RD Curriculum Guide - Grade 2

Curriculum Guide
GRADE 2

This curriculum guide provides a summary of grade level
curriculum. Our goal is to clearly communicate with the
community the knowledge, skills, and concepts students
learn at each grade level.
Our Values
• Tell the truth
• Be accountable for the impact of your
choices and actions
• Have integrity
• Admit when you are wrong
• Use everyone’s names and pronouns
• Take care of others
• Learn about someone else
• Welcome and make room for others
• Do what you say you will do; be dependable
• Keep yourself and others safe
• Own and repair your mistakes
• Think before you act
• Be considerate of yourself and others
• Celebrate differences
• Support and uplift others
• Take care of our campus and the environment
Mission Statement
Redwood Day inspires students to reach for
their next challenge, embrace differences
and develop the intellectual and emotional
• Advocate for yourself and others
• Take risks; embrace a growth mindset
• Be an upstander and not a bystander
• Do the right thing
• Care about someone else’s feelings
• Care about someone else’s experience
• Actively listen for understanding
• Recognize someone else’s perspective
courage to be ready for anything.
• Be thoughtful and courteous
• Ask for and offer help
• Share with others
• Be patient
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Mission-Aligned Pillars of Learning
at Redwood Day
The Optimal Learning Zone
Part of Redwood Day’s mission is to inspire students to reach for their next
challenge, which encompasses learning that promotes growth and recognizes
that to learn well, each student needs challenge and success. To achieve
this, Redwood Day provides instruction in what it describes as the Optimal
Learning Zone.
The Optimal Learning Zone is where students are stretched just beyond what
they can do independently with support and guidance to reach new levels
of understanding and skill. Teaching and learning in the Optimal Learning
Zone is underscored by a positive, trusting environment where students
embrace challenges and where mistakes and errors are viewed as learning
opportunities.
Practices that support the Optimal Learning Zone include teachers gathering
data such as pre-assessments and formative assessments to know where
students are in their learning and provisioning for instruction in response to
that information. Teachers may create structures such as flexible groupings,
give feedback and one-on-one coaching, scaffold learning and materials,
diversify assessments, use a variety of instructional strategies, or provide
choice based on interest and learning profiles.
Diversity, Equity, Inclusion, and Belonging (DEIB)
Redwood Day is dedicated to creating an equitable learning environment for
all students: we want every child to be seen and heard, feel safe and valued,
and experience belonging. We want students to see, hear, support and value
others while fostering active allyship. As learners, our students are partners in
the learning process where they set goals, self-reflect, and have agency and
ownership over their learning.
DEIB extends across the curriculum and is rooted in the Social Justice
Standards, a set of anchor standards and age-appropriate learning outcomes
divided into four domains—identity, diversity, justice, and action. Lower
School students focus on exploring and celebrating identity and diversity and
learning about themselves and others. As students move through the Lower
School program, they further recognize and understand different abilities,
perspectives, stereotypes, and the roles of intersectional identity and privilege.
Through our K-8 Equity and Inclusion Groups, we’ve created dedicated time
during the school day for students, faculty, and staff to engage in intentional
discussions about diversity, equity, inclusion, and belonging.
Social-Emotional Learning
In the Lower School, social-emotional learning is recognized as essential
to developing the whole child and nurturing academic success. Integrated
throughout the day, social emotional learning is cultivated for example, on
the playground where children exercise agency and learn to resolve their own
conflicts, in math where they learn to be resilient when faced with a difficult
math problem, or in the Design Build Innovate Lab, where teams learn the skills
of collaboration and cooperation in approaching a design project.
Social-emotional learning at Redwood Day takes its cue from the core
concepts and characteristics of Positive Discipline that include teaching
valuable social and life skills for good character (respect, concern for others,
problem-solving, accountability, contribution, and cooperation). Every
day starts with a Morning Meeting to build community, get oriented to the
school day, and invite students to learn by doing. Students learn to use
their voice, to practice looking at issues from multiple points of view, to see
strengths in themselves and others, and to influence others in socially useful
ways. Students engage in appropriate restorative practices when behavioral
infractions occur to help them be accountable for and understand the impact
of their actions, and provide them with an opportunity to repair any harm they
may have caused in the community.
Provided is general information about each Grade 2 subject area that
highlights key learning and approaches to learning. Learning outcomes are
derived from local and national standards.
