Second Grade Curriculum

SECOND GRADE
Curriculum
Overview
Sample
Lessons
Oak Meadow
INDEPENDENT LEARNING SINCE 1975
OVERVIEW
Grade
Lesson
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2
Thank you for your interest in Oak Meadow. Since 1975, we have been supporting
homeschooling families and students, both through our creative curriculum and
our internationally-accredited distance learning school.
While reading through the complete sample lessons in this
curriculum overview, you can begin to imagine what a typical
homeschooling week might be like with Oak Meadow. We hope
these materials give you a clear sense of the style, content, and
scope of our curriculum, and help you decide if Oak Meadow is
right for your family.
At Oak Meadow, we offer a unique curriculum that is substantively
different from other educational models. The student’s awakening
powers of thought are encouraged with a sequence of skills and
carefully chosen material which reflects the child’s developmental
stages and unfolding sense of self. We seek to foster a healthy
balance between the realms of intellectual development, emotional
engagement, and solid academic accomplishment. Our goal is to
help children become intelligent, capable human beings who are
able to respond sensitively and deeply to the world, and able to
find meaning and relevance in their contributions to society.
Lessons in the early grades are crafted with a sense of beauty
and reverence as the child’s own sense of wonder leads to the
foundations of essential literary and mathematical skills. As the
student grows into the middle school years, our imaginative,
engaging approach develops strong academic abilities, practical
problem-solving skills and an ability to consider an issue or
problem from many perspectives. Each year’s curriculum is
structured in 36 weekly lessons, and the sample lessons in this
overview are representative examples of a full year’s curriculum
across all subject areas.
Within the framework of Oak Meadow’s integrated curriculum,
you, as the home teacher, will be in a position to help your child
make personal connections to the curriculum. Finding relevance
and inter-relatedness between the material and daily living is one
of the true joys of homeschooling. The Oak Meadow curriculum
is designed to be used in the home environment and encourages
meaningful connections and relationships with the whole family,
the local geography, and the wider community.
We encourage you to visit our
website (oakmeadow.com) or call
our office at 802-251-7250 to
learn more about us and about
what we can do to support you in
your homeschooling journey.
Warmly,
Michelle Simpson-Siegel
Executive Director
Introduction to Grades 1-3
In this curriculum we have tried to present not only an indication of
what subjects the home teacher should be presenting, but also how
they can best be presented and why we recommend they be presented
in that way. We hope that this is a help to parents who are trying to
increase their understanding of education at the same time they are
teaching their children.
Throughout this syllabus, you will see the third-person plural pronoun
they used to stand in for a gender-neutral singular pronoun. This usage
has been common for centuries in speech and informal writing, and it
is gaining popularity among grammarians as a solution to the problem
of gender-biased writing (though the controversy persists among
purists). Though not a perfect solution, we find it preferable to the
unwieldy “he or she” and the coldly clinical “he/she” solutions, both
of which introduce more problems than they solve, in our view. With
apologies to those who find the singular they construction awkward,
you will see this form used when the material refers to your child in
the third person.
The Oak Meadow curriculum is quite different from what is
usually found in most public, or even private, schools. Although
all the traditional subjects are studied, they are approached with an
imaginative spirit that we feel is closer to the heart of a child than a
more intellectual approach. Also, the timing of the subjects is different
from that found in traditional schools, for we believe that it makes a
great difference in the child’s balanced growth if the mind is forced
into development too early. At a later stage in their growth, children
need to develop their minds, and the curriculum responds to that need.
OVERVIEW
However, it is in the early stages of the child’s
growth, from Kindergarten through Second
Grade, that we diverge most widely from the
traditional curricula.
Parents who are eager for their children to
display their mental talents should remember
that a child is more than just an intellect. A
brilliant intellect is useless without a focused
will, and is even limited without a loving heart.
Children will manifest the fullness of their potential
only to the extent that they are integrated and
balanced human beings. Our deepest intention is to help you and
your child achieve that potential.
We are not interested in creating or maintaining particular forms in
education. We always encourage home teachers to try new approaches
relevant to their individual needs, and not to feel bound by the
specific forms recommended in this curriculum. However, this does
not mean that we do not have guiding principles in our approach to
education. We do believe that there are certain principles which are
very important for the deeper unfoldment of the child. As an Oak
Meadow home teacher, you should be aware of these principles as you
create the forms suited to your particular situation.
First, we believe that a child should be surrounded by an archetypal
view of the world. This is the reason we use fairy tales, fables, myths,
and legends so extensively in our curriculum. Such stories present the
fundamental issues of life in a symbolic form which helps children
3
OVERVIEW
develop the ability to perceive and understand the world in
broad patterns, rather than insignificant details. Through
being immersed in such a broad view, a child’s power
of thought deepens and becomes more capable
of reflecting the eternal values in life.
Second, children need to have
opportunities for artistic expression
in their lives. The form which this
expression takes is not important;
drawing, painting, music, pottery,
woodworking, and many others provide
this opportunity. In this curriculum, we
often use crayon drawing, because it is a
convenient medium which can be used
by children easily to express any idea.
