Early Childhood

Center for Early Childhood Education

Our Commitment to Young Children

The Early Childhood Education Initiative (ECEI) at the National Museum of African American History and Culture (NMAAHC) seeks to empower, enrich, and educate young children, from birth to eight years old, and provide resources and support to the parents, caregivers, and educators of early learners. The ECEI seeks to promote positive identity development with all children and begin age appropriate conversations on race. Programs will introduce American history through the African American lens to our youngest visitors through the museum’s collection and content. Additionally, museum-based research will serve the academic world, scholars, parents and early childhood educators on how to implement this work in the lives of young children nationally and internationally.

Mission Statement

Through ECEI, NMAAHC is in the unique position to impact the lives of young children by building capacity for empathy and critical thinking skills which celebrates each individual child and reduces prejudices starting at an early age. The early childhood audience (age birth to eight) has been identified as a key audience at NMAAHC. The ECEI’s focus will be twofold: to promote equality, tolerance, and fairness through early childhood education and to introduce young children of all backgrounds to American history through the lens of African Americans. Dynamic age-appropriate programming, museum-based experiences, resources for adults, professional development opportunities for educators, and research-based publications will enable us to accomplish these goals. By investing in our youngest visitors, we believe we will see a brighter future for our country by empowering individuals and starting a dialogue with young children about fairness, tolerance, and equity. 

Goals of ECEI

  • Empower, enrich, and educate young children about identity, race, and African American history in positive and developmentally appropriate ways.

  • Support and expand the understanding adults have about this unique age by demonstrating how to talk about identity, race, and African American history with young children.

  • Promote equity, tolerance, and justice in childhood when attitudes are only just beginning to formulate and develop. Challenge traditions and attitudes that serve to perpetuate discrimination and prejudice through age appropriate interventions.

  • Contribute to the scholarly understanding of this age in regards to race and identity and the power museums have to expand young children’s understanding of their world.

Outcomes

  • Children will recognize and celebrate differences while being able to express personal and cultural identity in productive and respectful ways.
  • Parents, caretakers, and educators will gain tools to effectively discuss and explore race and identity with young children by recognize the unique learning and developmental qualities of young children.
  • Parents, caretakers, and educators will have access to resources on how to engage young children through objects to explore race, history, and culture. 

The Early Childhood Education Initiative at NMAAHC seeks to impact the lives of young children by promoting positive identity development and reduce prejudice starting at a young age. Programs will promote equity, tolerance, and fairness through early childhood education. Dynamic age-appropriate experiences will inspire personal connections and introduce young children of all backgrounds to American history through the lens of African Americans.

EVERYONE MAKES A DIFFERENCE!

Explore, Reflect, Create

Let the museum come to your classroom!

Using children’s literature, touchable objects, and reproductions of artwork, a museum teacher from NMAAHC will engage students in a hands-on, inquiry-based experiences that will explore how each person can make a unique and positive difference. Students will be introduced to civil rights activist Martin Luther King Jr. and artist Hale Woodruff in age-appropriate ways that will prompt children to think about the different tools people use to make the world better—from speeches to gavels to paintbrushes. After looking at the artwork of Hale Woodruff and reading the story, One by Kathryn Otoshi, children will be invited to create their own artworks expressing how they can make a difference.

This FREE one hour program is available Tuesday-Friday for Pre-K4 - 2nd grade in Washington, D.C., Alexandria City, Arlington Country, Fairfax County, Prince Georges County, and Montgomery County. 

Register Today!

Museum teachers from NMAAHC travel to the classroom for programs. This one hour program is offered to a maximum of 30 students per session.  If a group of students is larger than 30 we can schedule multiple programs on the same day.

First-grade students raise their hands to share how they can make a difference. 

Upcoming Programs

Grand Opening Events - Fall 2016 

Past Programs 

NMAAHC Black History Month Family Day

Saturday, February 6, 2016 at the National Museum of American History

Get the Word Out and March!

