Dear Parents,

We are so pleased that you have chosen Colegio Maya as your child's school. We realize that this was a significant decision on your part and we will honor your trust by providing a quality, broad based, multiply intelligent education for your child. One means by which we can demonstrate our accountability is in providing you with these grade level curriculum books.

Each grade level booklet was produced through the efforts of our elementary teachers and is intended to give you an outline of what your child will learn this year. In addition we want you to understand our philosophy, so we have also included a belief and mission statement for each subject area. You will find a profile of the intellectual, physical and emotional make-up of a child at each grade level. Because we believe as Howard Gardner that all individuals have the capacity to demonstrate intelligence in a variety of ways, we have also provided you with a listing of Gardner's 8 Intelligences. You will find that your child will have the opportunity throughout the school year to experience learning and demonstrate knowledge through these intelligences.

We believe curriculum is a process as well as a product and as such is always changing. Each year as we revise curriculum, we post our most current information on our web site www.cm.edu.gt. Please check the website to see in greater detail what your child will learn in Social Studies. Spanish will be added soon and this year we will add Language Arts.

Colegio Maya Elementary is proud to be partners with you in the education of your child. We welcome your comments and questions regarding this booklet and hope that you will find it useful.

Sincerely,

Donna K. Lyne
Elementary Principal

:

Linguistic intelligence	Musical intelligence
Linguistic intelligence consists of the ability to think in words and to use language to express and appreciate complex meanings. Authors' poets, journalists, speakers, and newscasters exhibit high degrees of linguistic intelligence.	Musical intelligence is evident in individuals who possess a sensitivity to pitch, melody, rhythm, and tone. Those demonstrating this intelligence include composers, conductors, musicians, critics, instrument makers, as well as sensitive listeners.
Logical-mathematical intelligence	Interpersonal intelligence
Logical-mathematical intelligence makes it possible to calculate, quantify, consider propositions and hypotheses, and carry out complex mathematical operations. Scientists, accountants, engineers, and computer programmers all demonstrate this intelligence.	Interpersonal intelligence is the capacity to understand and interact effectively with others. It is evident in successful teachers, social workers, actors, or politicians. Just as Western culture has recently begun to recognize the connection between mind and body, so too has it to come to value the importance of proficiency in inter- personal behavior.
Spatial intelligence	Intrapersonal intelligence
Spatial intelligence instills the capacity to think in three-dimensional ways as do sailors, pilots, sculptors, painters, and architects. It enables one to perceive external and internal imagery, to recreate, transform, or modify images, to navigate oneself and objects through space, and to produce or decode graphic information.	Intrapersonal intelligence refers to the ability to construct an accurate perception of oneself and to use such knowledge in planning and directing lif one se. Some individuals with strong intra- personal intelligence specialize as theologians, psychologists, and philosophers.
Bodily-kinesthetic intelligence	Naturalist intelligence
Bodily-kinesthetic intelligence enables one to manipulate objects and fine-tune physical skills. It is evident in athletes, dancers, surgeons, and craftspeople. In Western societies, physical skills are not as highly valued as cognitive ones, and yet elsewhere the ability to use one's body is a necessity for survival as well as an important feature of many prestigious roles.	Naturalist intelligence consists of observing patterns in nature, indentifying and classifying objects, and understanding natural and human-made systems. Skilled naturalists include farmers, botanists, hunters, ecologists, and landscapers.

The Mayan School of Guatemala intends to provide an excellent educational opportunity, based on a U.S. curriculum, primarily for the international community in Guatemala, regardless of race, nationality or creed. The Mayan School shall offer a program of studies to prepare for success in the U.S. university system. Recognizing the transient nature of the student body, the curriculum should enable students to transfer between the Mayan School and other U.S. international and Guatemalan schools, insofar as equivalency requirements do not conflict with U.S. curriculum standards. The Mayan School shall endeavor to provide a program that maintains, and benefits from the international diversity of the community. The Mayan School is committed to the development of the whole individual and is dedicated to fostering students' intellectual, social, emotional and physical growth to prepare them to become good citizens and productive members of society.

We at Colegio Maya believe in educating lifelong learners by:

Fostering a safe, caring, and joyful environment;
Celebrating the diversity of our Colegio Maya family;
Creating responsible world citizens;
Encouraging a social and environmentally aware conscience;
Preparing for a changing technological world;
Stimulating curiosity, creativity, and critical thinking;
Affirming the students' right and responsibility to explore their potential.