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Grade 2 Math
PHILOSOPHY
Redwood Day’s math program creates learning environments that
promote confidence, resiliency, and agency in order to prepare
students for their next challenge in math.
We do this by:
• creating meaningful, relevant connections of math to students’
lives;
• encouraging students to meet challenges head-on, engage in
productive struggle, and view errors as opportunities to learn;
and
• promoting a balance of procedural fluency, structure, and
abstract reasoning
Our core vision is to ensure all students have equitable access to
mathematics through embracing differences and supporting all
learners in their Optimal Learning Zone.
Course Overview
In Grade 2 Math, students build upon their knowledge and skills of
mathematics. This knowledge and skill is developed through the pedagogy
of the Singapore Math framework through the Math in Focus curriculum,
which emphasizes concept mastery, a concrete-pictorial-abstract
approach, metacognitive reasoning, and the use of model drawing to solve
problems and justify solutions. Math learning at this level emphasizes triple
digit addition and subtraction, problem solving, measurement using the
metric and customary systems, and an introduction to multiplication and
division. Concepts and skills are developed through hands-on instruction
and practice.
Grade 2 Math Key Learning Outcomes
Operations and Algebraic Thinking
` Represent and solve problems involving addition and subtraction
• Represent and solve one- and two-step word problems involving
addition and subtraction by using bar models and equations with a
symbol for the unknown number to represent the problem
• Fluently add and subtract within 1000 using mental strategies
• Work with equal groups of objects to gain foundations for multiplication
and division
Number and Operations in Base Ten
` Understand place value up to 1000
• Understand that the four digits of a four-digit number represent amounts
of thousands, hundreds, tens, and ones
• Count within 1000; skip-count by 2s, 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
` Use place value understanding and properties of operations to add and
subtract
• Fluently add and subtract within 1000 using strategies based on place
value, properties of operations, and/or the relationship between addition
and subtraction
• 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
• Use estimation strategies to make reasonable estimates in problem
solving
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Measurement and Data
` Measure and estimate lengths in standard and metric units
• Measure the length of an object by selecting and using appropriate tools
such as rulers, yardsticks, meter sticks, and measuring tapes
• Estimate lengths using units of inches, feet, centimeters, and meters
` Relate addition and subtraction to length
` Work with time and money
• Tell and write time from analog and digital clocks to the nearest five
minutes, using a.m. and p.m. and know relationships of time (e.g.,
minutes in an hour, days in a month, weeks in a year)
• Solve word problems involving dollar bills, quarters, dimes, nickels, and
pennies, using $ and ¢ symbols appropriately
` Represent and interpret data
• Draw a picture graph and a bar graph (with single-unit scale) to
represent a data set with up to four categories, and solve simple
put-together, take-apart, and compare problems 4 using information
presented in a bar graph
Geometry
` Reason with shapes and their attributes
• Recognize and draw shapes having specified attributes, such as a
given number of angles or a given number of equal faces, and identify
triangles, quadrilaterals, pentagons, hexagons, and cubes
• 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
Mathematical Practices (mathematical habits of mind)
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
Approaches to Teaching and Learning in Math
` Singapore Math approach and framework through Math in Focus
` Concrete-pictorial-abstract approach
` Multi-sensory manipulatives
` Metacognitive thinking: monitoring and using mathematical thinking
` Application of skills to problem solving situations
` Solving non-routine problems to become flexible problem-solvers
` Exploring concepts more deeply in extension/enrichment and other
problem-solving activities
` Differentiation through small group instruction, hands-on projects, and
math games
` Beast Academy extension materials and curriculum
` Real-world connections
` Optimal Learning Zone practices
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Grade 2 English Language Arts
Grade 2 English Language Arts Key Learning Outcomes
Reading: Literature
PHILOSOPHY
The English Language Arts program at Redwood Day cultivates
critical readers, writers, and communicators who engage in
transformative learning experiences that spark a passion for lifelong
learning and curiosity. We inspire students to reach for their next
challenge, and we support them in achieving their literacy goals.
Through consistent exposure to diverse literature and informational
texts, students gain insights and perspectives into themselves and
others to better navigate the world around them.
Course Overview
In Grade 2 English Language Arts, students build on foundational reading
skills, develop fluency and expression, and build their comprehension skills
and strategies including comparing and contrasting, determining the main
idea, and inferring. In book club groups, students engage in discussions
about individual books where they gain exposure to rich texts and develop
literate lives. Grade 2 students delve further into the writing process where
their writing becomes longer and more organized as they learn to develop
and structure their ideas. At this level, students begin to locate information
from reference materials to generate written reports and oral presentations.
