S e c o n d
G r a d e
C u r r i c u l u m — 2 0 1 4
Japanese Literacy
We expect students coming into Second Grade to be able to do the following:
 Recognize Hiragana letters (names and sounds)
 Write Hiragana letters
 Read First Grade high -frequency words in the target language
 Read a First Grade text fluently
Quarter 1 (Main Idea/ Sequences)
 Review Hiragana alphabet , Japanese phonetics
 Katakana Recognition Review
 Start handwriting of Katakana
 Theme: Back to School/All about me
 Reading Theme: Mom, get well with salad (Fiction)
 Grammar (Nouns, Verbs, Sequence of writing, Transition words )
Quarter 2 (Compare/ Contrast, Drawing Conclusions)
 Continue Katakana recognition and writing
 The concept of Kanji
 Reading Theme: Various ships (Non-fiction, Fact)
 Japanese phonetics
 Grammar (Particles, Nouns, Verbs, A djectives)
 Writing workshop
Quarter 3 (Opinion, Cause & Effect)
 Katakana word writing
 Kanji recognition
 Reading Theme: My little brother, Chiro (Fiction)
 Japanese phonetics
 Grammar (Past tense, Cause & Effect words )
 Writing workshop
Quarter 4 (Classifying)
 Continue Katakana word writing
 Kanji recognition & writing
 Reading Theme: My Discovery (Non-fiction, Fact)
 Grammar (Sentences with more various details)
 Writing workshop
S e c o n d
G r a d e
C u r r i c u l u m — 2 0 1 4
We use a variety of the following methods to help students acquire the target
language:
 Songs or poems are used for themes and/or holidays studied. Music is a
great tool to help all of us remember things.
 Games (bingo, puzzles, skits, cheers, Total Physical Response) are also
helpful as students get to interact with others i n the target language.
 Picture walks—looking at the only drawings before we actually read the
text—are used. This allows students to become acquainted with the theme
before focusing on the decoding and reading of new vocabulary. The more
students have knowledge and command of the spoken language, the easier
they can read and write the written language.
 Listening centers where students can hear recorded text (studied themes,
spelling words, poems) and follow along in the written text help improve
their com prehension.
 Stories are beneficial as they help students observe drawings, listen to
text that is read, and follow a story line from beginning to end.
 Visuals (drawings, photos, internet websites, real objects, graphic
organizers) are a necessity to help s tudents relate the word with the
object or idea itself.
 Children’s films are often available in the target language and can come in
handy.
 Technologies such as computer, smart interactive board, i -Pad and etc are
used for any aspects of their literacy lear ning.