The Colegio May Community Will:

1. Integrate and celebrate diversity within and beyond the campus.
2. Enhance information management skills and resources.
3. Create opportunities to improve communication and participation within the school community.

Every child is an individual who grows and develops at his/her own rate. Children in the same grade may be expected to differ widely from others in their group. There are, however, general characteristics which apply to most of the children at a certain age.

THE SECOND GRADE CHILD MAY:

* Be sensitive.
* Tend to think others don't like him/her.
* Find it demanding to sit quietly for extended periods of time.
* Tackle a job with unbounded energy but run out of energy before the job is completed.
* Worry about school or friends.
* Lose baby teeth.
* Be aware of fairness issues.
* Be developing an increasing reasonableness.
* Enjoy collections.
* Be anxious to be perfect.

THE SECOND GRADE CHILD NEEDS:

* Frequent periods of rest and relaxation.
* Adults to turn to for assistance when needed.
* A dependable routine and structure.
* Nutritious food.
* Rather specific instructions.

PARENTS CAN HELP BY:

* Giving your child the feeling that you are supportive when he/she tries something new and challenging.
* Establishing routines for meals and bedtime.
* Involving your child in aspects for planning family activities.
* Providing encouragement and praise.
* Listening to your child and engaging him/her in conversations.
* Providing a quiet place where homework is to be completed.
* Maintaining close contact with your child's teacher and having knowledge of the school and classroom program.
* Being supportive and positive when working with your child.
* Establishing limits that fit your child's age and following through with consequences and/or rewards.
* Showing your child how to use telephone response systems.
* Notifying your child's teacher of problems in the home that could cause emotional stress for the child (i.e. divorce, or a death in the family).

Philosophy:

A comprehensive Language Arts Program encourages the integration of listening, speaking, reading, writing, critical thinking, and the learning of language skills in meaningful context. Emphasis is on the use of significant literary works, as well as books at the child's instructional and independent reading levels. These books are used to provide instruction and promote love of language for all students at all levels of ability.

YOUR CHILD IS LEARNING TO:

* Listen and respond appropriately in a classroom situation to oral instructions.
* Wait his/her turn and respond appropriately.
* Participate in classroom discussions.
* Demonstrate knowledge of high frequency words.
* Use a variety of strategies to determine unknown words (phonic clues, pictures, context, meaning, and structure).
* Self-correct while reading aloud.
* Read orally with fluency.
* Read for a variety of purposes.
* Formulate questions from material read.
* Use appropriate beginning, middle, and ending sounds in writing.
* Use appropriate sentence structure.
* Demonstrate the appropriate use of punctuation and capitalization.
* Demonstrate knowledge of writing process terminology (draft, edit, publish, etc.)
* Write a complete story with a beginning, middle, and end.
* Continue to develop the ability to spell high frequency words.
* Write ideas clearly, with detail, and for a variety of purposes.

PARENTS CAN HELP BY:

* Reading to your child every day.
* Having your child read to you every day.
* Discussing and making predictions about what you read together.
* Having your child ask you questions after reading together.
* Being supportive and positive of his/her approximations in spelling.
* Having times of uninterrupted conversation with your child.
* Letting your child see you reading.
* Talking to your child about books you like to read.
* Providing materials for and encouraging the writing of simple notes, lists, letters, and journals.
* Discussing the books your child reads at school.

Philosophy:

The goal of mathematics education is mathematical power for all students. The development of mathematical power requires work that is challenging and engaging for every student and which accommodates the full range of diversity within a classroom. Students learn and use skills and concepts within larger mathematical units. All the dimensions of mathematical power: thinking mathematically, using understanding of important mathematical ideas, using tools and techniques, collaborating with other students, and communicating results are involved in assessment as well as instructional activities.

YOUR CHILD IS LEARNING TO:

* Count orally by 1's, 2's, 5's and 10's.
* Recognize a given number in its various combinations (2+3=5 is the same as 1+4=5).
* Perform number operations (addition and subtraction) with manipulative and with paper and pencil.
* Write number sentences (equations).
* Make reasonable estimates and apply estimation in a variety of mathematical situations.
* Sort by several attributes.
* Create and interpret a variety of graphs.
* Recognize and apply patterns.
* Measure with non-standard and standard units.
* Identify the value of individual and sets of coins and dollar bills.
* Tell time to the hour, ½ hour, ¼ hour and 5 minute mark.
* Recognize how shapes and solids combine in real life.
* Formulate and solve problems from everyday mathematical situations.
* Use a computer and calculator.
* Apply mathematics to everyday situations.

