Ms. Audrey LeVault
Audrey LeVault has been a second grade teacher at Randolph Elementary for two years. After attending Shippensburg University, she started her career teaching kindergarten in Naples, Italy at an International Montessori School. Then, Ms. LeVault moved to Washington, DC to teach third grade at William E. Doar Charter School. In her free time she enjoys reading, swimming, museums and being with family.
Ms. Jillian Eskenas
The second grade team is focused on students making growth based on what they know, so they can make connections. This is accomplished through analysis is assessment data and collaborative planning and implementation.
Reading is a priority in second grade. Students will be immersed in an environment filled with fiction and nonfiction texts, which relate to all areas of the curriculum and interest. The student will expand vocabulary by speaking and listening effectively in classroom discussions, use a combination of strategies when reading, and read familiar selections with fluency and expression. The student will learn comprehension strategies for fiction and nonfiction texts. The student will be asked to identify main ideas, to make and confirm predictions, and to formulate questions about learning in all subjects, with emphasis on materials that reflect the Standards of Learning in mathematics, science, and history and social science. The student will write stories, letters, and simple explanations; apply simple grammatical principles to writing; and locate information in reference materials.
Second grade students have a natural curiosity about their world, which leads them to develop a sense of number. Young children are motivated to count everything around them and begin to develop an understanding of the size of numbers, multiple ways of thinking about and representing numbers, strategies and words to compare numbers, and an understanding of the effects of simple operations on numbers. Building on their own intuitive mathematical knowledge, they also display a natural need to organize things by sorting, comparing, ordering, and labeling objects in a variety of collections. Consequently, the focus of math instruction in the number and number sense is to promote an understanding of counting, classification, whole numbers, place value, fractions, number relationships (comparing), and the effects of single-step and multistep computations. These learning experiences should allow students to engage actively in a variety of problem solving situations and to model numbers, using a variety of manipulatives. Additionally, students at this level have opportunities to observe, to develop an understanding of the relationship they see between numbers, and to develop the skills to communicate these relationships in precise terms. Measurement instruction focuses on developing the skills and tools needed to measure length, weight/mass, capacity, time, temperature, area, perimeter, volume, and money.
Measurement at this level lends itself especially well to the use of concrete materials. Children can see the usefulness of measurement if classroom experiences focus on estimating and measuring real objects. They gain deep understanding of the concepts of measurement when handling the materials, making physical comparisons, and measuring with tools. As students develop a sense of the attributes of measurement and the concept of a measurement unit, they also begin to recognize the differences between using nonstandard and standard units of measure. Learning should give them opportunities to apply both techniques and nonstandard and standard tools to find measurements and to develop an understanding of the use of simple U.S. Customary and metric units.
The focus of geometric instruction at this level is on -observing, identifying, describing, comparing, contrasting, and investigating solid objects and their faces -sorting objects and ordering them directly by comparing them one to the other-describing, comparing, contrasting, sorting, and classifying figures-exploring symmetry, congruence, and transformation
Through connections, inquiry, and high expectations, second grade continues students’ transition to independence and ownership in learning.