integration:

Use of cds, dvds, powerpoints, overhead projectors, internet programs and songs

*Performance programs are subject to change

Art Vision: The Grove City Christian Fine Arts Department seeks to teach, model, and encourage our students in the Fine Arts to study, use and explore their God given talents and abilities. Students are encouraged to develop a lifelong love of music and art through participation in both study and performance. Philosophy and Guiding Biblical Principles: We believe students should be exposed to a variety of artistic forms, evaluated through the Word of God. We believe that our role is to prepare our students to develop and use those talents to the best of their ability so they may reach out into their church, community and school sharing their gifts and the message of God’s love to all. “Each one should use whatever gift he has received, to serve others faithfully administering God’s grace in its various forms.” I Peter 4:10 Kindergarten-‐ 5th Grade Visual Art: The students are expected to follow the previous achievement standards, demonstrating higher levels of skills, dealing with more complex examples, and responding to works of art in increasingly more sophisticated ways.

Standards: What a GCCS Student will know and be able to do in K-‐5th Grade Visual Arts: 1. Content Standard: Understanding and applying media, techniques, and processes

Achievement Standard:

• Know the differences between materials, techniques, and processes

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• Describe how different materials, techniques, and processes cause different responses • Use different media, techniques, and processes to communicate ideas, experiences, and stories • Use art materials and tools in a safe and responsible manner

2. Content Standard: Using knowledge of structures and functions


• Know the differences among visual characteristics and purposes of art in order to convey ideas • Describe how different expressive features and organizational principles cause different responses • Use visual structures and functions of art to communicate ideas

3. Content Standard: Choosing and evaluating a range of subject matter, symbols, and ideas


• Explore and understand prospective content for works of art • Select and use subject matter, symbols, and ideas to communicate meaning

4. Content Standard: Understanding the visual arts in relation to history and cultures


• Know that the visual arts have both a history and specific relationships to various cultures • Identify specific works of art as belonging to particular cultures, times, and places • Demonstrate how history, culture, and the visual arts can influence each other in making and studying works of

art

5. Content Standard: Reflecting upon and assessing the characteristics and merits of their work and the work of others


• Understand there are various purposes for creating works of visual art • Describe how people’s experiences influence the development of specific artworks • Understand there are different responses to specific artworks

6. Content Standard: Making connections between visual arts and other disciplines


• Understand and use similarities and differences between characteristics of the visual arts and other arts disciplines

• Identify connections between the visual arts and other disciplines in the curriculum

Second Grade Topic Statements for Visual Arts By close of Second Grade: Topics -‐ What is Art?, Color, Color wheel, warm and cool colors, elements of art, painting, pointillism, drawing, gluing, cutting, stenciling, torn paper collage, experimental painting, sandpaper monoprints, nativity, still life, clay pinch pots, glazing, dying cloth, group flower project, artwork through time, people near and far, weaving, art show. Media -‐ Water Color, Oil Pastels, pencils, erasers, multi-‐colored paper, glue, glue sticks, chalk pastels, tissue paper, clay, glaze, chalk, tempera paint, markers, sandpaper, dye, Multi –Media. Cultural and Historical Context -‐ elements and principles of design video, Georges Seurat, pointillism, artwork through time, textiles of the world.

Second Grade Common Experiences:

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Art show, what is art?, color wheel, warm and cool colors, torn paper collage, experimental watercolor, monoprints with sandpaper, pointillism, weaving, drawing a nativity, still life drawing, clay pinch pots, artwork through time, dying cloth, flower group project, people near and far.

K-‐5 Biblical Integration:

GCCS Art department gives special attention to integrating Biblical truths throughout all creative experiences. God shares His love for beauty and detail through His creation. Mankind possesses God-‐given creativity. Mankind, abounding with expression, leaves behind a legacy with each passing generation.

Prayer-‐1Cor. 7:5 Do your best for God-‐ Col. 3:17 Use your time wisely-‐Eph. 5:16 God looks on the heart and not the appearance -‐1 Sam. 16:7 Godly conversation-‐Col. 4:6 God’s creation-‐ Ps. 19:1 We are wondrously made –Ps. 139:14 The Art we create about and do should be pleasing to God – Phil. 4:8 Consider others better than yourself –Phil. 2:3-‐4 K-‐5 Technology Integration:

Power Point, Internet, Movies

Second Grade Common Assessments: Rubrics Participation grade

Physical Education

Vision Statement The Grove City Christian School Physical Education and Health Department’s desire is to teach students the skills necessary to develop a lifetime of physical activity, wellness and fitness. We seek to use the teaching of sports, wellness, and movement concepts to complete the total education process. It is our goal that Physical Education and Health will be viewed equally as important as all other subject matter. As Christians in the physical education department, we desire to make Christ the reason and focus behind our goals and objectives. Philosophy and Guiding Biblical Principles We believe, a “physically-‐educated” person is one who has learned the skills necessary to develop a lifetime of physical activity, wellness and fitness. Physical education and wellness education enables us to keep our bodies in good condition so that we can glorify God in all we do (I Corinthians 10:31). Each student should also develop Christ-‐like attitudes and actions by having the opportunities to interact with other students while feeling the emotions of “success” (winning) and “failure” (losing). Finally, each student should develop an awareness and appreciation for the human body, which was created by God, in the image of God and for God. Standards: What a GCCS Student will know and be able to do in K-‐12th Grade Physical Education: Standard 1: Demonstrates competency in motor skill and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.EDUCATION STANDARDS

Standard 4: Achieves and maintains a health-‐enhancing level of physical fitness.