Fostering an appreciation for poetry is also a component of English
Language Arts in Grade 2. Grade 2 students are additionally introduced to
keyboarding and learn to write in cursive.
` Ask and answer such questions as who, what, where, when, why, and how
to demonstrate understanding of key details in a text
` Recount stories from diverse cultures and determine their central message,
lesson, or moral
` Describe how characters in a story respond to major events and challenges
` Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action
` By the end of the year, read and comprehend grade-level literature, at the
high end of the grade-level range
Reading: Informational Text
` Ask and answer such questions as who, what, where, when, why, and how
to demonstrate understanding of key details in a text
` Identify the main topic of a text as well as the focus of specific paragraphs
within the text
` Know and use various text features to locate key facts or information in a
text efficiently
` Identify the main purpose of a text, including what the author wants to
answer, explain, or describe
` Describe how reasons support specific points the author makes in a text
` By the end of the year, read and comprehend grade-level informational
texts, including history/social studies, science, and technical texts, at the
high end of the grade level range
Reading: Foundational Skills
` Know and apply grade-level phonics and word analysis skills in decoding
words
` Read grade-level text with purpose and understanding
` Read grade-level text orally with accuracy and fluency (appropriate rate
and expression) to support comprehension
` Use context to confirm or self-correct word recognition and understanding,
rereading as necessary
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Writing
` Write opinion pieces that introduce a topic, 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
` Write informative/explanatory texts that introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or
section
` Write narratives that 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
` With guidance, focus on a topic and strengthen writing as needed by
revising and editing
` With guidance, use a variety of digital and non-digital tools to produce and
publish writing, including in collaboration with peers
` Participate in shared research and writing projects, recalling information
from experiences or gather information from provided sources to answer a
question
Listening and Speaking
` 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
topics and texts under discussion).
` 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
` Build on others’ talk in conversations by linking their comments to the
remarks of others
` Plan and deliver a narrative presentation that: recounts a well-elaborated
event, includes details, reflects a logical sequence, and provides a
conclusion
Language
` Demonstrate command of the conventions of grammar, usage, and
mechanics when writing or speaking
• Use adjectives and adverbs, and choose between them depending on
what is to be modified
• Produce complete simple and compound sentences
• Capitalize holidays, product names, and geographic names
• Use an apostrophe to form contractions and frequently occurring
possessives
` 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
• Use a known root word as a clue to the meaning of an unknown word
with the same root
• Use glossaries and beginning dictionaries to determine or clarify the
meaning of words
` Use words and phrases acquired through conversations, reading and being
read to, and responding to texts
Approaches to Teaching and Learning in English Language Arts
` Collaborative Classroom’s Being ` Independent reading
a Reader and Being a Writer
` Reading-writing connections
curricular programs
` Word study
` Relevant, diverse, engaging texts
` Small group differentiated
` Genre studies and author’s craft
instruction
` Book clubs
` Read alouds
` Science of reading
` Zaner-Bloser Handwriting
` Library visits
` Typing Club keyboarding
` Writing process
` Optimal Learning Zone practices
` Relevant contexts, purposes, and
audiences for writing
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Grade 2 Social Studies
PHILOSOPHY
At Redwood Day, the History/Social Studies program is committed
to cultivating critical, informed citizens who actively and thoughtfully
engage with the world around them. Grounded in inquiry and the
exploration of essential questions, the History/Social Studies program
equips students with critical thinking skills by encouraging them
to analyze and explore diverse sources and perspectives. Through
a mix of meaningful activities, discussions, and projects, students
demonstrate their content knowledge and ability to apply historical
concepts to real-world contexts, connecting the past to the present.
Our vision centers on equity, ensuring that every student has access
to a rich and inclusive understanding of history and social studies.
We support all learners in their Optimal Learning Zone, fostering a
community of empowered and engaged global citizens.
Course Overview
In Grade 2 Social Studies, students explore cultures and traditions, their
local Oakland community, citizenship, and map reading skills. Additionally,
students explore identity through the study of influential people
throughout history. Learning and explorations occur through a multimodal,
interdisciplinary approach that includes integrating reading, art, discussion,
media, and hands-on experiences including field trips.