Creating books of crayoned words
and drawings based upon the stories
which are told is only one means
of integrating these two essentials into one experience. There are
undoubtedly many other means of accomplishing this, and you
should be open to discovering them. The main point to keep in mind
regarding artistic expression is this: The process is more important
than the form. Forms that are created quickly with a minimum of
inner focus are not as helpful to a child’s inner growth as forms that
require persistent, focused awareness.
Grade
Lesson
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Third, each subject should be presented in a natural, informal
manner, so that the child does not feel forced into the activity,
but rather becomes involved because it sparks something within
them. Although it is important to have a regular period of focused
time each day for the main lesson work, we feel that it is better
to integrate as much as possible into the natural flow of daily
4 activities, so the child doesn’t learn to make a distinction between
“school” and “life.” In this way, the child gradually develops the
attitude that expanding one’s knowledge and capabilities is an
integral part of the process of life.
Finally, we believe that, as a home teacher, you should be
continually striving to unfold the potential within yourself so
that you can respond more deeply and spontaneously to your
child. In working with children, it is never the techniques you
have learned through the years that cause them to develop their
capabilities. Rather, it is the strength of your being, the light of
your understanding, and the love you have for them as fellow
beings that draws the latent spark of individuality within them into
active manifestation. It is this that makes teaching such a difficult
endeavor. To be an effective teacher, you must persistently seek to
unfold and refine your own strengths before you can ever hope
to unfold and refine the strengths in your child. Helping home
teachers in this process is the purpose of Oak Meadow, and the
reason why we are unique among home study schools. We are not
interested in filling children with facts, but in helping parents and
children become free human beings, able to respond sensitively
and deeply to the world in which they live.
The Heart of Learning and the Home Teacher’s Process Manual are
used as abundant resources for the home teacher. In The Heart of
Learning, Lawrence Williams shares with you what has worked for
thousands of families, as well as what he distilled from his Waldorf
training. The Home Teacher’s Process Manual explains how and why
we do the many processes in the early grades.
Oak Meadow offers Healthy Living from the Start to meet state
standards for health education for grades K through 3. This book
is used in K-3 and need only be purchased once.
OAK MEADOW
The Main Lesson Book
As you proceed through this curriculum, you will see mention of a
main lesson book. The main lesson book is simply a 9” x 12” unlined
sketch pad, with sturdy paper. You can start with one main lesson
book for each of the trimesters of the year, but your child may need
more. The main lesson book serves as a way to collect all your child’s
work in one place. In this book, your child will write and draw their
lessons in language arts, mathematics, social studies, and science. Using
rubber cement, you can glue in photos of larger projects, individual
papers, and anything else you would like to include in this special
book. By the end of each trimester, it will be filled with written and
artistic expressions of daily events in your child’s life. As your child’s
writing skills develop, it will contain letters, drawings, short sentences,
math practice, stories, poems, and more. A main lesson book takes
on a marvelous personality during the course of the trimester, and
becomes a living treasure of your child’s expression.
OVERVIEW
5
OVERVIEW
Second Grade
Syllabus
Oak Meadow’s second grade curriculum
expands on your child’s natural intelligence
and growing confidence as a reader and writer.
Intermediate
Recorder
Oak Meadow
Curriculum & School
Grade
Lesson
2
Oak Meadow
Clay Fun
Curriculum & School
First Book of
Nature Crafts
Reading emerges from writing, and observations of animals and nature
become the subject of poems, writing, and stories. The rhythmic nature
of rhyming poems becomes a natural and playful means of working
with phonetic letter sounds as students develop their independent
reading skills.
In social studies, students continue to develop their understanding of history, geography,
economics, and civics. Fables and folktales provide the backdrop for learning about ancient cultures
and universal human themes. Students explore the themes of good citizenship by learning about the
lives of inspiring individuals.
In math, the second grader’s growing understanding of mathematics and confidence in manipulating numbers leads to work with the multiplication tables and gaining skill with the four processes.
Oak Meadow
Curriculum & School
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Second Grade Curriculum
Oak Meadow
Curriculum & School
“Thank you for helping us keep the
beautiful wonder in childhood.”
In science, students continue to develop their observation skills as they explore the world of animals.
Themes such as interdependence, natural rhythms, and classification provide the foundation for
close-up investigations into the plant and animal kingdoms.
Through hands-on and investigative activities in art, crafts, music, and health, students engage in
explorations of color and craft, develop their recorder playing skills, and conduct inquiries into topics
related to their healthy development.
Projects, Crafts, & Activities
Curriculum Materials
• Copy and illustrate poems
• Make books
• Perform puppet plays
• Grow an indoor plant
• Make an ancient mask
• Create a doll
Second Grade Syllabus; Intermediate
Recorder; Clay Fun; First Book of Nature Crafts;
Animal Stories; Just So Stories; Ben & Meg;
The Voyages of Dr. Dolittle; Fables; Animal
Friends
Teacher Manuals; Healthy Living from the Start;
and craft kit are also available for purchase.