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Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.EDUCATION STANDARDS

Standard 6: Values physical activity for health, enjoyment, challenge, self-‐expression, and/or social interaction.

Kindergarten-‐4th Grade PE Topic Statements: Development of the physical skills needed to enjoy participation in physical activities, mastering movement fundamentals, establish a foundation to facilitate continued motor skill acquisition, develop maturity and versatility in the use of fundamental motor skills (e.g., running, skipping, throwing, striking) that are further refined, combined, and varied during the middle school years.

Kindergarten-‐4th Grade PE Common Experiences: Spatial awareness; general space; personal space; playing by specific rules; teamwork; collaboration; benefits of peer teaching; individual responsibility; participation; fitness; teamwork; hand-‐eye coordination and motor skills; classroom safety Kindergarten-‐4th Grade PE Common Assessments Visual, oral, written (quizzes/tests for 3rd and 4th….Fitness Gram)

Kindergarten-‐12th Grade PE Biblical Integration:

Standard 1: Demonstrates competency in motor skill and movement patterns needed to perform a variety of physical activities.

and

Standard 3: Participates regularly in physical activity.

Philippians 3:12-‐14 Not that I have already obtained all this, or have already arrived at my goal, but I press on to take hold of that for which Christ Jesus took hold of me. Brothers and sisters, I do not consider myself yet to have taken hold of it. But one thing I do: Forgetting what is behind and straining toward what is ahead, I press on toward the goal to win the prize for which God has called me heavenward in Christ Jesus.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

I Corinthians 9:24-‐27 Do you not know that in a race all the runners run, but only one gets the prize? Run in such a way as to get the prize. Everyone who competes in the games goes into strict training. They do it to get a crown that will not last, but we do it to get a crown that will last forever. Therefore I do not run like someone running aimlessly; I do not fight like a boxer beating the air. No, I strike a blow to my body and make it my slave so that after I have preached to others, I myself will not be disqualified for the prize.

Standard 4: Achieves and maintains a health-‐enhancing level of physical fitness.

Isaiah 40:28-‐31

Do you not know? Have you not heard? The Lord is the everlasting God, the Creator of the ends of the earth. He will not grow tired or weary, and his understanding no one can fathom. He gives strength to the weary and increases the power of the weak. Even youths grow tired and weary, and young men stumble and fall; but those who hope in the Lord will renew their strength. They will soar on wings like eagles; they will run and not grow weary, they will walk and not be faint. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Matthew 18

“If your brother or sister sins, go and point out their fault, just between the two of you. If they listen to you, you have won them over. But if they will not listen, take one or two others along, so that ‘every matter may be established by the testimony of two or three witnesses.’ If they still refuse to listen, tell it to the church; and if they refuse to listen even to the

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church, treat them as you would a pagan or a tax collector.

Standard 6: Values physical activity for health, enjoyment, challenge, self expression, and/or social interaction.

I Corinthians 6:20

You were bought at a price. Therefore honor God with your bodies.

Kindergarten-‐4th Grade PE Technology Integration: Stop watches, calculators, heart rate monitors, pedometers, iPad (Pacer Test)

Technology

Vision: The Grove City Christian School Technology Department seeks to facilitate the development of students who will become committed and professionally competent Christian leaders and workers that will impact their chosen organizations, professions, and the society in which they live with their biblical example of work and purpose. Students will use technology to help them achieve success in their work, whatever that may be. Philosophy and Guiding Biblical Principles: Teachers, as active Biblical role models, who exhibit and teach the character traits of responsibility, honesty, integrity, diligence, and loyalty, (Proverbs 15:2 “the tongue of the wise commends knowledge.”) integrate these Biblical principles in each area of technology. (I Timothy 4:7 “train yourself to be Godly.”) We provide opportunities for student involvement with leading edge technology and instruction in information technology. Students receive instruction in developing excellent oral and written communication skills, using technology to enhance especially the area of written communication practice. (Colossians 4:6 “Let your speech always be with grace, seasoned with salt, that you may know how you ought to answer each one.”). Guidance in the ethical use of computer technology and information allows students to develop the understanding of the importance of discerning right from wrong in school life, at home, and when faced with challenges in the workplace. (Psalm 37:27 “Depart from evil, and do good; And dwell forevermore.”) K-‐12 Technology Standards The students are expected to follow the previous achievement standards, demonstrating higher levels of skills, dealing with more complex examples, and responding to works of art in increasingly more sophisticated ways.

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

• Apply existing knowledge to generate new ideas, products, or processes • Create original works as a means of personal or group expression • Use models and simulations to explore complex systems and issues • Identify trends and forecast possibilities

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

• Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

• Communicate information and ideas effectively to multiple audiences using a variety of media and formats • Develop cultural understanding and global awareness by engaging with learners of other cultures • Contribute to project teams to produce original works or solve problems

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information.

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• Plan strategies to guide inquiry • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media • Evaluate and select information sources and digital tools based on the appropriateness to specific tasks • Process data and report results

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

• Identify and define authentic problems and significant questions for investigation • Plan and manage activities to develop a solution or complete a project • Collect and analyze data to identify solutions and/or make informed decisions • Use multiple processes and diverse perspectives to explore alternative solutions

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

• Advocate and practice safe, legal, and responsible use of information and technology • Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity • Demonstrate personal responsibility for lifelong learning • Exhibit leadership for digital citizenship

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.

• Understand and use technology systems • Select and use applications effectively and productively • Troubleshoot systems and applications • Transfer current knowledge to learning of new technologies

NETS·S © 2007 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education.

K-‐8 Mapping in process

Updated 6/8/12

Documents

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