` Demonstrate map skills by describing the absolute and relative locations of
people, places, and environments
` Students understand the importance of individual action and character
and explain how heroes from long ago and the recent past have made a
difference in others’ lives
Approaches to Teaching and Learning in Social Studies
` Inquiry and essential questions:
• How do present and past historical experiences influence an individual’s
perspective?
• How do we see resilience throughout history?
• How does the past inform the present?
• What is the individual’s responsibility to one’s community?
• What does an inclusive community look and feel like?
` Service learning
` Current events
` Community building and celebrations
` Field trips
` Optimal Learning Zone practices
Grade 2 Social Studies Key Learning Outcomes
Theme: People Who Make a Difference
` Learn the stories of extraordinary historical and contemporary people from
history whose achievements have touched them, directly or indirectly
` Learn about people in their family both past or present who make a
difference in their lives
` Differentiate between things that happened long ago and things that
happened yesterday
14 15

Grade 2 Science
PHILOSOPHY
The science program at Redwood Day fosters a spirit of inquiry
by nurturing students’ curiosity and bringing relevant, realworld
science into the learning experience. Through hands-on
investigations, exploration of scientific phenomena, and developing
science and engineering practices, science learning at Redwood
Day further develops in students the knowledge and skills of
science to be stewards of the planet to bring about positive change
in their communities and the world.
` Make observations to construct an evidence-based account of how an object
made of a small set of pieces can be disassembled and made into a new object
` Compare multiple solutions designed to slow or prevent wind or water from
changing the shape of the land
Life Science – Insects; Biodiversity in Landscapes
` Make observations of plants and animals to compare the diversity of life in
different habitats
` Develop a simple model that mimics the function of an animal in dispersing
seeds or pollinating plants
` Develop a simple sketch, drawing, or physical model to illustrate how the shape
of an object helps it function as needed to solve a given problem
Science and Engineering Practices
` Developing and using models
` Planning and carrying out investigations
Course Overview
In Grade 2 Science, students engage in science investigations where
they pose questions, observe patterns and scientific phenomena, make
predictions, and communicate what they observe with others. Science
learning in Grade 2 helps students formulate answers to questions such
as: What are the properties of earth materials? What evidence do natural
processes leave behind as they shape the Earth? How do properties of
solid and liquid materials relate to how they can be used and how they can
change? What do plants need to grow? How do plants depend on animals?
Learning is centered on hands-on investigations using the Full Option
Science Systems (FOSS) materials. Grade 2 students have science twice
during each eight-day cycle rotation.
` Analyzing and interpreting data
` Constructing explanations (for science) and designing solutions (for
engineering)
` Engaging in argument from evidence
` Obtaining, evaluating, and communicating information
Grade 2 Science Key Learning Outcomes
Earth and Space Science – Earth’s Systems: Processes that Shape the Earth
` Compare multiple solutions designed to slow or prevent wind or water
from changing the shape of the land
Physical Science – Structures and Properties of Matter
` Plan and conduct an investigation to describe and classify different kinds
of materials by their observable properties
` Analyze data obtained from testing different materials to determine which
materials have the properties that are best suited for an intended purpose
REPLACE PHOTO
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Approaches to Teaching and Learning in Science
` Inquiry-based learning
` Science and Engineering Practices
` FOSS (Full Option Science System) hands-on investigations
` STEAM connections
` Science notebooks
` Exploration of real-world phenomena
` Optimal Learning Zone practices
Grade 2 World Languages
Grade 2 Mandarin Course Overview
In Grade 2 Mandarin, students build on the semester-long introductions to
Mandarin in Kindergarten and Grade 1 and continue to acquire and discover
the tonal language of Mandarin. Emphasis is placed on listening, viewing, and
demonstrating comprehension by using Mandarin in basic greetings, commonly
used expressions, introductory conversation, simple expressions of feelings,
numbers, colors, common foods, common animals, and family members, as well
as responding to simple questions. In Grade 2 Mandarin, students are introduced
to Pinyin and simplified character stroke order. Cultural topics are intertwined
with language learning. Grade 2 students attend Mandarin four times during
each eight-day cycle rotation across the school year.
Spanish and Mandarin K-5 Communication Goals (Novice Range)
PHILOSOPHY
At Redwood Day, we believe that language has the capacity to
connect people and communities through communication and
developing an appreciation for other viewpoints and cultures.
Guiding this belief is a world language program rooted in cultivating
a life-long appreciation and enthusiasm for languages and the
cultures they represent. Empowering students to communicate
in the target language supports this vision for world language
learning while partnering with students as they begin their language
acquisition journeys.
