The Progress Report
This progress report is intended to complement existing parent conferences and to provide you with additional information about your child’s progress toward mastering grade-level learning expectations. It reflects the district’s belief that students should be engaged in challenging academics as well as ongoing social emotional learning experiences that are grounded in clearly defined and developmentally appropriate standards.

This report is designed to communicate students’ progress in a way that descriptively reflects what they know and are able to do in relation to the state curriculum standards. The parent brochure outlines the categories that are included in the report for each curriculum area and provides a description of the characteristics associated with proficiency in that category. Please note that:

• A student’s achievement is reported separately from effort.
• In each reporting period, the skills that are taught are assessed against a benchmark.
• Numerical levels are used to report performance with respect to the grade level
   learning goals.
• The system is designed to describe how well a student is progressing with respect
   to mid and end-of-year grade level expectations, rather than in relation to other students
   in the class.
• Teachers use this information to inform instructional practices that address student
   learning needs.

Please keep in mind that this report represents just a snapshot of your child’s progress at a particular point in time. The information presented here, in conjunction with your conference with the child’s teacher, provides a more comprehensive picture of your child’s overall progress.

All of the staff in the Needham Public Schools remain committed to working in partnership with you to provide a meaningful learning and growth experience for your child.

Proficiency Scale – SEL
E  Established
D  Developing
B   Beginning
NY Not yet observed
* See separate progress monitoring report

Social Emotional Learning (SEL)
Social and Emotional Learning (SEL) is the process through which children acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

At the elementary level, the Responsive Classroom Approach is used to promote well-designed practices intended to create safe, joyful, and engaging classroom and school communities. The emphasis is on helping students develop their academic, social, and emotional skills in a learning environment that is developmentally responsive to their strengths and needs. The process of Social Emotional Learning is dynamic and lifelong. Social and emotional competencies change and grow influenced by an individual’s developmental period, experiences, and external factors with no real “stopping point” to skill development. With this in mind, the proficiency scale for SEL measurement is meant to provide feedback about your child’s current strengths and areas to focus on for continued growth.

Proficiency Scale - Academic
4  In addition to meeting the standard, the student is able to make in-depth inferences and
    applications that extend beyond what was taught. The student exceeds the January/June
    standard.
3  The student meets the January/June standard.
2  The student is progressing towards meeting the January/June standard.
1  The student needs more review & reinforcement, requires constant teacher support and
    assistance to learn and use information. The student is having difficulty meeting the
    January/June standard.
-  Not assessed during this reporting period.
* See separate progress monitoring report.

English Language Arts (Reading)
Second grade readers use a system of strategic actions that include phonics and word analysis, meaning, and language structure in an integrated way to read texts with understanding. They read grade level text fluently with phrasing and expression at an appropriate rate. When reading new texts, they slow down to problem-solve unknown words and quickly pick up the pace again to focus on the meaning. The students learn to use comprehension strategies such as making connections to their own lives, their world, and other known texts; making and confirming predictions; and retelling important ideas. Second graders analyze texts, examining the author’s craft to help them visualize the story. They begin to infer what’s implied but not stated and integrate text information with their own knowledge to create new understandings.
Second graders learn how to read fiction, non-fiction, poetry, and traditional literature from diverse cultures (i.e. fables, folktales, and fairy tales). They read to learn new information as well as for enjoyment. They identify basic facts and main ideas in fiction and non-fiction texts and the characteristics and elements of fiction, non-fiction, and poetry. Second graders learn how non-fiction texts are organized and how to use the features of informational texts (e.g. sub-heading, captions) to better understand content. They learn the structures and elements of fiction (e.g. characters, setting, plot, problem, solution) and poetry (e.g. alliteration, rhyme, and repetition). They are able to identify essential messages, morals, or lessons in stories and traditional literature.
Second graders use language to communicate their ideas in discussions. They listen to other students’ ideas, pose questions, and add their own information. They communicate their understandings of texts verbally and in written form, using evidence to support their thinking.
Language and Word Study -- Second graders learn and use new vocabulary in the context of texts, as well as by building phonetic and word analysis knowledge (e.g. letters, syllables, base words, suffixes). They use grammar knowledge (e.g. adjectives, nouns, verbs) to read and write texts. Second graders recognize many regular and irregular words (“trick words”) that appear frequently in texts and learn about words that sound alike but are spelled differently (homophones) and words that have the same or opposite meanings (synonyms, antonyms).

English/Language Arts (Writing)
In second grade, students learn to use the steps of the writing process. Students write in a variety of genres including personal narratives, informational, persuasive, realistic fiction and poetry. Multiple samples of writing inform a student‘s grade. Because various genres are taught at different times during the year, a student’s grade in June could differ from that in January.
Writing Process -- Proficient writers generate ideas, plan, draft, revise, and edit their writing, incorporating feedback from adults and peers. They can write for a sustained amount of time.
Structure -- Proficient writers provide a meaningful introduction and conclusion. Their writing is organized and sequential.
Development -- Proficient writers think about their audience and genre and use specific words and details to enhance their writing.
Conventions -- Proficient writers apply rules for capitalization, punctuation, and grammar. They apply spelling strategies to unknown words and spell high frequency and “trick words” correctly.

