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2nd Grade

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by

Melissa Venable

on 23 November 2015

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Transcript of 2nd Grade

Physical Domain
Growth, height, and weight are steady
Loss of teeth, some permanent ones are in
The brain continues to grow and adds cells and connections
Increase myelination and increase lateralization of the two hemispheres
Brain becomes more organized
Cognitive Domain
Need of knowledge becomes more prevalent
Greatly influenced by children's environment and personal experiences
Able to make connections from foundational knowledge to learn and understand intricate concepts in various content areas that are taught at this level
Language skills become more fluid
Reading comprehension and fluency are improved upon at this age
Children generally read for pleasure rather than focusing on decoding
Children are cognitively capable of bringing meaning to text and their vocabularies expand as a result
In math, estimation skills and number sense are generally strong at this age.
Able to make mathematical connections to their environments and their daily lives
In Fine Arts, creativity becomes more complex
Able to depict more realistic artwork
Perform with increased maturity
Able to express themselves through artistic outlets more meaningfully
Activities for this Age Group
Around the room
Place math/word problems around the room
Have the kids work in groups of three-five an walk around the classroom working together finding the solution to the problems
The kids move and interact/work with one another
2nd Grade
Meghan Deande, Kemberly Palacios, Belinda Rodriguez, Brandi Romero, Maria Rosales, Rebecca Roussey, Lauren Smithhart, Melissa Venable

2nd
Graders

Social Emotional Domain
Children in second grade are usually in the age range of 7-8 years old.
Lesson or Scenario
References
Gross Motor Development
Overall boys and girls perform about the same rate (Some slight differences).
Boys tend to have more muscle mass; they tend to have more upper body strength.
Girls are more agile, flexible and have better balance.
Children can ride a bike without training wheels at this stage.
Run, jump, throw, kick, and catch a ball
Can jump rope
Fine Motor Movement
Can write and use a keyboard
Cuts with scissors along curved and straight lines
Can draw recognizable pictures
Can string beads
Fasten claps
Dress and undress
Can tie shoes, zip zippers, and button buttons themselves
Can cut food with fork and knife
Social Emotional Growth Pattern
Seven-year-olds

Inward-looking; sometimes moody, touchy, depressed, sulky, or shy
May change friendships quickly and feel "nobody like me"
Need security and structure; reply on adults for help and constant reassurance
Do not like taking risks or making mistakes
Sensitive to others' feelings, but sometimes tattle
Conscientious and serious; have strong likes and dislikes
Keep belongings neater at home and school then at the age of six
Eight-year-olds
Enjoy socializing and sharing humor
Love group activities and cooperative work, preferably with peers of the same gender
Adjust well to change; bounce back quickly from mistakes or disappointments
Begin forming larger friendship groups than at the age of seven
Social-Emotional Behavior
Seven-year-olds
Frequently change friends but accept teacher's seating assignments
Prefer working and playing alone or with one friend
Find classroom changes upsetting; need teachers to prepare them in advance when substitutes will take over the classroom
Need humor and games to help moderate their seriousness
Can get sick from worrying about tests, assignments, etc.
Changeable; close communication between teachers and parents helps ensure their needs are understood
Eight-year-olds
Work best in groups at tables or at pushed-together desks; teachers should change groupings frequently throughout the year
Prefer working and playing with peers of the same gender
Respond well to class projects and traditions that build a sense of unity and cohension
As they develop a growing sense of moral responsibility beyond themselves, they become more interested in fairness issues and may argue about them
Like stories that concern fairness and justice
Enjoy studying other cultures
Experimenting with partners
This is a hands on activity where kids can use science equipment to exploe objects.
Kids can work in pairs/groups to observe or experiment using materials while collaboratively working.
Naeyc.org,. (2015). 5 Guidelines for Effective Teaching | National Association for the Education of Young Children | NAEYC. Retrieved 18 November 2015, from http://naeyc.org/dap/5-guidelines-for-effective-teaching

Wood, C. (2007). Yardsticks: Children in the classroom ages 4-14. 3rd ed.
Developmentally Appropriate Practice
Beach Ball Pass
Write questions on a beach ball or a small, soft ball.
Have the students toss the ball around the room from student to student. Students answer the question they land on and pass it on to a different student. If the student answers the question incorrectly, the next student attempts to answer.
Can be adjusted to any content area
Headbands
This activity is another one that can be used with any content area. For example, polygons. Give each student a different polygon (make sure they do not know what they have).
Students should work in pairs or small groups.
The goal is for the students to determine the polygon that they are by asking yes/no questions. For example, "Do I have more than 3 sides?" or "Do I have more than 4 vertices?"
Whoever has the most cards at the end, wins.
On a blank sheet of paper, students will write the answer to the following question: What do you want to be when you grow up? Why?
Each student will have 2-3 minutes to think and write an answer on their sheet of paper.
At the end of the 2-3 minutes, must will be played and students will get out of their seats with their paper in hand and walk around the room.
When the music stops, each individual will find a partner.
Partners will have 5 minutes to take turns learning and discussing each other's answer.
At the end of the 5 minutes, students from each group will share what they learned about their partner with the whole class.
Students will be asked to be seated back in their chairs for continued learning.
This results from the process of professionals making decisions about the well-being and education of children based on at least 3 important kinds of information or knowledge:
Culturally appropriate
Individually appropriate
Age appropriate
Examples:
a 2nd grader should be able to summarize stories, recall details and main ideas, and identify characters.
2nd graders should be able to understand money, counting groups of coins, telling time, and understand fractions.
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