Second Grade Overview
First Trimester
Second Trimester
Third Trimester
Language Arts
• Independent reading
• Writing and reading own writing
• Consonant blends and word families
• Poetry
• Fables and other classic stories
• Independent reading
• Summarizing
• Consonant blends and word families
• Animal stories and fables
• Letter sounds/preparation for spelling rules
• Independent reading
• Summarizing
• Vowel combinations
• Vowel/consonant combinations
• Increased writing output
Social Studies
HISTORY—Stories from Ancient Cultures
• Folklore of Ancient China
• Ancient Mali and Sundiata
• Ancient Celts and St. Bridget
• Family customs and traditions
GEOGRAPHY—Studying Maps
• Parts of a map
• African geography
• Continents
ECONOMICS—Natural Resources
• Bartering
• Community resources
• Using money and making choices
CIVICS—Good Citizenship
• Value of kindness
• Honesty
• Aesop’s Fables and tall tales
• Inspiring Individuals: Rosa Parks and
Susan B. Anthony
OBSERVING THE NATURAL WORLD
• The five senses
• Animals close up
• Natural rhythms
• Identifying trees
• Nature stories
THE WORLD OF ANIMALS
• Animal characteristics
• Life of bees
• Animal homes and habitats
• Vertebrates and invertebrates
• Animal tracks
ANIMALS & HUMANS
• Food chain
• Interdependence
• Communication
• Scientific research
• Life of a frog
• Review of the four processes
• Review the symbols –, +, ÷, x
• Review written vertical & horizontal formats
• Story problems
• Multiplication tables: 2, 5
• Radical division sign
• Numbers 1–700
• Simple graphs
• Money
• Multiplication tables: 1, 3, 4, 10
• Place value
• Numbers 701–999
• Patterns and sequences
• Multiplication tables: 3, 4, 6, 7
• Review
Science
Math
Art
Students explore color through watercolor painting and crayon drawing as they illustrate the many stories and
poems presented in language arts.
Music
Students continue to develop their recorder playing skills by learning several new notes and mastering simple songs.
Crafts
Students engage in various hands-on activities that help develop fine-motor coordination and focus. Emphasis is
placed on meeting the child’s developmental needs and interests. Highlights include crocheting a scarf, working
with clay, and completing crafts from Oak Meadow’s First Book of Nature Crafts.
Health
The book Healthy Living from the Start provides the basis for a yearlong health course. Families explore
topics relevant to their child’s growth and development including nutrition, the growing body, hygiene,
community, emotions, and safety.
SAMPLE LESSON
58
2. The following should be entered into the Main Lesson Book:
Two days: a paragraph about the bedtime story with artwork. One day: consonant
blends with words containing them.
LESSON 3
CIRCLE TIME
Grade
Lesson
2
Morning Verse:
The sun is in my heart
It warms me with its power
It wakens life and love
In bird and beast and flower
Movement Verses: See “Verses for Circle Time”
Closing Verse:
May my hands work with care
My heart work with love
And my mind work with attention
(Use gestures)
LANGUAGE ARTS
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Oak Meadow Second Grade Course Book
3. Continue reading from a printed reader at least three times a week.
4. Review the consonant blends CH and CL. The following
words contain these consonant blends:
CH — change, church, charge, check, cheese, chinese
checkers, etc.
CL — clear, climb, clap, clock, close, clarinet, etc.
5. Play this game with your child. On a separate piece of
paper, have your child draw two large bowls (side view)
with a line connecting them. Under the first, write
“Beginning.” Under the second bowl, write “End,” and
under the line, write “Middle.” Leave enough room to
glue pictures on top of the line. Make the bowls big enough to glue small pictures
into them as well. Have your child draw these pictures, remembering that they
will be cut out and glued into the appropriate bowl, so make them small: church,
watch, bench, beach, peach, chips, cherry, chain, chocolate, cheese, chicken, teacher,
catcher, and preacher. Once your child has completed these pictures, cut them out.
Write what they are on the back of each picture. Have your child say the word three
times, feeling the “ch” sound in their mouths. Exaggerate the sounds. Glue the
picture into the appropriate spot. Does the “ch” sound occur at the beginning, the
middle or at the end of the word?
Objective:
FURTHER STUDY:
Your child will continue reading “The Tale of Jolly Robin.” In addition, your child will design and
write a paragraph about the story they have heard and include drawings to represent it. Your child
will continue working with their printed readers and consonant blends.
Continue working with the complete list of blends and vowel sounds from last
week’s lesson.
Materials:
•
•
•
•
•
Main Lesson Book
Colored pencils and/or beeswax crayons (stick and/or block)
Paper bag
Separate pieces of paper
Glue
Steps:
1. Read to your child from “The Tale of Jolly Robin” at bedtime.
8 MATHEMATICS
1. Enter into the Main Lesson Book math numbers for an exercise in greater than /
less than.
2. Introduce the two times table this week through rhythm. Merely say the rhyme this
week. Do not begin the actual times table yet.