The Redwood Day World Language Program balances learning
about the language and using the language to prepare students for
their next challenge.
Grade 2 Spanish Course Overview
In Grade 2 Spanish, students build on the semester-long introductions to
Spanish in Kindergarten and Grade 1 to build a foundation for year-long
language learning and acquisition. Using comprehensible input, Grade 2
students take a deeper look at vocabulary for emotions, animals, days of the
week, weather, colors and body parts. They continue practicing high frequency
verbs in the first, second and third persons through oral and written activities.
While reading is not emphasized, students read short passages, and listening
comprehension is assessed through art and short responses. Cultural topics are
intertwined with language learning. Grade 2 students attend Spanish four times
during each eight-day cycle rotation across the school year.
Communicative language in the Novice Range is characterized by common,
informal settings/aspects of daily life using individual words and phrases that
may be difficult for the listener to understand.
Interpersonal Communication (interpersonal listening and speaking)
` Communicate in spontaneous spoken conversations on both very familiar
and everyday topics, using a variety of practiced or memorized words,
phrases, simple sentences, and questions
Interpretive Communication (listening and reading comprehension)
` Identify the general topic and some basic information in both very familiar
and everyday contexts by recognizing practiced or memorized words,
phrases, and simple sentences
Presentational Communication (writing and oral presentation)
` Present information about one’s self and some other very familiar topics
using single words or memorized phrases (spoken or written)
Approaches to Teaching and Learning in Spanish and Mandarin
` Comprehensible input
` Total Physical Response (TPR)
techniques
` Teaching Proficiency through
Reading and Storytelling (TPRS)
` Plays and role-playing
` Singing and games
` Technology tools
` Guided writing
` Assessment through illustration
` Choral response
` Optimal Learning Zone practices
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Grade 2 Art
PHILOSOPHY
The Redwood Day Visual Arts program engages students in
authentic creative processes where they learn to look closely,
see clearly, and perceive differently. Instruction is fluid and
philosophically rooted in the idea that all children are artists and
that growth comes from continuous practice, experimentation,
and reflection. Students explore diverse artists, forms, and artistic
genres while gaining a lifelong appreciation, understanding, and
engagement with visual arts.
Course Overview
Lower School Art is where students explore and express their creativity
through a variety of mediums and study artists from diverse backgrounds.
In Grade 2 Art, students explore the theme “Exploring Shapes and Colors,”
which revolves around recognizing and using geometric and organic shapes,
as well as exploring color mixing and the emotional impact of colors. As
Grade 2 students are refining their motor skills and becoming more capable
of working with defined shapes and understanding color theory, this stage
offers the opportunity for our young artists to approach the elements of
art with greater self directed intentionality. The analysis of artworks by
Wassily Kandinsky, Beatriz Milhazes, Anwar Jalal Shemza, and many other
global artists will help guide students during their Grade 2 practice. Grade 2
students have Art two times during each eight-day cycle rotation.
Grade 2 Art Key Learning Outcomes
Creating Art
` Make art or design with various art materials and tools to explore personal
interests, questions, and curiosity
` Experiment with various materials and tools to explore personal interests
in a work of art or design
` Repurpose found objects to make a new artwork or design
Responding and Connecting to Art
` Perceive and describe aesthetic characteristics of one’s natural world and
constructed environments
` Interpret art by identifying the mood suggested by a work of art and
describing relevant subject matter and characteristics of form
Approaches to Teaching and Learning in Art
` Diverse artist explorations
` Expression of creativity through a variety of mediums
` Literature connections
` Using and caring for art studio tools
` Art reflection, response, and interpretation
` Optimal Learning Zone practices
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Grade 2 Music
PHILOSOPHY
Redwood Day School’s music program inspires a love of music in all
students. Through critical listening, composition, and performance of
a diverse repertoire, students develop musical skills while exploring a
variety of genres and traditions. Within this framework, students are
encouraged to embrace their own cultures and identities as well as
others. The culmination of the K-8 music program is to foster a deep,
life-long curiosity and appreciation of music and to provide them
with the tools to express themselves musically.
Course Overview
In Grade 2 Music, creating, performing, and expressing music are integrated
as students continue to develop the building blocks of music literacy.
