SECOND GRADE

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Lower School OverviewLearning at the Wellington Lower School is supported by a nurturing environment. Children at each level are encouraged to explore new concepts, vary perspectives, and form new connections across disciplines. Each student is encouraged to experiment, extend, consider, discuss, debate, and take risks. We believe that learning should be joyful, and we are committed to helping each child delight in discovery as he or she learns to see himself or herself as an exceptionally capable and active learner. A commitment to develop ing the “whole child” is a critical aspect of the educational experience. A child-centered atmosphere of trust and care encourages not only academic growth, but social and emotional growth as well. All lower school teachers help students learn to be respectful, responsible, and resilient as they embark on the energizing journey of fearless learning.

The Wellington School is an independent, coeducational, preschool through grade 12, college-preparatory day school dedicated to preparing citizens who achieve, lead, and find fulfillment in a global community.

The Wellington family expects integrity; fosters mutual respect; embraces diversity; inspires each person to discover and strive to meet his or her unique potential; and celebrates excellence in character, academics, the arts and athletics.

Bill MILLER P ’15 ’17 ’21Physical EducationB.S. – The Ohio State University

Debra PARKES P ’26 ’28TechnologyMath Extension TeacherB.S. – Otterbein College

Laurie PARSONSMusicM.E. – Otterbein CollegeB.M.E. – Otterbein College

Gina SPICER P ’24 ’26ArtM.A.– University of Cincinnati B.A – The Ohio State University

Mikki JOSEPHLearning Specialist Pre-K - 6th GradeM.Ed. – Ashland UniversityB.S. – Kent State University

Faith AUBREYReading SpecialistB.A. – Ohio University

Kelsey CARPENTERLearning GuideB.A. – Hope College

Jaime KLETZLY P ’12Learning GuideA.S. – Columbus State Community College

Jennifer LANDONLearning GuideB.L.S. – University of Mary Washington

Erin MILLERLearning GuideM.S. – Walden UniversityB.A. – Cedarville University

Muriel MERAYLearning GuideEarly Childhood Art TeacherM.Ed. – Eastern Kentucky UniversityB.F.A. – Maryland Institute College of Art

Michele RITZMANLearning GuideM.A. – Ohio Dominican UniversityB.A. – The Ohio State University

Justine SMITH Learning GuideM.A. – University of PhoenixB.S. – Slippery Rock University

Sharla STARKER P ’17 ’22Learning GuideM.Ed. – The Ohio State UniversityB.A. – The Ohio State University

Carrie WILLIAMS P ’28Learning GuideB.S. – DePaul UniversityB.S. – Miami University

THE WELLINGTON LOWER SCHOOL GIVES EACH STUDENT A SAFE PLACE TO EXPERIMENT, EXTEND, CONSIDER, DISCUSS, DEBATE, LEARN, AND GROW.

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Jill WEBBHead of Lower SchoolM.A. – Kent State University B.F.A. – University of Cincinnati

Laura RICHTERDirector of Early ChildhoodM.A.T. – Kent State UniversityB.A. – Miami University

Kathy YANT Little Jags TeacherB.S. – University of Akron

Shelley BROWN Prekindergarten TeacherM.A. – DePaul UniversityB.S. – Miami University

Pete KASER ’96 P ’27 ’29Prekindergarten TeacherB.S. – The Ohio State University

Michelle LEWISKindergarten TeacherB.A. – University of Minnesota

Anne STEWART P ’30Kindergarten TeacherB.S. – Miami University

Christen BEBEE1st Grade TeacherM.Ed. – Antioch University MidwestB.A. – Miami University

Shelly BOWLING P ’191st Grade TeacherB.A. – Capital University

Mary Beth PARKER P ’281st Grade TeacherM.S. – Walden University B.S.E. – Otterbein College

Yolanda JOHNSON2nd Grade TeacherB.S. – Otterbein College

Sharon SHERIDAN2nd Grade TeacherM.A. – Virginia Polytechnic UniversityB.A. – Gannon University

Jill HICKS3rd Grade TeacherB.A. – The University of DaytonB.A. – Ashland University

Emily SZABO3rd Grade TeacherM.A. – Ashland UniversityB.A. – Denison University

Laura TRUBILOWICZ P ’27 ’304rd Grade Teacher M.Ed. – University of Texas at Arlington B.A. – Ohio Northern University

Erica FOSTER4th Grade TeacherM.A. – Vanderbilt UniversityB.A. – Smith College

Karen BUTLER P ’12 ’16 ’20OrchestraB.M. – The Ohio State University

Becky FULLER P ’08 ’11 ’16Physical EducationB.S. – Bowling Green State University

Danielle GIBBSCounselorM.A. – The Ohio State UniversityB.A. – The University of Michigan

Patty HANS P ’17 ’20FrenchM.A. – New York University-ParisB.A. – Concordia College

Sara HARRISScienceM.S. – University of DaytonB.A. – Capital University

Dorene HENSCHENMath ExtensionM.A. – The Ohio State UniversityB.S. – Capital University

Nadine HINTON, Ph.D.Lower School Dean of Studies Reading ExtensionPh.D. – The Ohio State UniversityM.A. – The Ohio State UniversityB.S. – Ohio University

Patricia KELLICKER P ’21 ’25Lower School LibrarianM.L.S. – Emporia State UniversityB.F.A. – University of Cincinnati

LOWER SCHOOL FACULTY

Although each child is unique, children at this stage have the following general characteristics:

SOCIAL AND EMOTIONAL DEVELOPMENT• Enjoy group activities and cooperative work• May change friendships quickly and may feel isolated• Rely on adults for help and reassurance• Need the security of rules, routines, and physical boundaries• Good sense of humor• Developing a sense of fairness

