The 2-3 program emphasizes individual growth, collaborative inquiry, and student engagement in both academic and social realms. We foster skills and values that serve children their entire lives—a love of learning, an openness to new experiences, growing independence, and respect for others. A primary goal is to create a community of learners in which children are able to learn from one another, their teachers, and the world around them. Students develop a sense of independence and responsibility in solving conflicts with peers, contributing positively to the community, and taking an active role in caring for their environment.
- Language Arts
- Social Studies
- Visual Arts
- Creative Movement
- Physical Education
- enjoy stories, poetry, rhyming, and playing with sounds
- of language,
- listen and respond appropriately to others,
- follow multistep directions,
- match letters to sounds, and
- hear and remember stories and other information.
- exhibit ability to verbalize needs,
- share ideas and experiences,
- join discussions with relevant comments,
- discuss stories with attention to sequence and detail,
- communicate ideas clearly, and
- begin to develop formal presentation skills.
- enjoy stories and poetry,
- know short and long vowel sounds,
- know initial and final consonant blends,
- know digraphs (wh, sh, ch, etc.),
- know diphthongs (oa, ow, ee, etc.), recognize ending punctuation,
- recognize sight words,
- use picture and context clues for comprehension,
- comprehend and discuss stories at a literal level,
- employ phonics, context, and syntax in decoding
- unfamiliar words,
- read grade-level texts fluently,
- read silently for a sustained period,
- state the main idea of a passage or story,
- make predictions while reading,
- draw supportable inferences,
- begin to develop dictionary skills,
- strengthen receptive and expressive vocabulary, and
- read for information.
- generate varied ideas for written expression,
- create stories with a beginning, middle, and end,
- follow a logical story line,
- expand stories with details,
- revise writing to clarify content,
- persevere in completing stories,
- begin to use capitalization and punctuation,
- use phonetic spelling,
- build knowledge of conventional spelling,
- begin to edit for spelling and punctuation,
- recognize a variety of poetry forms,
- write in a variety of genres, and
- take notes and organize information in report form.
- read, compare, order, and apply place value for numbers up to 1,000,000,
- read, compare, order, and explain simple fractions, and
- understand the relationships among the basic arithmetic operations.
- use estimation,
- know addition and subtraction facts,
- add numbers with carrying,
- subtract numbers with borrowing,
- multiply and divide one-digit numbers, and
- become familiar with calculators.
- gather data, and
- create and interpret graphs, tables, and charts.
- describe, draw, and classify shapes and figures,
- describe the physical world using properties of shapes and figures, and
- enhance understanding of geometric concepts using design-oriented iPad apps.
- use measuring tools for linear measurement,
- add all coins and dollar bills, and
- tell time using an analog clock.
Patterns and Relationships
- recognize, describe, extend, and create various patterns, and
- explore the use of variables to describe relationships
- (e.g., missing addends, 3+_=7, _+3=7).
- identify key factors in problem-solving,
- use a variety of strategies to solve problems,
- use math vocabulary to demonstrate understanding
- of concepts, and
- select tools appropriate for solving everyday problems.
- identify and practice rights and responsibilities of group membership,
- develop an understanding of Wabanaki history and
- present-day culture,
- explore Maine’s maritime history, traditions, and
- present-day working waterfront,
- build an understanding of how geographic, historical, and economic forces influence the state of Maine,
- understand how media techniques influence behavior,
- learn research techniques (using both traditional and
- electronic sources), and investigate and report effectivelyon a historical figure (Grade 2) or an animal (Grade 3) in anannual Independent Project,
- recognize and respect similarities and differences in our
- cultures (Global Studies),
- expand map skills and use maps as a source of information, and
- vote as a means of practicing democratic decision-making.
- study the anatomical structures of several plants and animals,
- observe how living things develop in and adapt to their
- natural environment,
- experiment with seeds and plants,
- study genetics and reproduction in plants and animals,
- including humans,
- study the characteristics and life cycles of trees,
- learn to use a microscope,
- study and explore tide pools, and
- dissect and study owl pellets.