A collection of guided family activities and story time will be provided to help young children understand themes of the Civil Rights movement.

STORY TIME

Author Shane W. Evans gives a musical performance and discusses his book We March, which encourages young children's understanding of social justice

BOOK TALK 

March: A Discussion Featuring Congressman John Lewis and co-author Andrew Aydin.

Inspired by a 1950s comic book that helped prepare his own generation to join the struggle, Congressman John Lewis, an American icon and one of the key figures of the civil rights movement, continues his award-winning graphic novel trilogy, March, with co-writer Andrew Aydin and artist Nate Powell. Mr. Lewis and Mr. Aydin will discuss book one and two of the series as well as the principles of non-violence that propelled his activism and emergence as young leader within the Civil Rights Movement. Registration is strongly encouraged, though walk-ins will be welcomed. 

A large crowd of children and adults listen to author and illustrator, Shane W. Evans, tell stories and sing songs.
Illustrator and author, Shane W. Evans, inspires visitors to dream big and be kind to one another. 

Family Day with Jerry Pinkney: Celebrating Stories & Music

October 17, 2016 at the American History Museum

 Renowned illustrator and author Jerry Pinkney shared the power of stories  to foster creativity, encourage curiosity, and expand the imaginations of young children.  By highlighting what we all have in common, stories bring us closer together.  In addition Xavier Carnegie led children in traditional African and African American songs. Learn more!

Author and illustrator, Jerry Pinkney, talks at the podium while a large photograph of his book, The Lion and the Mouse, is projected on the screen behind him.
Author and illustrator, Jerry Pinkney, shares his life story and how he illustrated Aesop's fable, The Lion and the Mouse. 

Standards of Learning

 

District of Columbia

PRE-K

Download PDF

COMMUNICATION and LANGUAGE

5. Demonstrates understanding of spoken language
6. Uses language to express self

LITERACY

10. Demonstrates comprehension of printed materials read aloud

  • 10a. With prompting and support, asks and answers questions about key details of a story, poem, or informational text read aloud
  • 10g. After hearing a story read aloud, looks at the illustrations and, with prompting and support, explains the part of the story that each illustration depicts
  • 10h. After hearing an informational text read aloud, looks at illustrations and explains important ideas in the picture

13. Understands the purpose of writing and drawing

  • 13a. Dictates words or draws to express a preference or opinion about a topic
  • 13b. Uses a combination of dictating and drawing to tell some information about a topic
  • 13c. Uses a combination of dictation and drawing to tell a real or imagined story
SOCIAL STUDIES

23. Demonstrates understanding of people and how they live

THE ARTS

25 Explores the visual arts

  • 25a. Participates in art activities
  • 25b. Uses a variety of materials to create products
  • 25c. Expresses experiences, ideas, and feelings through visual arts Example: Works with a small group to paint a mural about happy experiences
SOCIAL EMOTIONAL DEVELOPMENT

26. Expresses a variety of feelings and learns to manage them

  • Emotions and Behaviors 26a. Uses socially acceptable ways of expressing thoughts and emotions

27. Recognizes the feelings and rights of others, and responds appropriately

  • Emotions and Behaviors 27a. Recognizes and labels the basic feelings of others

29. Develops positive relationships with adults

  • Positive Relationships 29a. Engages in positive interactions with adults to share ideas and plan activities

KINDERGARTEN

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COMMUNICATION and LANGUAGE

Comprehension and Collaboration
SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Presentation of Knowledge and Ideas
SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

LITERACY

Literature Key Ideas and Details
RL.K.1. With prompting and support, ask and answer questions about key details in a text.
RL.K.2. With prompting and support, retell familiar stories, including key details.

Literature Integration of Knowledge and Ideas
RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Text Types and Purposes
W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

First Grade

http://www.corestandards.org/ELA-Literacy/RL/1/

Reading

CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RL.1.9
Compare and contrast the adventures and experiences of characters in stories.

