Our language arts curriculum utilizes a balanced approach to literacy including interactive read alouds, guided reading, shared reading, independent daily reading, and word study. 


Second grade is a pivotal year for students as the focus moves from learning to read toward reading to learn.  Instruction focuses on multiple intelligences and various learning styles present among students. Students are reading for knowledge across all subject areas. Autonomy is the main objective. Students are encouraged to become independent, self-reliant learners as they explore multiple genres and expand their reading repertoire. 

Reading skills include demonstrating an independent interest in reading-related activities and listening with interest and purpose to stories and other texts read aloud.  

  • Students will learn to listen to mentor texts that model reading strategies.  

  • Students will learn to construct meaning from print and interpret stories and short passages.  

  • Students will learn to decode new words by using phonics and/or contextual clues.  

  • Students will learn to demonstrate an understanding of stories by identifying the main idea and main characters, placing events in sequence, and predicting the outcome.

  • Students will learn to summarize stories.

  • Students will learn to identify the difference between fact and opinion.  

  • Students will learn to respond to who, what, when, where, how and why questions and include the same thoroughness in their story writing.  

  • Students will learn to identify the main idea and details of a story, including retelling a reading selection.


Writing is incorporated through a cross-curricular approach.  Students are encouraged to focus on the writing process. Focus is based on content and quality over quantity.  

  • Students will learn the value of the editing process and how to use editing symbols.

  • Students learn to conduct research and use the information to write detailed stories.

  • Students will learn to utilize a myriad of graphic organizers to generate ideas, show their thinking, and establish a reference point for writing.  

  • Students will learn to write a clear topic sentence, focusing on the main idea and including details that elaborate on the main idea.

  • Students will learn to use transition words for sentence variety. 

Writing activities include, but are not limited to, the following:

  • Students will use a writing folder to organize writing assignments and to keep track of the stages of writing. 

  • Students will write friendly letters, research papers, realistic fiction stories, written responses to reading, persuasive essays and narrative essays. 

  • Students will complete a five-paragraph narrative story.  

  • Students will write poetry (including bio poems, haiku, triante and acrostic style).

  • Students will write regular reflections in a journal.  

  • Students will develop public speaking skills by presenting many writing assignments to groups.

Grammar and Vocabulary

Grammar and vocabulary will be taught in application. Grammar will be a focus during the editing phase of the writing process.  Parts of speech and figurative language are highlighted and practiced throughout ELA class through the use of mentor texts and independent practice.  Vocabulary for each subject is reviewed in context. Novel study provides a foundation for vocabulary acquisition and usage. 


Cursive handwriting is introduced and practiced regularly.  Students continue to use and practice manuscript handwriting.  Students practice reading cursive writing and are prepared to write short stories in cursive by the end of the school year. 



Our mathematics curriculum uses Pearson Envision math textbook and is supplemented with various project-based activities where students are encouraged to collaborate and work through real-life problems. The overall focus of mathematics in second grade is to promote number sense and problem-solving skills to allow students to work through problems that require multiple steps.  

Students work through the following concept areas Operations and Algebraic Thinking, Number and Operations in Base 10, Measurement and Data, Geometry.  

Within each area, students make real-world connections through word problems. While we differentiate within these concept areas for each student’s individual needs and skill set, all necessary benchmark milestones are covered.  Assessed skills include:

Operations in Algebraic Thinking 

  • Use addition and subtraction within 1,000 to solve and two step word problems.

  • Fluently add and subtract within 20 using mental strategies 

  • Determine whether a group of objects (up to 20) has an even or odd number of members. Use skip counting by 2 as a strategy. 

  • Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and 5 columns; write an equation to match the array. 

  • Interpret products of whole numbers; understand that 5 x 7 is 5 groups of 7 objects. 

Number and Operations in Base 10

  • Understand that the three digits of a three-digit number represent hundreds, tens, and 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 numbers using <,>, and =.

  • Fluently add and subtract within 1,000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.      

  • Mentally add 10 or 100 more to a given number within 1,000.        

  • Understand a fraction as the quantity formed by 1 part when a whole is partitioned into equal parts.              

Measurement and Data

  • Measure the length of an object by selecting and using appropriate tools such as rulers, yard/meter sticks, and measuring tape. 

  • Estimate lengths using units of inches, feet, centimeters, and meters. 

  • Measure to determine how much longer one object is than another.  