Recite the following rhyme, with the emphasis on the numbers in the twos table: 2,
4, 6, 8, 10, 12, 14, 16, 18, 20.
one, two
buckle my shoe
three, four
OAK MEADOW
Lesson 3
59
shut the door
five, six
pick up sticks
seven, eight
lay them straight
nine, ten
a big fat hen
eleven, twelve
dig and delve
thirteen, fourteen
maids a courtin’
fifteen, sixteen
maids in the kitchen
seventeen, eighteen
ladies waitin’
nineteen, twenty
isn’t it funny
3. Ask your child to compare the numerical values of two whole numbers between 0
and 99 by identifying one as greater than, less than, or equal to the other. Give your
child a page of numbers to compare. They can verbally tell you the answers. Make
this a game if you can.
SOCIAL STUDIES
Objective:
In the next three lessons, your child will hear tales
of the ancient Mali Empire in Africa. Specifically,
they will hear story of Sundiata, son of the king
of Mali, who lived some eight hundred years
ago. Later, they will hear African fables that
further reflect the consciousness of the people
of this region. Your child will draw a pictorial
representation of the stories they hear, as well as
writings on simple themes. Your child will be
encouraged to develop their own story, as the
Mali Empire’s primary form of communication was an oral one. Finally, your child will develop a
short picture storybook over the next few weeks, which allows for the oral history of their family
— in the tradition of the great Mali Empire!
Materials:
•
•
•
•
Four separate pieces of paper
Beeswax crayons — stick and/or block
Hole puncher
Three short pieces of yarn
SAMPLE LESSON—GRADE 2
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Oak Meadow Second Grade Course Book
Steps:
1. Read or memorize and retell the story below to your child:
Sundiata: Child of Mali
Listen, child, to the stories of the griots, the Mali teachers of old. We tell you these stories
from our fathers so that you may tell them to your children, too. In this way, we will
honor their lives and grow from their struggles.
Listen and I will tell you the story of Sundiata, the great Lion King, who learned to
stand with strength and with courage.
There was once a powerful king in Africa, he was called Maghan Kon Fatta. King
Maghan was wise and powerful and knew well to listen to the stories of old. So it was
that when one day a maiden was brought to him, humble and bent by her hunchbacked
form, he listened.
It had been foretold to him that this maiden would bear him an heir that would shine in
greatness and bring peace to the African savannah over which he ruled. King Maghad,
in his wisdom, married this woman, whose name was Sogolon Kegjou, and learned to
love her well, for he could see that in her dwelled the spirit of the buffalo, strong and
courageous.
In a year’s time, Sogolon bore a son, and while Maghad rejoiced, his first wife, the cruel
Sassouma Berete, did not. “What need has Maghad of another son,” she thought, “When
my boy should be his only heir?”
But Sassouma was delighted when it was discovered that Sogolon’s child, though born
of the spirit of the lion and the buffalo, could neither walk, nor talk. Sogolon tried every
cure she found, but nothing had any effect. The boy grew but without saying a word, or
walking a step. Still, Maghad loved the boy and when the time came he offered him the
gift of the great griot Balla Fasseke. In this way, King Maghad let all know that he had
chosen the son of Sogolon to be his heir.
“Sundiata,” King Maghad said, “You will grow strong in time and when you do, rule
wisely. Learn all that you can from Balla Fasseke, for he was my teacher and my father’s
before him. Learn well and you shall rule as the lion rules the Savannah, with power
and grace.”
Sassouma was outraged when she heard these words, and she whispered ill thoughts to
the elders. So it was that when King Maghad died, Sassouma’s son took the throne and
she mocked and taunted Sogolon. “It seems the world has no need for your cripple of a
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SAMPLE LESSON
Lesson 3
With that, Sundiata grew angry and spoke. He called for an iron rod and, with one
mighty heave, pulled himself up. He threw the rod away and stood before the court.
“Behold!” called Balla Fasseke, “Here stands the lion king!” Sassouma cried in outrage
and called the great witches of Mali to her. “Kill him,” she commanded.
2. Let the story rest overnight. In the morning, have your child retell it to you. Help
them with details they may have forgotten. What does your child admire, if anything,
about Sundiata? Why do you think King Maghad chose him for his heir?
So Sassouma conspired to have the great teacher, Balla Fasseke, sent away to the land of
Sumanguru, who was an evil sorcerer. There Sumanguru kept the great one, for he had
much use for his wisdom.
Sundiata was in despair at the loss of his griot, and it was not long before he and his
mother were cast out of the kingdom to live a life in exile.
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They traveled for many years and Sundiata grew tall as his heart grew wise. They met
many people on their journey and helped all they knew. Finally, they found favor at the
court of the King of Mema. He was amazed by the courage and wisdom that Sundiata
showed and took him on as his closest advisor and heir to his throne. One day men came
to the court of Mema.
“Sundiata,” they cried “Sumanguru, the evil one, makes war upon Mali. Your halfbrother has fallen. We have need of you!” Sogolon turned to her son and said, “Go, my
son, it is time for you to fulfill your destiny.”
At that Balla Fasseke came out from behind the men. He had escaped from the court of
Sumanguru and brought forth an arrow.