PHYSICAL DEVELOPMENT• Full of energy; play hard, work quickly, and tire easily; do better with several short play breaks than one long one• May have growth spurt• Copying from board becomes easier due to better control of eyes and hands• Enjoy testing muscle strength and skills• Can tie shoelaces by the end of the year

INTELLECTUAL DEVELOPMENT• Reading may become a major interest• Enjoy writing stories• Improving at handwriting, hand crafts, computers, and drawings• May give up when things are challenging or difficult, but soon want to try again• Interested in rules, logic, and fairness• Better understanding of time, space, and quantity• Organization skills are emerging

SPECIAL FEATURES OF 2ND GRADE• Begin formal community service• Engage in an integrated study of Ohio• Begin formal skiing and snowboarding lessons as a part of the Winter Friday Program• Participate in grade-level performances• Enjoy community trips• Lead student sharing events

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• How does innovation impact the world?• How can we share our ideas with the world to maximize impact?

LEARNING CENTER/INFORMATION LITERACYStudents should understand: • Organizational and visual clues are used in the learning center to help users locate materials.• The Destiny catalog is used to identify and locate materials in the learning center.• Subscription databases and websites can support inquiry and learning when users know how to evaluate their authority, intent and target audience.• Reading provides us with personal and aesthetic growth.

Students consider the following questions: • What clues should I look for on the Destiny catalog and in the learning center to assist in my search for a book?• What online resources support my learning?• What is the process to evaluate if a website is student friendly and accurate?• How can reading help me make connections to myself and the world?

GUIDANCEStudents should understand: • Our words and actions have the power to help others.• We all have different strengths and challenges.• The important role of the bystander in deescalating a bullying situation.

Students consider the following questions: • How have/can my words and actions impact others either positively or negatively?• What strengths can I use in problem solving?• How would I feel comfortable in stepping in as a bystander?

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• How do people use the resources around them to create music?• How is music used in daily living?

WORLD LANGUAGEStudents should understand: •  People communicate in languages other than English.•  We learn a new language by observing gestures and other visual cues.•  We learn about people in different cultures by learning their languages.

Students consider the following questions: • How do people communicate in a language other than English?• How do non-verbal cues help us understand language?• How do we share simple information with peers while speaking in a language other than English?

PHYSICAL EDUCATIONStudents should understand: • They can work cooperatively in partner and small-group activities.• How to perform all eight locomotor skills with mature form.• How to use motor and/or manipulative physical activities while participating outside of the physical eduction class.• How to identify activities that contribute to fitness.

Students consider the following questions: • Why is it important to listen to the ideas of others?• How can I become and stay fit?

STEAMStudents should understand: • Engineering requires and builds both creative and logical skills.• Coding is a way to manipulate technology for a specific purpose.• The value and impact of design thinking in solving a given problem.• Innovative approaches may be essential to tackling authentic challenges.• Interest-driven learning can have a global impact.

Students consider the following questions: • What role does design thinking play in innovation?• How can robotics and coding build problem-solving and logical thinking skills?

SCIENCEStudents should understand: • Fossils can provide a history of Earth.• Weather changes from day to day and season to season and can be described by measurable quantities. • The three states of matter have unique properties. • There are differences between the U.S. customary system and the SI, or metric system.• Engineers design technology to solve problems.

Students consider the following questions: • How do fossils help us understand our past and present?• How can the weather be described in measurable terms?• What is the benefit of using scientific tools to view our world?• What makes up a solid, liquid, and a gas, and how does the state of matter affect sound?• What are technologies and who designs them?

ARTStudents should understand: • Art and society influence each other in the past and present.• Context clues found in artwork can help identify and describe cultural symbols and images found in artwork.• Elements and principles of art are used to express ideas and communicate meaning in works of art.

Students consider the following questions: • What are common and unique characteristics between cultural uses of artwork from different times and places?• How do artists generate and revise ideas based on issues, themes, personal experiences and/or interests?• Is there a difference between assessing the quality of a work of art and our personal preference?

MUSICStudents should understand: • Music is notated using a series of symbols representing rhythm and pitch.• Music can create a mood through the use of dynamics, tempo, and style.• Music can be made by using a variety of sounds and materials as instruments.• Music can have both aesthetic and utilitarian value.

Students consider the following questions: • How is music passed down from generation to generation?• How are moods reflected in music?

READINGStudents should understand: • They can utilize specific strategies to enhance comprehension.• The importance and impact of selecting an appropriate or “just right” book.• The organization of a text can facilitate access to information.

Students consider the following questions:• How is information used in flexible ways? • What do readers do when they don’t understand?

WRITING Students should understand:• Common writing conventions are essential for clear messages.• An effective writer develops a message through sentence structure and detail. • A writer can communicate through a variety of forms.

Students consider the following questions: • How do effective writers hook and hold their readers?

• How do students locate and select relevant information sources? • How does the organization of information make learning easier?

MATHStudents should understand: • Place value allows us to represent, compare, and order whole numbers.• What we measure influences how we measure.• Each number has a value.

Students consider the following questions: • What is the value of a number? • Why are numbers/quantities represented in different ways? • How can math operations be used to solve problems?

SOCIAL STUDIESStudents should understand:• Successful groups use natural resources, structures of government, and group rituals to build positive, effective communities within Ohio.• Conflicts among communities develop when there are disagreements over how to use resources and can result in the transfer of resources from one community to another.

Students consider the following questions: • How has history shaped our present?• What causes change?• What remains the same? • Is the risk always worth the reward?

ENDURING UNDERSTANDINGS AND ESSENTIAL QUESTIONS

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