Speaking & Listening

CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

CCSS.ELA-LITERACY.SL.1.1.B
Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

CCSS.ELA-LITERACY.SL.1.2
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

CCSS.ELA-LITERACY.SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

CCSS.ELA-LITERACY.SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Second Grade

Reading

http://www.corestandards.org/ELA-Literacy/RL/2/

CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.

CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

CCSS.ELA-LITERACY.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Speaking & Listening

CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

CCSS.ELA-LITERACY.SL.2.1.B
Build on others' talk in conversations by linking their comments to the remarks of others.

CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Virginia

http://www.doe.virginia.gov/instruction/early_childhood/preschool_initiative/foundationblocks.pdf

Pre-K4

English

b) Correctly identify characters, objects, and actions in a text with or without pictures and begin to comment about each.

                 Engage children in conversation frequently throughout the day. Model the etiquette of conversation by using complete sentences, correct grammar, and responding accordingly in both the speaker and listener roles. When reading aloud, provide opportunities for children to predict what will happen next, to comment on the story, and to connect the story to personal experiences. Model questioning and visualizations for students.

c) Make predictions about what might happen in a story. Model asking who, what, where, when, why, and how questions to obtain information, seek help, or clarify something not understood.

f) Engage in turn taking exchanges and rules of polite conversation with adults and peers, understanding that conversation is interactive.

g) Listen attentively to stories in a whole class setting. Respond to children’s communication and allow them to take the conversational lead while encouraging them to speak audibly in complete sentences, expressing thoughts, feelings, and ideas clearly.

h) Follow simple one- and two-step oral directions. Participate in class reading clubs, trips to the local public library, and other reading events. Provide a variety of reading materials at various skill levels.

History

The child will identify ways in which people are alike and different. The child will develop an awareness of change over time.

b) Describe his/her own unique characteristics and those of others. Have children draw or paint pictures about themselves, their classmates, and their families.

b) Express the difference between past and present using words such as before, after, now, and then.

d) Ask questions about artifacts from everyday life in the past.

e) Recount episodes from stories about the past.

g) Describe past times based on stories, pictures, visits, songs, and music.

h) Identify the needs of other people by helping them.

c) Recognize self as a unique individual and respect differences of others.

b) Understand that works of art can be a historical record of a certain time period in history.

c.) Create self- and family portraits using a mirror to draw self and photographs of families and family members.

d) Use words to describe a response or reaction to a visual arts selection.

 

Kindergarten

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_englishk.pdf

English

K.3 The student will build oral communication skills.

c) Begin to follow implicit rules for conversation, including taking turns and staying on topic.

d) Listen and speak in informal conversations with peers and adults.

e) Participate in group and partner discussions about various texts and topics.

K.6 The student will demonstrate an understanding that print conveys meaning.

a) Identify common signs and logos.

b) Explain that printed materials provide information.

c) Read and explain own writing and drawings.

K.8 The student will expand vocabulary.

a) Discuss meanings of words.

b) Develop vocabulary by listening to a variety of texts read aloud.

K.9 The student will demonstrate comprehension of fictional texts.

b) Relate previous experiences to what is read.

c) Use pictures to make predictions.

d) Begin to ask and answer questions about what is read.

e) Use story language in discussions and retellings.

f) Retell familiar stories, using beginning, middle, and end.

g) Discuss characters, setting, and events.

K.12 The student will write to communicate ideas for a variety of purposes.

a) Differentiate pictures from writing.

b) Draw pictures and/or use letters and phonetically spelled words to write about experiences.

History

K.1 identifying the people and events honored Martin Luther King, Jr.,

K.2 The student will describe everyday life in the present and in the past and begin to recognize that things change over time.

K.6 The student will match simple descriptions of work that people do with the names of those jobs.