PARENTS CAN HELP BY:

* Practicing counting various groups of objects (by 1's, 2's. 5's and 10's).
* Practicing basic addition and subtraction facts to/or from 18.
* Practicing telling time using an analog (non-digital) clock.
* Having your child help with measuring amounts of food when cooking.
* Helping your child to see how math is used in real-life situations.
* Having your child count money aloud.
* Giving your child the opportunity to earn small amounts of money and to pay for purchases in a store.
* Having your child weigh fruits and vegetables at the grocery store.

Philosophy:

Science gives children opportunities to explore how things work through activities and experiences. Science activities stimulate them to wonder, predict, and offer explanations. Children learn to use the scientific process skills of observing, communicating, comparing, ordering, and categorizing. This helps them construct their own knowledge of scientific principles and concepts, making these a part of the way they see the world and the decisions they make about their lives.

Your child is likely to investigate these concepts:

PHYSICAL SCIENCE

* Machines make work easier for people.
* You must use force to move objects.
* Electricity is a type of energy.
* Electricity is used to light lamps, heat homes, and run machines.

EARTH SCIENCE

* Fresh water is found in rivers, lakes, streams, and in ground water.
* Oceans have different depths, temperatures, movements, and living things.
* People need clean water to use.
* Polluted water can harm people and the plants and animals living in the water.
* Rising warm, moist air causes the development of clouds.
* Water in clouds can form large raindrops and fall back to earth as precipitation.
* Thunderstorms, hurricanes, and tornadoes are caused by rapidly rising rain.
* Earth is a planet; there are nine planets in the solar system.
* Different planets have different numbers of moons.
* Only one moon revolves around earth.

LIFE SCIENCE

* Some animals live in the oceans. Others live in rivers, lakes, and ponds.
* Fossils show what kinds of plant and animals used to live on earth.
* Fossils show the size and shape of plants and animals.
* Fossils can tell about what the climate was like long ago.
* Two different kinds of dinosaurs were meat-eaters and plant-eaters.
* Some dinosaurs were very large or small.
* Muscles give the body shape, protect inside parts of the body, and work with bones to enable the body to move.
* To stay healthy, exercise daily, sleep ten or eleven hours each day, and eat healthy food.
* Healthy food helps the body grow, and stay healthy and strong.
* To be safe look left, right, and left again before crossing a street.
* To be safe, never take medicines by yourself.

PARENTS CAN HELP BY:

* Having your child help with cooking.
* Having your child make a Machines scrapbook showing how machines make jobs easier.
* Having your child generate a list of all the things that use electricity in your home.
* Having your child tell how water is used in their classroom and home.
* Discussing with your child the difference between fresh water and salt water.
* Listening to the weather station, recording temperature and humidity and listening to news reports.
* Asking your child to describe what they see, hear, and feel during a thunderstorm.
* Reading library books on planets in the solar system.
* With a reference book show the different types of patterns and shapes leaves can have.
* Having your child describe the texture of leaves.
* Naming animals that live in the ocean.
* Obtaining a book that shows fossils that were found in different parts of the world.
* Collecting plastic models or pictures of a variety of dinosaurs and discuss them.
* Discussing the difference between a meat-eater and plant-eater dinosaur.
* Discussing how people use their muscles daily.
* Discussing some of the parts of the body that benefit from exercise.
* Having your child read about being safe at home.
* Obtaining pictures that show safe and dangerous activities. Discuss how the dangerous situations could be made safe, and point out what makes the other situations safe.
* Discussing safety procedures at home and school.
* Making a list of things that your child can do to stay safe at home and school.

Description

In second grade our social studies units are: economics, transportation, maps, world's fair, holidays, community and people. At the beginning of the year students will study their community through biographies, timelines and a family tree. For Economics we will talk about people at work, types of jobs and the differences between needs and wants and how we should spend our money. For our Maps Unit we focus on looking at community maps to world maps with special attention on continents and oceans in the world. We work on basic map skills, such as directions and using a map key with symbols. This takes us to our study of Australia for the World's Fair. We will study holidays in our community and around the world and specifically in the United States. We discuss community and people throughout other units, especially how our community lives and grows and what special things people do.