  • Tell and write time from analog and digital clocks to nearest 5 minutes, using a.m. and p.m. 

  • Solve word problems involving dollar bills, quarters, dimes, nickels, and dimes, using $ and ¢.

  • Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple one to two-step word problems and compare the information presented in the graph. 


  • Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.  Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 

  • Partition a rectangle into rows and columns of the same size square and find the total. 

  • Partition circles and rectangles into two, three, or four equal shares, describe the shares using 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.   

Examples of project-based activities include:

  • Creating a Gold Rush Mining Camp Map demonstrating an understanding of geometric shapes, area, and perimeter. (Cross-curricular with Social Studies and Language Arts)  

  • Planning a Halloween party on a budget. They must plan accordingly for the number of people that they plan to invite.  



Our second grade social studies curriculum builds on the foundation created in first grade. Units are integrated into other subjects and based around current events (such as holidays and current themes).  Student learning is based on questions, goals, understanding, and evidence, a learning plan is established using project-based learning that often employs technology. 

  • Students will learn geography and map decoding skills. 

  • Students will learn to describe the absolute and relative locations of people, places and environments. 

  • Students will learn about the world around them through weekly current events activities and research. 

  • Students will examine places and regions and the connections among them. 

  • Students will learn to describe governmental institutions and practices in the United States and other countries. 

  • Students will learn to compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places and things change over time while others stay the same.

Students will participate in project-based-learning activities such as (but not limited to):

  • Constructing questions about a topic, identify resources, and collect and organize information about the topic into a short report.  

  • Designing and presenting projects on a selected country with special attention to the allocation of scarce resources in societies through analysis of individual choice, market interaction and public policy.



Students will be exposed to examples for each category: Earth Science, Life Science, and Physical Science, 

  • Students will learn to discover the world around them as they test predictions through creative thinking.  

  • Students will learn to explore energy changes through motion and movement, energy in the form of sound and light, the significant impact of water and climate, the roles of plants and animals in their environment and the structure of life in an ecosystem.

  • Students will learn how energy can be changed through motion and movement.  Students recognize forces and work. 

  • Students will understand the roles that plants and animals play in their environment and they will recognize structures of life.



The Greene School Drama program provides students the opportunity to express themselves through a variety of theatrical lenses. The actor’s toolbox (body, voice, and imagination) is explored through storytelling, movement, scene study, and more! Skills in drama provide empathy, spatial reasoning, ease in public presentation and self confidence. The performing arts offers students an opportunity for self exploration and team building.

Students are encouraged to take dramatic risks and support each other by giving meaningful feedback to improve their own work and the work of their fellow actors. Through creative play, students learn skills that cover affective, psychomotor, and cognitive domains. 

Second grade students devise original work by generating their own characters and writing their own plays inspired by the world around them. Students will learn a variety of theatrical styles and apply those skills to scene work. Through this work, they will learn to create and imitate human, inanimate and animal characters. In addition, they learn to demonstrate an understanding of sequence of character actions through script writing. Students will learn to demonstrate an understanding of how environmental elements impact behavioral character choices.

Theatrical vocab that students learn and apply to scene work at this grade level include: 

  • Actor’s toolbox

  • Expression

  • Clarity

  • Visibility

  • Eye contact

  • Pantomime

  • Exaggeration

  • Mystery

  • Newspaper Theater

  • Storyboard

  • Tableau

  • Props 

  • Projection




As part of The Greene School curriculum, all second grade students are required to participate in dance each week, one period per week for 45 minutes. The Greene School Dance Program is founded on the premise of providing a kinesthetically enriched and interdisciplinary curriculum that strengthens the educational experience for all students. The dance program plays an integral role in the development of a well-rounded student while also enhancing the learning taking place in other subject areas. Students are exposed to different techniques, forms, and styles of dance including jazz, modern, creative movement, ballet, and musical theatre. Different choreographic styles are also studied, though the focus varies with age. 

The first part of the year is focused on the development of gross motor skills through both locomotor and non-locomotor movements, while learning how to retain choreography and build specific dance technique in preparation for the annual Dance Concert performance that includes all students. 

The second part of the year focuses on The Language of Dance unit where students choreograph and perform their own mini-dances, allowing students the opportunity to participate in an interdisciplinary unit that encourages practical application of the technique and skills learned throughout the year.