Mathematics
Needham’s elementary mathematics program balances mathematical skill fluency with the development of conceptual understanding and problem solving within the domains of the MA Common Core standards:
Operations & Algebraic Thinking -- Proficient students understand the concepts of addition and subtraction. They fluently know all addition and subtraction fact combinations within 20 by June. They are able to represent and solve addition and subtraction word problems using models, drawings and equations.
Numbers & Operations in Base Ten -- Proficient students use place value understanding to represent ones, tens and hundreds in multi-digit numbers. They can use place value to read and write numbers to 1000 and can compare the value of two numbers. They fluently add and subtract numbers within 100 based on place value and the relationship between addition and subtraction. For numbers within 1000, they add and subtract with regrouping using concrete models, drawings, place value, or other strategies.
Measurement & Data -- Proficient students are able to tell, write and measure time intervals to the nearest five minutes. They can solve problems involving money. They are able to select and use appropriate tools to measure and compare lengths.
Geometry -- Proficient students identify two-dimensional shapes. They are able to divide circles and rectangles into halves, thirds, and fourths to represent equal parts of a whole.
Standards for Mathematical Practice–The Standards for Mathematical Practice describe the types of thinking and behaviors students engage in as they are doing mathematics. Proficient students make sense of problems and persevere in solving them. They know how to select and use appropriate tools to solve problems. They communicate clearly about their mathematical ideas. They listen to, make connections to, and offer feedback about the ideas of others.

Science
The science curriculum in second grade focuses on practicing scientific skills within science content. Students will investigate three topics: life science (Trees) and physical science (Properties of materials and magnets) and earth science “(Water Habitats) In the tree unit, students explore their school grounds or local environment. They ask questions and observe trees and complete various experiments and observations to learn about the parts and functions of trees. In the second unit, students explore the physical properties of materials and magnets through a series of experiments. They are introduced to engineering through a magnet design challenge. In the new Water Habitats unit, students explore a local mystery about frogs and practice using evidence to support their scientific claims.

Social Studies
Second graders learn about geography and the way it effects how people live. They are developing an understanding of different cultures and their practices. They are learning to use appropriate map skills (e.g. directions, orientation, relative location, map creation) and can identify the seven continents on a map. They understand their own location with respect to town, state, country, and continent.

Spanish
Using practiced and memorized words and phrases, and with the help of gestures or visuals, students will be able to talk about their school day and routines. They will be able to talk about what they eat at school, what they wear during different seasons of the year, and what they like to do. Additionally, students will be able to talk about what it means to take care of each other and their environment. Students will comprehend familiar words, phrases and respond to questions in basic conversations. Students will continue to demonstrate awareness, curiosity and appreciation for Spanish-speaking cultures. Instruction addresses the Massachusetts K-12 World Languages Curriculum Framework and develops students’ communicative proficiency in the novice range.

Visual Art
Second grade art builds upon and expands the visual art skills and concepts introduced in first grade including drawing, painting, collage, and 3D construction. Students begin to explore color mixing, a variety of painting materials, and the use of textures within 2D and 3D works. Students continue to use observation and problem solving to create visual works of art in response to a prompt. Instruction targets Visual Art domains of Communications and Expression, Design and Composition, and Methods, Tools and Techniques and addresses the Massachusetts Arts Curriculum Framework Categories of Creating, Presenting, Responding, and Connecting in an age appropriate way..

Music
Second grade music builds upon and expands the music experiences and concepts introduced in first grade including awareness of high/low, pitch, rhythms and beat. The major activities in second grade music continue to be singing, moving to, and listening to age appropriate songs. Students begin to explore the different aspects of the voice, and are introduced to a variety of musical forms and cultures. Instruction addresses the Massachusetts Arts Curriculum Framework Categories of Creating, Presenting, Responding, and Connecting.

Physical Education
The second-grade elementary physical education program is designed to teach children motor skills and skill themes that are developmentally appropriate for their age. Establishing benchmarks is crucial for monitoring student progress and ensuring that they develop the necessary skills. Motor skills are taught within the context of skill themes, which represent fundamental movements later modified into more specialized patterns for activities of increasing complexity. As stated by Graham, Parker, and Holt/Hale (1999), "Once the basic skills are learned to a certain degree of proficiency, they are combined with other skills and used in a more complex setting, such as those found in dance, games, and gymnastics." This structured approach ensures that the program aligns with the National Physical Education Frameworks, providing students with a solid foundation for engaging in lifelong physical activities while developing essential motor skills and clear expectations for their growth.

Media & Digital Learning
The media and digital learning curriculum integrates information and technology literacy skills with classroom curriculum learning. Students learn to use a variety of tools and resources to become information gatherers and creators of products to demonstrate knowledge. They practice library and digital technology skills within the context of reading, writing, mathematics, science and social studies learning. For instance, students studying Massachusetts or other states gather facts, read maps, write articles, collect artifacts, and acquire new information by actively searching, recording, and presenting their work. This area of the curriculum is assessed within the context of the activity in which it is embedded.

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