“Sundiata,” he said, “Sumanguru cannot be defeated in any way known to most. It is
only with this arrow that has been tipped with the spur of a certain white rooster. The
mere touch of this charmed arrow will defeat Sumanguru. It is all that he dreads.”
Sundiata thanked his lost griot and rushed into Mali, with a great host of men behind
him. When the two armies met, on the Plain of Karina, Sundiata searched desperately
for Sumanguru. When at last he saw him he let the arrow fly.
It pierced the shoulder of Sumanguru who cried out in fury. At once, his strength failed
him and his army knelt down in defeat.
10 Oak Meadow Second Grade Course Book
So it came to pass that the great Lion King Sundiata stood before the people of Mali and
vowed to rule with dignity, strength, and with kindness.
“Our magic fails against his kind heart. Do what we will, he will not succumb to anger
and, instead, treats us with kindness and courtesy. Enough. You are on your own.”
2
62
boy. Son of the buffalo and lion, indeed. He is no use to our kingdom, and neither are
you!”
But, no matter how they tried, their powers were of no use against Sundiata.
Grade
Lesson
61
3. Experiential work: The Mali people maintained the traditions of their great empire
through the oral tradition of storytelling. Much of what we know about their culture
has been derived from these stories that have been told and retold over centuries!
Have your child perform their own story. Ask them to tell you a story of their
own. If they are insecure about storytelling in front of you, they may do so with an
audience of their imagination. Work together on any props they might need to act
out their story. They may use the story of Sundiata, or they are welcome to make up
one of their own. If possible, encourage them to include friends or family members
in their reenactment!
4. Have your child draw a pictorial representation of the story. On the back of the
paper or Main Lesson page, have them write, in their best print, either these words,
or ones you believe best reflect their picture:
Sundiata became the great Lion King of Mali. He
was brave and ruled fairly over all.
Next week, your child will begin developing their own family history picture book
to enable them finally to perform your family history in the oral tradition of the
ancient Malis.
FURTHER STUDY:
The Mali Empire was a fascinating culture! The griots provided the oral tradition of
storytelling that has lasted over the centuries into modern time. A further look into
Mali culture can provide your child with many wonderful legends and folk tales of
an ancient era.
SCIENCE
Objective:
Your child will continue their nature observations today
by exploring the life of a bird. This week we recommend
you spend time observing bird activity in your area. Your
child will journal the activity with drawings and simple
writing activities. Your child will build a birdfeeder to
enable further observations. A trip to a local Audubon
society or nature reserve is also recommended, but not
required.
OAK MEADOW
Lesson 3
63
64
Oak Meadow Second Grade Course Book
Materials:
• Science Main Lesson Book
• Colored pencils and/or beeswax crayons (stick and/or block)
• Birdfeeder materials — see materials list and instructions below
Steps:
1. Go outside today. Find a place where you may observe bird activity in your area.
Where do the birds live? How do they find food? What are they doing this time of
year? How do they communicate?
2. Have your child journal the activity they observed. Include a drawing and a simple
writing.
3. Listen to birdsong. Can you tell the difference between different species of birds?
Birds use their songs to mark their territory, to signal danger, and to attract mates,
among many other things. Many species of birds find one another through similar
birdsong of their particular species. What do you think the birds you hear are trying
to say? If bird activity is limited in your area at this time of year, try finding a tape or
CD of different birdsongs. You may be surprised at the many varied types of songs,
even within the same species!
4. Make your birdfeeder. Refer to the instructions below for steps.
6. Poke a pencil all the way through the grapefruit so that it is sticking out from
both sides — this will be the perch
7. Fill with birdseed and hang from a tree branch!
ART
1. Read the watercolor painting instructions in the Home Teacher’s Process Manual.
2. Start exploring wet paper painting. You can paste watercolors into the Main Lesson
Book.
MUSIC
Follow the instructions in the Intermediate Recorder book. There is one song or exercise for each
week.
CRAFTS
Continue crocheting a scarf.
HEALTH
Complete lesson 3 in Healthy Living from the Start.
FURTHER STUDY:
There are many resources that describe the markings of bird species. Find one and
use it to see how many birds you can identify!
BIRDFEEDER INSTRUCTIONS
Materials:
•
•
•
•
Large grapefruit
Birdseed
Pencil
Twine
Steps:
1. Cut fruit in half
2. Remove pulp
3. Make three small, evenly spaced holes near the upper edge of one half
4. Thread twine through holes
5. Secure each with a knot and join the three all together at the top
SAMPLE LESSON—GRADE 2
11
SAMPLE LESSON
204
INTRODUCTION TO THE THIRD TRIMESTER
MATHEMATICS
Grade
Lesson
2
After learning the vertical and horizontal formats in writing arithmetic problems, your child should
be introduced to place values of numbers. You should also proceed with more multiplication tables,
following the methods outlined in the First and Second Trimesters. The six and seven times tables
will be worked with during the second semester. As we mentioned in the Second Trimester, our
purpose at this time is not to learn them thoroughly, but just to become familiar with each table.
As before, follow the approach given in First Trimester and work on the tables regularly while you
are driving to town, cooking dinner, cleaning, etc.
