In the 2-3 classroom, we foster a love of reading. We read aloud to children often, reading several chapter books and many picture books throughout the school year. The content of these stories often connects to our thematic studies and current events or promotes new perspectives in the classroom. During this time, students practice making predictions, creating real-world connections, encouraging empathy, using strategies to identify new vocabulary words, and understanding the power of imagery. In addition, reading workshop is held daily. Students read from “just right” independent reading books and complete supporting comprehension and decoding activities, depending on their needs and abilities. Children pick books that match their reading level and interests and are encouraged to read various texts in multiple genres. 

In addition to daily reading, students engage in a multifaceted approach to working on their phonics and other foundational reading skills.  We implement the Sounds Write literacy program as the core of our students' phonics, spelling, and reading instruction. Using multisensory techniques, students understand the correlation between sounds and the letters representing them, learning the skills to become effective readers and spellers. Children are introduced to literature circles, similar to book clubs, at the end of second grade and participate in regular literature circles during the third-grade year. The students lead literature circle as they cycle through the various roles of discussion director, investigator, word finder, connector, and illustrator, and third graders are expected to complete independent literature assignments at home. With the exception of nightly reading, this is their first introduction to homework. During this homework experience, students practice developing consistent routines, time management, and organizational skills. 

Among the benchmark skills students are working towards in second-grade reading:

• Know and apply phonics skills while reading 

• Decode multisyllabic words

• Read texts with increasing fluency and attention to punctuation 

• Demonstrate reading comprehension

• Choose books appropriate for individual reading level

Among the benchmark skills students are working towards in third-grade reading:

• Read fluently

• Apply reading strategies such as asking questions, making inferences and predictions, and summarizing

• Identify different genres of writing

• Read chapter books

The 2-3 writing curriculum is individualized, focusing on each child’s writing needs and abilities. Each child works on writing independently, receiving guidance on grammar, invented spelling, and style through group mini-lessons and daily conferences with teachers. Students move through the stages of writing (pre-writing, drafting, revising, editing, proofreading, and publishing) with the support of their teachers and peers. Three main units--narrative, non-fiction, and opinion writing--are covered yearly in coordination with our thematic studies units. For instance, students write a research report about an animal during our thematic study of biomes and write a puppet show after researching a person during our biography unit. Each unit lasts several months to allow students to invest in their work and experience growth as writers. Students also write in nature journals in their sit spots in the woods throughout the year. Writing is done for real purposes and audiences, with many opportunities to share unfinished work, receive feedback, and for publishing celebrations.

Among the benchmark skills students are working towards in second-grade writing:

• Write legibly

• Apply grade-level conventions of grammar and mechanics 

• Write in complete sentences

• Write stories with a beginning, middle, and end

Among the benchmark skills students are working towards in third-grade writing:

• Apply grade-level conventions of grammar and mechanics

• Use descriptive language and convey increasingly complex ideas

• Write multi-paragraph stories over several pages

• Edit work independently

• Practice word processing skills

In second-grade math, there continues to be a heavy emphasis on concrete experience using manipulative materials. Students apply addition and subtraction skills to increasingly complex problems, expand their understanding of place value, and recognize patterns related to multiplication and simple fractions. We draw from everyday hands-on activities, incorporating math into daily classroom life. Our emphasis on problem-solving stresses that how we get to an answer is often as important as the answer itself. 

In third grade, math builds on previously learned concepts, further investigating all four operations and applying mathematical skills to more challenging problems and real-world situations. Students tackle larger math projects often related to our themes while practicing multiplication and division skills and expanding their exploration of fractions, measurement, and geometry content. Students also continue to develop their number sense, manipulating increasingly complex numbers to solve more challenging problems and projects. 

Whenever possible, second and third-grade math is integrated into real-life or thematic simulations (“Math Congresses”). Some examples of this have included creating a school store, building a community garden, designing tiny houses, and planning a trip. Collaborative math activities provide the children with opportunities to share and appreciate a variety of perspectives and approaches. 

Among the benchmark skills students are working towards in second grade:

• Fluently add and subtract numbers up to 20

• Use strategies to add and subtract two-digit numbers with and without regrouping

• Decipher and solve word problems that require addition and subtraction

• Read and write money amounts in decimal form and make change 

Among the benchmark skills students are working towards in third grade:

• Fluently multiply and divide numbers to 100

• Fluently add and subtract numbers to 1,000

• Decipher and solve two-step word problems using any of the four operations

• Identify, compare, and order fractions

Thematic studies allow students to dive deeply into a topic over time, make meaningful connections,  and become experts. A thematic study approaches a subject from various perspectives and disciplines, providing children with numerous entry points based on their interests and skills. In the 2-3 class, we focus on three thematic units each year, balancing social studies and science, often repeating units on a two-year cycle, while being responsive to the interests of the children and what is happening in our world.  Sample units from recent years include Nature's Engineers, City Planning, Journey Across America: Investigating Sustainability Solutions, and The Civil Rights Movement. 

In Journey Across America: Investigating Sustainability Solutions, students explore the United States, learning about the 50 states and the five regions of our country and how people are addressing concepts of waste and sustainability. Through the lens of food, clothing, and shelter, we examine what different organizations are doing to tackle waste. Projects include writing diary entries from the perspective of a farm animal, calculating miles that local vs non-local ingredients travel, and designing tiny houses. The class establishes a Birches store and sells Birches t-shirts made from recycled bottles to the community. Later in the year, students return to U.S. geography in all subject areas, such as researching a state during writing and reading and planning a trip to a state during math. 