K.7 The student will

  1. recognize that people make choices because they cannot have everything they want;

 

First Grade

Oral Language:

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english1.pdf

1.1 The student will continue to demonstrate growth in the use of oral language.

a) Listen and respond to a variety of electronic media and other age-appropriate materials.

b) Tell and retell stories and events in logical order.

1.3 c) Ask and respond to questions.

Reading

1.8 The student will expand vocabulary.

a) Discuss meanings of words in context.

b) Develop vocabulary by listening to and reading a variety of texts.

c) Ask for the meaning of unknown words and make connections to familiar words.

d) Use text clues such as words or pictures to discern meanings of unknown words.

e) Use vocabulary from other content areas.

1.9 The student will read and demonstrate comprehension of a variety of fictional texts.

e) Ask and answer who, what, when, where, why, and how questions about what is read.

h) Identify the main idea or theme.

History

http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/next_version/stds_history1.pdf

1.10 The student will apply the traits of a good citizen by

d) taking responsibility for one’s own actions;

 

Second Grade

English

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english2.pdf

2.7 The student will expand vocabulary when reading.

d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts.

e) Use vocabulary from other content areas.

2.8 The student will read and demonstrate comprehension of fictional texts.

a) Make and confirm predictions.

b) Relate previous experiences to the main idea.

c) Ask and answer questions about what is read.

e) Describe characters, setting, and important events in fiction and poetry.

f) Identify the problem and solution.

g) Identify the main idea.

h) Summarize stories and events with beginning, middle, and end in the correct sequence.

i) Draw conclusions based on the text.

History

http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/next_version/stds_history2.pdf

2.10 The student will explain the responsibilities of a good citizen, with emphasis on

c) describing actions that can improve the school and community;

d) demonstrating self-discipline and self-reliance;

e) practicing honesty and trustworthiness.

2.11 The student will identify Martin Luther King, Jr., as Americans whose contributions improved the lives of other Americans.

Maryland

http://mdk12.msde.maryland.gov/assessments/vsc/

Pre-K

Reading

TOPIC D. Students will use a variety of strategies and opportunities to understand word meaning and to increase vocabulary.

a. Acquire new vocabulary through listening to a variety of texts on a daily basis

b. Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation

c. Asks questions about unknown objects and words related to topics discussed

d. Listen to and identify the meaning of content-specific vocabulary

e. Identify some signs, labels, and environmental print

INDICATOR 3

a. Use illustrations to find meaning of unknown words

b. Use newly learned vocabulary on multiple occasions to reinforce meaning

TOPIC E. Students will use a variety of strategies to understand what they read (construct meaning).

INDICATOR 3. Use strategies to make meaning from text (during reading)

c. Connect events, characters, and actions in stories to specific life experiences

INDICATOR 4. Demonstrate understanding of text (after reading)

OBJECTIVES

a. Recall information from text

b. Respond orally to questions

c. Respond to text in a variety of ways
                - Retell
                - Draw

d. Review the purpose for reading

COMPREHENSION

TOPIC A. INDICATOR 1.

  1. Listen to nonfiction materials
  2. recognize graphic aids

Writing

TOPIC A. INDICATOR 2.

c. using drawings to express personal ideas

3. Identify how language choices in writing and speaking affect thoughts and feelings

History

http://mdk12.msde.maryland.gov/assessments/vsc/social_studies/bygrade/gradePK.html

  1. Respond to informational text read aloud to develop an awareness of the contributions made by certain individuals that are remembered during the observance of national holidays and celebrations
  1. Distinguish among past, present, and future time
  2. Acquire new vocabulary through listening to and reading a variety of grade-appropriate print and non-print sources
  3. Discuss words and word meanings as they are encountered in texts, instruction, and conversation
  4. Make connections to prior knowledge and new vocabulary by listening, reading, and responding to a variety of texts

 

Kindergarten

Reading

http://mdk12.msde.maryland.gov/assessments/vsc/reading/bygrade/gradeK.html

TOPIC D.