All units are intertwined throughout the year with other curricular units. Community and people and maps can be taught simultaneously throughout the year when reading about and discussing different cultures and regions in the world.

Economics in social studies connects with the money unit in our math curriculum. The world's fair country study can be connected and taught as students are learning about the ocean and water cycle in science, as well as the study of maps. Transportation can be connected with the science topic, simple machines. Community and people can be connected to several reading units taught through out the year as well and interwoven as a study throughout the year.

YOUR CHILD IS LEARNING TO:

* Read and interpret map symbols with the use of a legend.
* Use relative terms of location, direction, distance, and size.
* Develop an awareness and respect for different cultures and traditions.
* Discuss the ways in which people in other parts of the world are similar and different.
* Express an understanding of basic economic concepts and how people depend upon one another for needs.
* Describe networks of communication and transportation and their interrelationships.
* Examine the contributions that ancestors make to families and individuals.
* Examine the contributions of people from various cultures, now and long ago.
* Locate continents, oceans and countries of the world.

PARENTS CAN HELP BY:

* Discussing current events at the dinner table.
* Distinguishing between needs and wants with your child.
* Discussing family tradition of holidays.
* Allowing your child to follow a mapped route on family trips.

Philosophy:

From the early years, students learn about themselves and their world by drawing and painting, sculpting, singing, playing musical instruments, dancing, and through dramatic exercises and presentations. Each of the arts provides students with increased perception that awakens their senses and helps them better understand and interpret the world around them. In a well-planned arts program, students gain the skills necessary to creatively express their ideas, feelings, and imagination as they produce works in the arts.

YOUR CHILD IS LEARNING TO:

* Develop an awareness and appreciation of music.
* Develop musical skills by participation in singing, listening to music, moving to musical rhythms, dancing, marching, moving creatively, playing simple games and dances, and repeating musical patterns.
* Develop fine motor skills in coloring, tracing, cutting, folding, gluing, lacing, and weaving.
* Follow directions and organize materials.
* Develop responsibility for the care and use of materials.
* Express feelings and ideas through art experiences.
* Experience a variety of art mediums in painting, collage, sculpture, printing and drawing.
* Appreciate art through exposure to illustrations in books, pictures, painting, and/or other art works.
* Develop confidence in his/her abilities.

PARENTS CAN HELP BY:

* Providing your child with the materials to create original art work through a variety of mediums (crayons, paint, watercolors, clay, collage, etc.)
* Practicing cutting with your child.
* Singing silly or traditional songs as a family.
* Encouraging your child to act out stories dramatically.
* Encouraging your child to move creatively to music.
* Going to museums, plays, and other art events as a family outing.

Philosophy:

A Physical Education Program meets a student's need to develop physically, mentally, emotionally, and socially by providing physical activity and the learning of skills that enable him/her to participate in activities throughout life. A physical education fitness program for primary children should be based upon learning the fundamentals of movement and building a foundation for physical fitness.

YOUR CHILD IS LEARNING TO:

* Develop body coordination through motor skills: walk, run, hop, gallop, jump, and skip.
* Develop body coordination through body awareness and safety: balance, posture, body image, and creative movement.
* Develop body coordination through rhythms: walk, run, slide, jump, hop, gallop, and skip in rhythm with music.
* Develop body coordination through activities: animal walks, jump rope, and simple rolling movements.
* Develop body coordination through game skills: catching a ball, hitting a target, passing objects, bouncing a ball, and kicking a ball.
* Develop responsibility by taking turns, and playing with others cooperatively.
* Following directions and taking care of equipment.
* Develop a positive attitude toward the value of physical activity and cardiovascular system development.
* Develop safe habits for the proper use of playground equipment.

PARENTS CAN HELP BY:

* Practicing skipping and hopping with your child.
* Jumping rope (group and individual) with your child.
* Playing with a ball or bean bag with your child.
* Practicing throwing, catching, hitting, and kicking a ball.

Second Grade Classroom Sets and Novels

* The Tiny Seed
* A Seed is a Promise
* Johnny Appleseed
* My Visit to the Dinosaurs
* Sam the Minuteman

* Sunshine Books - The Wright Group
* Spotlight Books
* Macmillan /McGraw Hill Spotlight on Literacy