In each lesson, they explore rhythm, melody, harmony, and form while
exploring a diverse repertoire of music through singing, playing instruments,
dancing, and listening. Students read, write, and perform simple rhythmic
patterns, such as ostinato, and they continue to identify pitches through
solfege expanding on Curwen hand signs. Grade 2 students also study
rhythm, beat, and rhythmic values through stick notation which is used to
compose rhythm combinations. They learn to feel and identify songs in
changing meter including duple and triple meter. Grade 2 students have
Music two times during each eight-day cycle rotation.
` Apply established criteria to judge the accuracy, expressiveness, and
effectiveness of performances.
` Perform music for a specific purpose with expression
` Demonstrate performance decorum and audience etiquette appropriate
for the purpose
Responding and Connecting to Music: Observing, analyzing, interpreting, and
connecting to music
` Describe connections between music, society, and culture
Approaches to Teaching and Learning in Music
` Exploration of songs from diverse cultures
` Musical expression through a variety of instruments, including voice and
barred instruments
` Exploration and expression of music through movement
` Literature connections
` Using and caring for musical instruments
` Cross-disciplinary connections
` Use of technology tools
` Optimal Learning Zone practices
Grade 2 Music Key Learning Outcomes
Creating Music: Imagining, evaluating, refining, and presenting music
` Improvise rhythmic and melodic patterns and musical ideas for a specific
purpose
` Demonstrate and explain personal reasons for selecting patterns and ideas for
music that represent expressive intent
` Interpret and apply personal, peer, and teacher feedback to revise personal
music ideas
Performing Music: Selecting, analyzing, interpreting, rehearsing, evaluating,
refining and presenting music
` Demonstrate understanding of expressive qualities (such as voice quality,
dynamics, and tempo) and how creators use them to convey expressive intent
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Grade 2 Physical Education (PE)
PHILOSOPHY
Redwood Day recognizes the value of physical activity for health,
enjoyment, challenge, self-expression and social interaction and
believes that physical education is an integral part of developing
the whole child. Through learning experiences in physical education,
students develop motor skills and use their knowledge of movement
concepts, tactics, and strategies across a variety of environments.
They apply knowledge of health-related and skill-related fitness to
enhance their overall well-being, and they develop the social skills
necessary to exhibit empathy and respect for others and foster
and maintain relationships. In addition, students develop skills for
communication, leadership, and conflict resolution in a variety of
physical activity settings, all contributing to an individual’s physical
literacy journey.
Course Overview
Grade 2 students, in PE, are encouraged to embrace challenges and learn
from their experiences while developing skills of teamwork, communication,
and sense of fair play. At this level, students become proficient in fundamental
manipulative, locomotor (running, hopping, skipping) and non-locomotor
(bending, twisting, turning) skills. This age group is also beginning to
understand the benefits of physical activity for sustaining good health, thus,
students engage in a wide variety of activities and games all of which are
designed to promote good health, confidence, and a physically active lifestyle.
Grade 2 students have Physical Education three times during each eight-day
cycle.
Grade 2 Physical Education Key Learning Outcomes
Develops a Variety of Motor Skills
` Demonstrate a variety of locomotor and non-locomotor skills with the concepts
of space, effort, and relationship awareness
` Demonstrate striking with hands, a short-handled implement, and a longhandled
implement in a variety of non-dynamic practice tasks
` Demonstrate jumping rope in a non-dynamic environment
Applies Knowledge of Concepts and Strategies Related to Movement
` Identify movement concepts related to locomotor, non-locomotor, and
manipulative skills
` Demonstrate knowledge of locomotor, non-locomotor, and manipulative skills
in movement settings
` Recognize that regular physical activity is good for their health
` Identify physical activities that contribute to fitness
` Recognize physiological changes in their body during physical activities
Develops Personal and Social Skills Related to Movement
` Demonstrate the ability to encourage others
` Use communication skills to share space and equipment
` Respond appropriately to directions and feedback from the teacher
` Identify physical activities that contribute to fitness
` Make safe choices with physical education equipment
` Demonstrate respectful behaviors that contribute to positive social interactions
in movement
Approaches to Teaching and Learning in PE
` Cooperative learning
` Community and team building
` A variety of games and activities
` Learning stations
` Inclusive, equitable learning
environments
` A wide array of equipment to
support skills acquisition
` Optimal Learning Zone practices
` Indoor and outdoor learning/playing
spaces
` Social-emotional skills development
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Grade 2 Library/Information Literacy
and Digital Citizenship
PHILOSOPHY
The Redwood Day Library is a vibrant community space and
information hub where students are invited to explore ideas and
interests, gather and enjoy individual and communal activities,
engage in inquiry and research that supports the curriculum, and
experience the joy of reading.