In introducing the concepts of place value and “re-naming,” the approach generally used involves
the analogy of a series of houses, each with a different name.
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The story behind these houses goes like this:
Once there was a man named Mr. Placevalue. No one ever knew what his first name
was; they just called him Mr. Placevalue. Now everyone is involved in some kind of
business, and Mr. Placevalue’s business was houses. He loved to buy houses and rent
them to people who needed places to live. The story we are hearing now involves a
particular group of houses which he owned and rented. This particular group of houses
was unusual, because they were all in a row, side by side, and each house was ten times
as tall as the house next to it. They made a very funny sight to see. We can’t draw a
picture of the way they really looked, because there wouldn’t be room on the paper, but
you can imagine that they must have looked like stair steps, something like this:
Oak Meadow Second Grade Course Book
Because each house was ten times as tall as the one next to it, Mr. Placevalue gave them
each a special name. The first house in the row, which was the smallest, he called the
ONES house, and he put a big sign on it with the number 1 on it so everyone would
know that was the ONES house. The ONES house was the smallest of the houses, and
could hold nine people, but no more. The house next to it was called the TENS house,
because it was ten times as tall as the ONES house. It could hold ninety people, but no
more. On the front of that house was a big sign which said “10,” so everyone would know
that was the TENS house. Next came the HUNDREDS house. That was ten times as
tall as the tens house and would sleep 900 people, but no more. There was a sign on the
front that said “100.” After that came the THOUSANDS house, which would sleep
9,000 people, but no more. The sign on the front of that said “1,000.” Of course, each
house was ten times as tall as the last, so the THOUSANDS house was very tall indeed.
Mr. Placevalue was very careful about keeping an exact count of how many people
were in each building. He never allowed more people to live in each building than were
supposed to.
When he first bought the houses, he was repairing the larger houses, so he only rented the
ONES house. At that time he had nine people living in the ONES house, so in his rental
book, he wrote down on paper:
1
9
That reminded him that there were nine people living in the ONES house. Later, as he
fixed the TENS house, he rented that, and soon it had ninety people living in it. So he
wrote in his book:
10
1
9 9
That meant he had ninety people in the TENS house (9 groups of 10) and nine people in
the ONES house. By looking at the numbers he knew he had ninety-nine people living
in his houses.
12 OAK MEADOW
Introduction to the Third Trimester
205
206
Oak Meadow Second Grade Course Book
When he had fixed the next house and rented it, he soon had nine hundred people living
in that, so he wrote:
1000
100
100
10
1
10
9 9 9
That told him he had nine hundred in the HUNDREDS house (9 groups of 100),
ninety in the TENS house (9 groups of 10), and nine in the ONES house. That made a
total of nine hundred and ninety-nine people.
As word spread of what nice houses he had, Mr. Placevalue soon repaired his next house
and filled it with nine thousand people, making a total of nine thousand, nine hundred,
and ninety-nine, which he wrote like this:
1000
100
10
1
9 9 9 9
After the houses were rented for several months, many of the tenants complained to Mr.
Placevalue that the children who lived in the houses were bouncing balls against the
front of the houses while they were playing, and sometimes windows were being broken
accidentally. Since Mr. Placevalue loved children, he didn’t want to tell them that they
couldn’t bounce their balls, but he was very concerned about the windows that were
being broken. So he decided to build a wall for the children to bounce balls against. As
there were so many people living in the THOUSANDS house and the HUNDREDS
house, he decided to build the wall right between those two houses. When the wall was
finished, the group of houses looked like this:
1
With nine thousand, nine hundred and ninety-nine people living in his houses, Mr.
Placevalue was a very busy man. Soon he stopped drawing pictures of his houses and
just wrote down the numbers of people as they moved in and out. When he wrote down
the number of tenants, (for example, 8,647) he always put a little mark (which we call
a comma) where the children’s wall was. That way, he always remembered where the
thousands house was. When he looked at the number, he always knew exactly how many
people were living in his houses. For example, in the number which we used above, the
number all the way to the right was a 7. That means there were 7 people in the ONES
house. The next number was a 4. That means there were four groups of 10, or 40 people
living in the TENS house. The third number was a 6. That means there were 6 × 100,
or 600 people living in the HUNDREDS house. And finally, there were 8 × 1000, or
8,000 people living in the THOUSANDS house.
When we write numbers in a form like this, it helps us to read the number. So, when we see a
number such as 3,578 we call it three thousand, five hundred and seventy-eight. A number like
475 we would call four hundred and seventy five.
There is a word called “expand,” which means to take something that is short and stretch it out
longer. Sometimes we like to write numbers in what is called “expanded form” just for fun. This
also shows exactly how the people are spread out in the different houses Mr. Placevalue rents.
When we want to write in expanded form we do it like this:
237 in expanded form is 200 + 30 + 7
or another example:
Introduction to the Third Trimester
7,938 in expanded form is 7,000 + 900 + 30 + 8
207
or we can reverse it and say:
4,000 + 900 + 50 + 2 in regular form is 4,952.