D. Students will use a variety of strategies and opportunities to understand word meaning and to increase vocabulary.

INDICATOR 1.

a. Acquire new vocabulary through listening to and reading a variety of texts on a daily basis

b. Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation

TOPIC E. Students will use a variety of strategies to understand what they read (construct meaning).

INDICATOR 3. Use strategies to make meaning from text (during reading)

a. Use illustrations to construct meaning from text

b. Make, confirm, or adjust predictions

c. Make comments and ask relevant questions

d. Reread sentences when meaning is not clear

e. Connect events, characters, and actions in stories to specific life experiences

INDICATOR

4. Demonstrate understanding of text (after reading)

OBJECTIVES

a. Recall and discuss information from text

b. Respond to questions (who, what, and where) and verify answers using illustrations/text

c. Respond to text by drawing, speaking, dramatizing, or writing

d. Compare information in text with prior knowledge

e. Validate/determine the purpose for reading

f. Retell a story using text as support

2.0 Comprehension of Informational Text

TOPIC A.

INDICATOR 1. Develop comprehension skills by reading a variety of informational texts

OBJECTIVES

  1. Listen to nonfiction materials

TOPIC A.

INDICATOR 1. Develop comprehension skills by listening to and reading a variety of self-selected and assigned literary texts

OBJECTIVES

a. Listen to and discuss a variety of literary texts representing diverse cultures, perspectives, and ethnicities

b. Listen to and discuss a variety of different types of fictional literary text, such as stories, poems, nursery rhymes, realistic fiction, fairy tales, and fantasy

INDICATOR 2. Use text features to facilitate understanding of literary texts

OBJECTIVES

a. Identify and explain how the title contributes to meaning

b. Identify and explain how text features, such as illustrations, punctuation, and print features, contribute to meaning

INDICATOR 3. Use elements of narrative texts to facilitate understanding

OBJECTIVES

a. Identify the beginning, middle, and end of a story, including the problem, and solution

b. Identify the characters, sequence of events, and setting of a story

INDICATOR 6. Determine important ideas and messages in literary texts

OBJECTIVES

a. Retell the story by sequencing the main events

b. Identify a personal connection to the text

INDICATOR 2. Compose oral, written, and visual presentations that express personal ideas and inform

OBJECTIVES

a. Write to express personal ideas using drawings, symbols, letters, or words

d. Dictate, draw, or write to inform

e. Dictate, draw, or write a response to text, such as response logs and journals

Standard 6.0 Listening

TOPIC A. INDICATOR 1. Demonstrate active listening strategies

OBJECTIVES

a. Attend to the speaker

INDICATOR 2. Comprehend and analyze what is heard

Social Studies

http://mdk12.msde.maryland.gov/assessments/vsc/social_studies/bygrade/gradeK.html

TOPIC B. INDICATOR 1. Identify people important to the American political system

OBJECTIVES

a. Identify the contributions of people, past and present, such as George Washington, Rosa Parks, and the current president

b. Use informational text to identify and discuss the contributions of individuals recognized on national holidays, such as Martin Luther King, Jr. Day and Presidents' Day

OBJECTIVES

  1. Use experiences… classroom visitors, stories, and electronic media, to give examples of different choices people make…

Standard 5.0 History

TOPIC A. INDICATOR 1. Distinguish among past, present, and future time

OBJECTIVES

Identify and describe events of the day in chronological order

Describe daily events in terms of yesterday, today, and tomorrow

Standard 6.0 Social Studies Skills and Processes

TOPIC A.

INDICATOR 1. Develop and apply social studies vocabulary through exposure to a variety of text and portions of text

OBJECTIVES

a. Acquire new vocabulary through listening to and reading a variety of grade-appropriate print and non-print sources

b. Discuss words and word meanings as they are encountered in texts, instruction, and conversation

c. Make connections to prior knowledge and new vocabulary by listening, reading, and responding to a variety of texts

TOPIC E. INDICATOR 1. Organize information from non-print sources

TOPIC F.