Among the benchmark skills students are working towards in second and third-grade thematic studies:

• Engage in research and retain information

• Demonstrate understanding of relevant facts and concepts

• Make appropriate observations and descriptions 

• Draw conclusions and make predictions based on observed patterns

• Demonstrate geographic awareness 

Spanish instruction at Birches begins with the 2-3 class. The 2-3 curriculum focuses on high-frequency vocabulary and student-centered language while incorporating music, movement, games, and cultural activities about the Spanish-speaking world. Emphasis is placed on listening and reading in Spanish. Students often draw to show comprehension and also engage in scaffolded writing activities. During the year, students will be introduced to vocabulary about greetings, colors, food, weather, animals, body parts, clothing, numbers, days of the week, and months. The goal is for students to acquire language that is meaningful to them in a supportive environment.

Among the benchmark skills students are working towards in 2-3 Spanish:

• Asking and answering simple questions about themselves and their feelings

• Expressing likes and dislikes

• Describing the weather

• Naming colors and numbers

• Identifying cognates

• Describing a character

• Sequencing events in a story

2-3 artists review and strengthen their understanding of the Elements of Art (line, shape, color, texture, value, and form) and begin exploring the Principles of Design (emphasis, proportion, movement, variety, balance, pattern, and unity). Every year, students start with a self-portrait as a developmental marker. 

Lessons are planned to nurture process experimentation and expose students to various art materials. Through hands-on activities, children express themselves artistically, fostering an appreciation for art, self-expression, and embracing differences. Students see examples from diverse artists through slides and artist-of-the-week postings. Some projects emulate an artist's style and include a discussion of what students observe in an artist's style. Materials used include but are not limited to pencil, marker, watercolor, tempera, pastel, printmaking, ceramics, sculpture, and natural materials. 

Among the benchmark skills students are working towards in 2-3 art:

• Develop age-appropriate studio habits

• Refine craftsmanship 

• Build keen observational skills 

• Use and understand art vocabulary

The central goal for 2-3 music is to encourage singing, moving, and participating in shared musical activities. Music is for everyone, and it is through participation that a person learns to be musical. The music program aims to cultivate an inclusive feeling of community. Students are taught how to read standard music notation, play instruments, improvise, and compose at an age-appropriate level.

Among the benchmark skills students are working towards in 2-3 music:

• Sing age-appropriate pitches in tune

• Move to a steady beat and clap increasingly complex rhythms

• Understand musical concepts such as dynamics, tempo

• Listen and respond to the music of various cultures

• Play barred instruments in an ensemble setting

• Present and perform music in a relaxed concert-type setting  

2-3 wellness classes focus on movement & field games, mindfulness, and yoga. During movement & field games, students practice locomotor, non-locomotor,  and manipulative skills and reinforce movement concepts incorporating spatial awareness, effort awareness, and relationships. When practicing mindfulness, students pay attention to body posture and sensation, practicing awareness of breath as a tool to connect mind and body, and mindful observation of nature. We also include a unit on the mindful brain, where students explore the neuroscience of stress and mindfulness. Students cultivate balance, strength, flexibility, focus, confidence, and a growth mindset through yoga. Songs, books, and stories are used to introduce language for naming emotions and the concept of using poses as a tool for self-management.

Among the benchmark skills students are working towards in 2-3 wellness:

• Participate in moderate to vigorous physical activities and games

• Know personal space when moving in different directions at different speeds

• Practice mindful breathing for 3-4 minutes

• Knowledge of 10-15 yoga poses and ability to follow and recall yoga sequences 

• Understand the role of the amygdala and the pre-frontal cortex in the brain's fight/flight/freeze response

• Demonstrate sportsmanship

We start each year in 2-3 by building a classroom community. We practice active listening, looking at situations from different perspectives, fostering kindness, and discussing what it means to be a good friend and classmate. We stress the importance of communication, including expressing emotions through “I” statements, problem-solving with peers, inviting others into our play, and sharing ideas during group discussions and school meetings. We examine our commonalities and differences, appreciating our unique selves and how we make a diverse school. 

Children in the 2-3 classroom are encouraged to call concern meetings to process and problem-solve as a community when conflicts arise.  We work hard to empower children to use their voices and develop strong conflict-resolution skills. The students work together to generate classroom and recess norms and expectations for the year. They debate, vote, and agree upon these expectations and find comfort and pride in the ownership resulting from these norms' creation. Children learn to appreciate that their ideas and thoughts are heard and recognized even when a vote doesn’t go their way. 

At Birches School, we are committed to helping children learn and grow in a community of equity and inclusion where diversity of thought, practice, and identity is celebrated. In support of this goal, we seek to create a community where our students experience a sense of belonging and bring their whole selves to their learning. We value the richness that comes alive in our classrooms when many differing perspectives are represented.  

In the 2-3 class, students learn about people, places, and ideas far different from what they have experienced. We continuously discuss how to be thoughtfully aware of others, such as using preferred pronouns, asking respectful questions, and not stereotyping. In the past, our class has focused on celebrating Black Americans, Indigenous Americans, people with disabilities, and people of all genders.