Once you have introduced these concepts, practice with them often until your child understands
them thoroughly. Then they will be prepared for “carrying” and “borrowing,” which we introduce
in the Third Grade course.
SAMPLE LESSON—GRADE 2
SOCIAL STUDIES
13
In this trimester of the Second Grade Social Studies Curriculum,
SAMPLE LESSON
Grade
Lesson
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2
208
Introduction to the Third Trimester
Oak Meadow Second Grade Course Book
207
gas at the gas station, mail your letters, and assist with the other errands which you do every day.
This will help to give them a sense of involvement in the life of the community, and will increase
their sense of self-worth.
or we can reverse it and say:
4,000 + 900 + 50 + 2 in regular form is 4,952.
Once you have introduced these concepts, practice with them often until your child understands
them thoroughly. Then they will be prepared for “carrying” and “borrowing,” which we introduce
in the Third Grade course.
SOCIAL STUDIES
In this trimester of the Second Grade Social Studies Curriculum,
we continue to develop an awareness of community, a subject
that was first introduced in Kindergarten and expanded in First
Grade. As children grow, their awareness of their environment
begins to expand. At first, they are aware only of the members of
their immediate family. Later, they begin to interact with close
friends and neighbors. Gradually their spatial awareness increases
to include their immediate neighborhood, a section of town, and
later the entire town or city in which they live. Only in the latter
stages of their growth do they begin to grasp what is meant by a
state, a country, or the world.
At this stage in a child’s growth, their local community is still
the focus for their activities. They may have visited other cities,
states or even countries, but their local community is what they
have integrated in terms of spatial awareness. In earlier grades,
we developed an awareness of community by focusing upon the
locations of certain buildings, parks, houses etc., that were of
interest to your child, and encouraged them to remember their
location in relation to their own house. We suggested playing
games of “How do you get to..?” while driving the car, to help
your child develop a geographical awareness of their surroundings.
Also, we suggested that you focus your child’s awareness upon the
different workers that are in your community and the different
kinds of work that they do. All of these activities help to develop
your child’s awareness of their local community, the people who
live in it, and the ways in which they work together to make the
community a nice place to live.
In First Grade, we urged Home Teachers to avoid being critical of
these elements as they presently are, but to look at the ideal behind
the imperfect form. Children are learning attitudes about the world each day of their lives, and
they develop these attitudes largely by imitation of the attitudes of those around them. To teach
a child by example that we should always try to look for the best in people helps them establish
an attitude that will be a great help to them in later life. Of course, this doesn’t mean we should
ignore
weMeadow
should look
upon
these
elements
208 elements in society that need improvement, but thatOak
Second
Grade
Course
Book
with an attitude of helpfulness, and not pointless criticism. Continue to help your child become
more involved with the local community. When possible, let them help with the shopping, pump
gas at the gas station, mail your letters, and assist with the other errands which you do every day.
This will help to give them a sense of involvement in the life of the community, and will increase
their sense of self-worth.
In addition to the individual activities, look for opportunities to involve your child in group
projects. It is a tremendous benefit to a child if they learn early in life how to work together with
others to accomplish a particular job. At first, it is quite sufficient if you involve them in activities
which the family does as a group, such as household chores. Later, they can be included in a
community group, such as a food coop, a religious organization, a club, or another such group.
The difficulty with children and group activities is that many people place the product ahead of
the process. This is why it is better to initiate your child into group activity through the family at
14 first,
and only later into community groups. In the beginning of such activities, the adults who are
involved in the activity must be constantly aware that helping the child to feel useful and a part of
the group is much more important than the amount of work which they accomplish. Also, a child
needs constant support in the early stages, whereas later on they will be able to work on a particular
In addition to the individual activities, look for opportunities to involve your child in group
projects. It is a tremendous benefit to a child if they learn early in life how to work together with
others to accomplish a particular job. At first, it is quite sufficient if you involve them in activities
which the family does as a group, such as household chores. Later, they can be included in a
community group, such as a food coop, a religious organization, a club, or another such group.
The difficulty with children and group activities is that many people place the product ahead of
the process. This is why it is better to initiate your child into group activity through the family at
first, and only later into community groups. In the beginning of such activities, the adults who are
involved in the activity must be constantly aware that helping the child to feel useful and a part of
the group is much more important than the amount of work which they accomplish. Also, a child
needs constant support in the early stages, whereas later on they will be able to work on a particular
part of the project without needing such support.
It is a great help if they are often told that they are doing a wonderful job, that they are a big
help, that the work is so much easier because they are helping, and other such comments. Often,
in the beginning, children cannot do a separate project of their own, even if it is a small part of a
project that you are doing. You may have to do it with them; later, they will be able to work more
independently. Learning to work together as a family in this way is a tremendous help in your
child’s growth. It provides them with opportunities to work with adults, doing adult jobs, which
in turn helps greatly to build their sense of acceptance in the world and their sense of value as
human beings.
SCIENCE
We will continue our study of animals this trimester. Animals have always helped humans. They
provide food, clothing, and services for us.
Your child will continue to record work in their Main Lesson Book.