Learning and the Library is supported by a framework with the
following focus areas and overarching learning goals:
• Use Inquiry to Build Understanding and Create New Knowledge
• Demonstrate Civic Responsibility, Respect for Diverse
Perspectives, Collaboration, and Digital Citizenship
• Engage in Personal Exploration, Social and Emotional Growth,
Independent Reading and Learning, and Personal Agency
Course Overview
The Lower School library program and space invite students to explore ideas
and interests, gather and enjoy individual and communal activities, engage in
inquiry and research that supports the curriculum, and experience the joy of
reading. Lower School students attend library classes once every eight-day
cycle, where they are exposed to rich, diverse texts, have the opportunity to
explore and select books and learn the fundamentals of information literacy
as part of a developmental continuum.
Grade 2 students gain important digital citizenship skills and learn
responsible, safe, and healthy use of technology through classes taught in the
core classroom facilitated by our technology specialist.
Grade 2 Library/Information Literacy Key Learning Outcomes
Use Inquiry to Build Understanding and Create New Knowledge
` Recognize that sources can be located in the online catalog by looking up
the author, title, or key words
` Identify the author or creator of a website
Demonstrate Civic Responsibility, Respect for Diverse Perspectives,
Collaboration, and Digital Citizenship
` Read and discuss multicultural
texts from various genres
` Compare stories from different
cultures
` Respect the rights of others to
express ideas, use the library,
and have equitable access
to the resources by listening
respectfully, following the rules
and procedures of the library, and
returning all resources on time
` Acknowledge the ideas of others
` Identify the author or creator of a
website
` Take notes to answer research
Engage in Personal Exploration, Social and Emotional Growth, Independent
Reading and Learning, and Personal Agency
` Select fiction and nonfiction books or media to read and enjoy on own
Approaches to Learning in the Library/Information Literacy
` Exposure and access to a diverse,
relevant library collection
` Exploration and pursuit of
individual interests
` Promoting and supporting the joy
of reading
` Care and responsibility for
communal space and texts
` Common Sense Media digital
citizenship lessons
questions by writing down words
and phrases and drawing pictures
from sources, but not copying
whole sentences (in collaboration
with the core classroom)
` Understand acceptable and
unacceptable computer usage
according to the Acceptable
Use Policy related to the use of
technology
` Identify behaviors that are
examples of appropriate online
behavior and demonstrates
effective responses
` Identifies the author or creator of
a website
` Cross-disciplinary curriculum
connections
` Inquiry and research skills and
process
` Co-creation of learning and
sharing of ideas in the library
` Optimal Learning Zone practices
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Grade 2 Garden to Table
` Know how a safe kitchen is calm, organized, and cared for
` Use kitchen tools appropriately and with care for intended tasks
PHILOSOPHY
The Garden to Table program creates curious eaters and growers
by promoting intentional interactions with the natural world. It also
develops in students empathy for animal and plant life where they
become community stewards and responsible global citizens. The
program provides hands-on opportunities where young cooks and
gardeners cultivate curiosity by exploring food systems and grow as
lifelong learners. The Garden to Table classroom is an indoor/outdoor
space where all learners have access and agency, and where crossdisciplinary
connections make learning multi-dimensional.
Course Overview
In Grade 2, cooks and gardeners deepen their understanding of our
connected food system, they observe the life cycles of animals and plants
and they provide habitats for them to grow and thrive. Grade 2 students
practice using important tools safely and effectively to tend to the garden
beds. Beginning cooks learn and practice knife skills and identify the five
tastes while engaging in projects that connect to the core classroom. Grade
2 students learn in the garden once during each eight-day cycle rotation
and engage in cooking throughout the year in sessions coordinated with the
CORE curriculum.
Garden to Table K-5 Learning Goals
Gardening Knowledge and Skills
` Use gardening tools appropriately to intentionally care for garden spaces
` Identify and tend to the needs of garden spaces at different times of the
year
` Understand that gardening provides access to food, connection to food,
and knowledge of where food comes from
Cooking Knowledge and Skills
` Learn that sharing food is a practice in empathy and that it grows capacity
for differing opinions which allows everyone to feel welcome, connected,
and respected
` Know that cooking provides access and connection to living things
Care and Connection
` Using all senses, tend to the Earth to connect with plants and animals in
the garden and to provide what they need to survive, grow, and thrive
` Understand that cooking is related to self-care, care of others, and
sustainable practices
` Act responsibility to be a community steward and global citizen who cares
for and nurture our environments and ecosystems and champions respect
for cultural diversity
Approaches to Teaching and Learning in Garden to Table
` Learning guided by inquiry:
• Where does our food come from?