As part of The Greene School curriculum, all second grade students participate in yoga, one period per week for 45 minutes. The overarching theme for the elementary yoga program focuses on the concepts of Balance and Breath in Yoga Poses and in Life. The course also utilizes a multi-subject approach with the integration of interdisciplinary concepts. The students culminate each lesson by writing in their personal Gratefulness Journals.


As part of The Greene School curriculum, all second grade students are required to participate in Mindfulness, one period per week, for 20 minutes. All teachers and staff also attend each mindfulness class with the students to allow the lessons to be continued in the classroom throughout the week. Throughout the year, students are introduced to a wide variety of topics and techniques with the monthly character trait acting as the overarching theme throughout the lesson including Mindful Bodies, Mindful Listening, Mindful Breathing, Heartfulness, Kindness, Mindful Jars, Mindful Eyes, Please and Thank You, Generosity, Giving, Mindful Thoughts, Mindful Emotions, Mindful Eating, Gratitude, Integrity, Patience, Compassion, Commitment, Humility, Joyfulness, and Kindness.



The Greene School Foreign Language program is intended to develop listening comprehension and verbal skills in young children with classes three times a week.  Skills in speaking, listening, reading and writing are developed in this course. Students acquire language proficiency with visual and interactive support using grade level vocabulary and techniques such as Total Physical Response (TPR) and Natural Approach.  The goal of both of these strategies is to allow students to learn a second language in the same way they learned their first language - through their senses, encouraging long-term retention of the language.

Second grade students use the ¡Qué chévere! and Realidades curriculum textbook which integrate development of language proficiency into cultural understanding using project-based learning activities, multimedia resources, songs, games, and stories . 

  • Students will learn recalling, interpreting and pronouncing the vocabulary appropriately.

  • Students will learn grade level subject pronouns, subject-verb agreement, adjectives, adverbs, people, verbs, clothes, objects/other nouns, places, sports/entertainment/music, foods, prepositions, time/days of the week, and colors.

  • Students will converse in short conversations, in familiar contexts. 

  • Students will converse using short, simple messages and announcements on familiar topics.

  • Students will learn to translate simple stories or narratives.  

  • Students will learn to follow short and simple directions.  

  • Students will learn to recite the numbers from 1-40 in the target language.



The Greene School visual arts program requires all first grade students to participate in art class for 45 minutes, two times each week, offering all students a broad range of experiences and activities.  Students are exposed to a wide array of visual arts mediums throughout the year. 

Students explore an array of art making categories: 

  • Visual

  • Plastic

  • Technological

  • Decorative.   

Second grade students will explore and experiment in the following Elements of Art:

  • Line

  • Shape

  • Color

  • Texture

  • Form

Students may use these elements:

  • Drawing (Linear, Figure)

  • Painting (Color Mixing, Primary and Secondary Colors, Color Wheel, Warm and Cool Colors) 

  • 3-Dimensional Work (Clay forms: coiling, rolling, pinching; Paper techniques: folding, cutting)

  • Art History (Picture Books, Reproduction, Online Resources, Online Museum Interactive Sites)

Mediums used by first grade students include:

  • Paint (Tempera and Watercolor)

  • Crayon (Resist, Rubbings, Outline)

  • Clay (Air Dry, Modeling)

  • Paper (Stencils, Cutting, Collage) 

  • Pastels (Oil, Chalk)

The visual arts program is further enriched with art history and focus on transformational movements in art.  The visual arts program is integrated throughout the interdisciplinary curriculum via collaborative partnerships between classroom and arts teachers.



The Greene School physical education curriculum is designed to provide an environment that challenges all students to work to their potential. Students need the opportunity to learn skills without intimidation and to experience the joy and exhilaration of physical activity. This philosophy drives our program and it is our hope that all students learn to enjoy movement, become fit, and value positive living. 

Our program focuses on the whole person.  This is achieved by focusing on three areas which are equally important:

  • Movement Skills and Movement Knowledge 

  • Personal Development

  • Social Development

Our physical education aims are to encourage and enable students to: 

  • Use inquiry to explore physical and health education concepts.

  • Participate effectively in a variety of contexts.

  • Understand the value of physical activity.

  • Achieve and maintain a healthy lifestyle.

  • Collaborate and communicate effectively.

  • Build positive relationships and demonstrate social responsibility.

  • Reflect on their learning experiences.

Students at this level will learn psychomotor development and interpersonal skills.  Students will be assessed on their knowledge of units demonstrated through skills and games, task cards, class and individual demonstrations, presentations and class assignments.