ART
In the First Grade Art curriculum, we introduced a series of line exercises developed by the Austrian
educator Rudolf Steiner. These exercises are called “form drawing,” because they help develop an
awareness of symmetry in form. For those who did not complete the First Grade course, refer
to the Home Teacher’s Process Manual for complete instructions in form drawing. Please review
this summary and practice the exercises until you and your child have become familiar with the
concepts involved. These are most helpful when played as a game together, but a child will often
enjoy creating repetitious or symmetrical forms on their own once they are familiar with the
process. In addition, form drawing will lead quite naturally into cursive handwriting in the third
grade.
After you have
experimented
with some of the basic forms and have begun to create forms of your
Introduction
to the
Third Trimester
209
own, try integrating color into these forms, using the understanding of the nature of different
colors which you have been developing in your painting and drawing work. From the experiences
you have had with colors, it will become apparent that some colors do not relate to certain forms
as well as others. For example, due to its strong, aggressive nature, red is more inclined to move
in straight lines, whereas blue seems to prefer curves, which are more in harmony with its flowing
nature.
As with colors, you must develop a sensitivity to line forms before you can help your child. The
best way to proceed is through observation of yourself and your surroundings, as you did with
colors. How do you feel when you are in a room of straight lines with many angles? If you look at
a series of flowing curves, what feeling does that evoke? Where do straight lines occur? Where do
you see curved lines? As you begin to experience the world of straight and curved lines, correlate
this with the color experiences that you had earlier. If you had to express red as a series of lines and
curves, how would you do it? What about blue? Purple?
OAK MEADOW
Introduction to the Third Trimester
209
Introduction
the Third
Trimester
209
you have hadtowith
colors,
it will become apparent that some colors do not relate to certain forms
as well as others. For example, due to its strong, aggressive nature, red is more inclined to move
in straight lines, whereas blue seems to prefer curves, which are more in harmony with its flowing
you haveIntroduction
had with tocolors,
it Trimester
will become apparent that some colors do not relate to certain
forms
the Third
209
nature.
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From Clay Fun
Clay
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Te x t u r e s
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Prepare
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clay.
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roll out into a slab 1/2
inch thick.
1. Make a smooth ball the
size of an egg.
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and colors.
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Gradually,
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deepen
inevoke
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childof as
youDrawings.
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their
imagination
in
Gather
together
some
ofpractice
the most
beautiful
colored
your
child
and forms
make
they can add to this book and create a beautiful record of their progress in color and form. Form
and
colors.
a book
of
Form
Drawings.
Gradually,
as
they
deepen
in
their
understanding
of
color
and
drawing also provides a delightful method of creating borders to decorate pages of the Main form,
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use their form
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child has created and make
drawing also provides a delightful method of creating borders to decorate pages of the Main
a book of Form Drawings. Gradually, as they
deepen
in
their
understanding
of color and form,
MUSIC
Lesson Book. Encourage your child to use their
form drawing skills this way.
they can add to this book and create a beautiful record of their progress in color and form. Form
thisprovides
final trimester
of the Second
Grade Music
curriculum,
we introduce
one newpages
note onofthethe Main
drawing For
also
a delightful
method
of creating
borders
to decorate
MUSIC
recorder.
If you have been
for the
last twoskills
trimesters,
Lesson Book.
Encourage
yourfollowing
child tothe
usecurriculum
their form
drawing
this your
way.child will have
grown considerably in their ability to express themselves musically.
For this final trimester of the Second Grade Music curriculum, we introduce one new note on the
the note
from your
Recorder
book,
the songs
following
MUSIC
recorder.Introduce
If you have
beenB-flat
following
theIntermediate
curriculum
for the
lastand
twopractice
trimesters,
your
child will have
the introduction of this note.
grown considerably in their ability to express themselves musically.
For this final trimester of the Second Grade Music curriculum, we introduce one new note on the
recorder.
Ifthe
younote
haveB-flat
been from
following
curriculum
for the Oak
last
two
trimesters,
child
willBook
have
210
Meadow
Second your
Grade
Course
Introduce
yourthe
Intermediate
Recorder
book,
and
practice
the
songs
following
grown
considerably
in their
the
introduction
of this
note.ability to express themselves musically.
Introduce
the noteallB-flat
your you
Intermediate
and practice
the songs
After completing
of thefrom
exercises,
and your Recorder
child willbook,
have learned
the C-scale
fromfollowing
middle
C tointroduction
high C and of
also
B-flat,
the
this
note.which is the most commonly used flat. Practice these notes and the
songs which you have learned, in preparation for continued development of recorder proficiency
in the Third Grade course.
3. Add texture to one or
both sides.
4. Curve the edges up
to make sides, and
shape.
5. Add more texture or designs with the needle.
HEALTH
Continue exploring topics related to health and fitness using the activities in Healthy Living from the
Start. Use these activities as a starting point for conversations that explore the topics in more detail.
Support your child’s learning by involving the whole family in these health activities whenever
possible, and by encouraging an active, healthy lifestyle.
6. Gently pry dish up from
the table and dry on newsp a p e r.
17
SAMPLE LESSON—GRADE 2
15
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