• What is our responsibility as consumers and producers?
• How can gardening skills and tools allow me to take care of a garden
space?
• What does it mean to tend to the Earth?
• How does gardening connect me to food?
• What does sharing in food mean?
• What does safety in the kitchen look like?
• How can cooking skills and tools allow me to care for myself, for others,
and for the Earth?
` Cross-disciplinary connections
` Experiential, hands-on learning in the kitchen and garden
` Indoor and outdoor classroom spaces
` Care and responsibility for communal spaces, materials, and living things
` Optimal Learning Zone practices
28 29

Grade 2 Design Build
Innovate (DBi)
Course Overview
In Grade 2 DBi, student builders learn new woodworking skills with an
emphasis at this level on developing safe practices when using tools.
Students complete the semester applying the skills they learned to
design and build a final project. Grade 2 students have DBi ten times
within a semester of learning.
PHILOSOPHY
The Design Build Innovate (DBi) program nurtures and develops
purpose-driven, empowered, and resilient designers and builders
who seek the perspectives and ideas of others to achieve informed
and inclusive solutions and outcomes. We achieve this by creating
environments where students embrace complexity with curiosity,
empathy and courageous risk-taking and where students are aware
of the impacts of their design choices. Creatively and collaboratively
applying design principles and processes to define and solve
problems, designers and builders are exposed to multiple modes and
tools of design–both analog and digital.
Design Build Innovate K-5 Learning Goals
Innovative Designer: Students use a variety of tools within a design process to
identify and solve problems by building new, useful, or imaginative solutions
Resilient Builder: Students use a variety of tools to prototype design solutions
and show resilience when confronted with setbacks and challenges.
Empowered Learner: Students are self-directed, resourceful, and confident in
using materials, tools, and technology to take ownership of their learning journey
and take creative risks.
Creative Communicator & Collaborator: Students communicate clearly and
express themselves creatively for a variety of purposes using the platforms, tools,
styles, formats and digital media appropriate to their goals. Students enrich their
learning by collaborating with others and working effectively in teams.
Approaches to Teaching and Learning in DBi
` Design thinking process
` Authentic, real-world design problems and projects
` Use of analog and digital tools
` Collaboration, critical thinking, creativity, and communication
` Project-based learning
` Cross-disciplinary learning
` Optimal Learning Zone practices
30 31

Grade 2 Diversity, Equity, Inclusion,
and Belonging (DEIB)
PHILOSOPHY
Redwood Day is dedicated to creating an equitable learning
environment for all students: we want every child to be seen and
heard, feel safe and valued, and experience belonging. We want
students to see, hear, support and value themselves and others
while fostering active allyship throughout their educational journey.
As a result, DEIB is a critical part of students’ academic and social
emotional growth.
Course Overview
In Grade 2, DEIB concepts are developed across the academic program,
including within Social Emotional Learning, Morning Meetings, and Equity and
Inclusion groups that focus on developing students’ identities and their roles
within the Redwood Day community. At this level, students continue building
upon their understanding of racial and gender identity through the exploration
of justice and change-makers. Students also use this learning to make strong
connections to other disciplines, namely in social studies and literature. DEIB
learning is aligned with the Learning for Justice Anti-Bias Framework and
Social Justice Standards.
Diversity
` I want to know about other people and how our lives and experiences are
the same and different
Justice
` I know about people who helped stop unfairness and worked to make life
better for many people
Action
` I will join with classmates to make our classroom fair for everyone
Approaches to Teaching and Learning in DEIB
` Inquiry
` Cross-disciplinary connections
` Relevant texts and read-alouds
` Discussions and role-plays
` Guest speakers
` Community engagement
` Optimal Learning Zone practices
Grade 2 DEIB Key Learning Outcomes
Identity
` I see that the way my family and I do things is both the same as and
different from how other people do things, and I am interested in both
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3245 Sheffield Avenue
Oakland, CA 94602
510.534.0800
rdschool.org
Updated for School Year 2024-2025
Cover art credit: Ruth E. (created in Second Grade)