INDICATOR 1. Interpret information from secondary sources including pictures, graphics, maps, atlases, and timelines

OBJECTIVES

a. Compare information from a variety of sources

b. Compare information to prior knowledge

c. Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details

TOPIC G.

INDICATOR 1. Describe how the community has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources

OBJECTIVES

a. Present social studies information in a variety ways, such as plays, skits, posters, songs, poems, murals, and oral presentations

b. Plan and engage in school and community events, such as a mock election, playground clean-up, writing letters to community officials, and fund-raising for a cause

 

First Grade

Reading

http://mdk12.msde.maryland.gov/assessments/vsc/reading/bygrade/grade1.html

TOPIC E. Students will use a variety of strategies to understand what they read (construct meaning).

INDICATOR 1. Develop comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts

OBJECTIVES

a. Listen to, read, and discuss text representing diversity in content, culture, authorship, and perspective, including areas, such as race, gender, disability, religion, and socio-economic background

TOPIC E. Students will use a variety of strategies to understand what they read (construct meaning).

INDICATOR 1. Develop comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts

OBJECTIVES

a. Listen to, read, and discuss text representing diversity in content, culture, authorship, and perspective, including areas, such as race, gender, disability, religion, and socio-economic background

INDICATOR 4. Use strategies to demonstrate understanding of the text (after reading)

OBJECTIVES

a. Describe what the text is about

b. Describe what is directly stated in the text (details, literal meaning)

c. Engage in conversation to understand what has been read

d. Answer simple questions (who, what, when, where, and how) in writing

e. Respond to text by drawing, speaking, dramatizing, or writing

f. Retell the main idea of texts

History

http://mdk12.msde.maryland.gov/assessments/vsc/social_studies/bygrade/grade1.html

TOPIC B.

INDICATOR 1. Identify and describe people important to the American political system

OBJECTIVES

a. Describe the contributions of people, past and present, such as George Washington, Abraham Lincoln, Martin Luther King, Jr. and the current president

TOPIC C.

INDICATOR 1. Describe the rights and responsibilities of being a participating member of the family, school and neighborhood

OBJECTIVES

a. Identify the rights, responsibilities and choices that students have in the family, school, and neighborhood

b. Demonstrate ways to work together to maintain a clean and safe home, school, and neighborhood environment

TOPIC C. INDICATOR 1. Explain how groups of people interact

OBJECTIVES

a. Describe, discuss, and demonstrate appropriate social skills necessary for working in a cooperative group, such as sharing concern, care, and respect among group members

Standard 5.0 History

TOPIC A. INDICATOR 1.Examine differences between past and present time

Standard 6.0 Social Studies Skills and Processes

TOPIC A.

INDICATOR 1. Develop and apply social studies vocabulary through exposure to a variety of text and portions of text

OBJECTIVES

a. Acquire new vocabulary through listening to and reading a variety of grade-appropriate print and non-print sources

b. Discuss words and word meanings as they are encountered in texts, instruction, and conversation

c. Make connections to prior knowledge and new vocabulary by listening, reading, and responding to a variety of texts

TOPIC G.

INDICATOR 1. Describe how the community has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources

OBJECTIVES

a. Present social studies information in a variety ways, such as plays, skits, posters, songs, poems, murals, and oral presentations

b. Plan and engage in school and community events, such as a mock election, playground clean-up, writing letters to community officials, and fund-raising for a cause

 

Second Grade

Reading

http://mdk12.msde.maryland.gov/assessments/vsc/reading/bygrade/grade2.html

INDICATOR 4. Determine important ideas and messages in informational texts

OBJECTIVES

a. Identify the author's/text's purpose

b. Identify main ideas/messages

c. Identify information not related to the main idea

d. Draw conclusions and generalizations from text to form new understanding

e. Distinguish between a fact and an opinion

Standard 3.0 Comprehension of Literary Text

TOPIC A.