- practice the scientific method: hypothesize, observe, record, and draw conclusions,
- learn to use a microscope,
- practice safety and non-contamination procedures,
- conduct experiments,
- explore properties of certain solids and liquids, and
- observe chemical reactions.
- draw from observation, memory, and imagination,
- utilize foreground, middle ground, and background in artwork,
- mix secondary and neutral hues,
- select appropriately sized brushes for specific needs,
- create a sculpture or container using clay,
- experiment with printmaking technique,
- create subtractive and additive sculpture, and
- create art that reflects narrative and art concepts.
- evaluate their own artwork in terms of assigned specifications, craft, and aesthetics,
- describe artwork in terms of subject, color, and art concepts,
- contribute to artwork as part of a group project,
- understand that repetition creates pattern,
- understand the importance of texture in artwork,
- know that the appearance of an object changes according to viewpoint,
- know that qualities such as color, texture, and shape
- can express and symbolize feelings,
- understand the difference between additive and subtractive sculpture, and
- identify art concepts within contemporary and historical art.
The Arts and Cultural Heritage
- recognize common subjects, styles, and techniques of the arts from different cultures or ethnic groups,
- create original works that integrate characteristics from different cultures, including the students’ own communities, and
- explore why artists make art in different ways.
- tap, pat, clap, and chant rhythms while performing a steady beat,
- perform advanced line and circle dances, and express musical form through movement,
- replicate rhythmic patterns,
- perform with appropriate dynamics and articulation,
- begin to sing and play from notation,
- sing basic harmony, partner songs, and rounds,
- begin to sing and simultaneously accompany themselves,
- play an independent part in a small musical ensemble,
- play a recorder with proper hand position and breath support,
- improvise within form and structure,
- perform, read, and write basic rhythmic, melodic, and invented notation,
- recognize the difference between duple and triple meter,
- read and perform music in treble clef,
- create and arrange music to accompany readings or dramatizations,
- identify a variety of instruments by sight and sound,
- identify the instrument families of the orchestra,
- describe musical concepts with appropriate terminology such as tempo, dynamics, form, instrumentation, major and minor, and
- perform, read, and write rhythmic patterns with quarter and eighth notes and rests in duple and triple meter.
- communicate concepts and ideas through movement,
- develop freedom of movement and expression with and
- without limitations,
- relate movement explorations in the dance space to
- classroom themes of study,
- develop a sense of physical well-being and flexibility,
- strengthen muscular coordination and motor skills, and
- develop basic locomotor and axial movements in isolation and combination.
Students may take Creative Dance classes in the afterschool Enrichment program (for an additional fee).
- perform appropriate warm-up activities,
- engage in moderate to vigorous physical activity,
- move with an awareness of space and others’ safety,
- distinguish between warm-up movements, strength-building, and aerobic exercises,
- identify the positive effects of regular exercise,
- develop mature form in locomotor skills (e.g., running, jumping, sliding) and non-locomotor skills (e.g., bending, stretching, dodging, climbing),
- demonstrate increasingly mature form with sports equipment (e.g., balls, bats, scooters),
- demonstrate increasingly complex combinations of motor patterns,
- adapt skills to the demands of a game or environment,
- demonstrate the ability to cooperate with peers,
- use appropriate communication skills in activities to enhance group cooperation and effort, and
- use equipment responsibly.
- demonstrate personal hygiene skills,
- demonstrate safety skills and accident prevention appropriate to different situations,
- learn habits to prevent the spread of head lice,
- know how to call for help in an emergency,
- demonstrate basic first aid for minor injuries,
- recognize and employ positive approaches to conflict resolution, and
- study human genetics and reproduction.
Second and third graders build on their Spanish foundation in meetings and classes that are longer in duration. This expanded class time allows for more in-depth studies and hands-on projects, and provides ample time for differentiation of instruction. The emphasis in 2-3 is on accumulation of vocabulary, but students are also asked to participate in short conversations and to follow directions in Spanish. Songs and games continue to provide a base for vocabulary, and students are asked to role-play more frequently. By the end of the school year, both second and third graders are able to read short, simple novels in Spanish.