INDICATOR 1. Develop comprehension skills by reading a variety of self-selected and assigned literary texts

OBJECTIVES

a. Listen to, read, and discuss a variety of literary texts representing diverse cultures, perspectives, ethnicities, and time periods

b. Listen to, read, and discuss a variety of different types of fiction and nonfiction texts

c. Identify characteristics of, different types of fictional literary texts, such as plays, poems, stories (folktales, fairy tales, fantasy, fables, realistic fiction, and historical fiction)

INDICATOR 6. Determine important ideas and messages in literary texts

OBJECTIVES

a. Recognize the main idea or message of the text

b. Recognize a similar message in more than one text

c. Retell the text or part of the text

d. Summarize the text

e. Identify personal connections to the text

tandard 6.0 Listening

TOPIC A.

INDICATOR 1. Demonstrate active listening strategies

OBJECTIVES

a. Attend to the speaker

b. Ask appropriate questions

c. Respond appropriately to clarify and understand

INDICATOR 2. Comprehend and analyze what is heard

OBJECTIVES

  1. Determine whether a speaker's general purpose is to inform, to persuade, or to entertain

Social Studies

http://mdk12.msde.maryland.gov/assessments/vsc/social_studies/bygrade/grade2.html

INDICATOR 2. Explain how democratic skills and attitudes are associated with being a responsible citizen

OBJECTIVES

a. Use appropriate informational text to develop an understanding of democratic skills and attitudes, such as rights and responsibilities, respect, fairness, honesty, loyalty, and courage

b. Connect certain people, symbols, songs and poems to the ideals they represent…

TOPIC C.

INDICATOR 1. Describe the rights and responsibilities of being a participating member of the school and the community

OBJECTIVES

a. Recognize and describe how making choices affects self, family, school, and community

b. Identify concerns in the community, such as safety issues and pollution problems and ways to resolve these concerns

Standard 5.0 History

TOPIC A.

INDICATOR 1. Examine differences between past and present time

Standard 6.0 Social Studies Skills and Processes

TOPIC A.

INDICATOR 1. Develop and apply social studies vocabulary through exposure to a variety of text and portions of text

OBJECTIVES

a. Acquire new vocabulary through listening to and reading a variety of grade-appropriate print and non-print sources

b. Discuss words and word meanings as they are encountered in texts, instruction, and conversation

c. Make connections to prior knowledge and new vocabulary by listening, reading, and responding to a variety of texts

TOPIC B.

INDICATOR 1. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade

TOPIC F.

INDICATOR 1. Interpret information from secondary sources including pictures, graphics, maps, atlases, and timelines

TOPIC G.

INDICATOR 1. Describe how the community has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources

OBJECTIVES

a. Present social studies information in a variety ways, such as plays, skits, posters, songs, poems, murals, and oral presentations

b. Plan and engage in school and community events, such as a mock election, playground clean-up, writing letters to community officials, and fund-raising for a cause

It is easier to build strong children than to repair broken men.

Frederick Douglass Abolitionist
  • Classroom Treasures student holds up a 1950's camera as they explore material culture
    Classroom Treasures student holds up a 1950's camera as they explore material culture
  • NMAAHC staff teaching in the classroom
    NMAAHC staff teaching in the classroom
  • Students sit on the floor and listen while a NMAAHC staff  member reads "Ruth and the Green Book" during a Classroom Treasures program
    NMAAHC staffer reads during a Classroom Treasures program NMAAHC staff member reads "Ruth and the Green Book" during a Classroom Treasures program
  • Children create "Who Am I?" collages using pieces of artwork
    Children create "Who Am I?" collages using pieces of artwork
  • Youth and family participate in a gallery tour of the Rising Up exhibition
    Youth tour in the Rising Up exhibition Youth and family participate in a gallery tour of the Rising Up exhibition