Second Grade Roadmap to Success

BROWARD

Grade

Second Grade

Roadmap to Success

Established 1915

County Public Schools

The Second Grade Roadmap lists a sampling of essential skills and concepts which students will be expected to master

this year in language arts, mathematics, science, social studies, social emotional learning, physical education, fine arts

education, and technology. The rate at which these skills are mastered will vary from student to student, depending upon

individual development and learning styles. Although skills and concepts are listed in separate subject areas, they are

not taught in isolation. They are integrated throughout the curriculum using a wide variety of methods and technologies.

Many concepts and skills are reinforced and expanded from one grade level to the next.

A Standards-Based Curriculum

The School Board of Broward County is dedicated to the implementation of a standards-based curriculum, requiring all

students to master standards composed of concepts and skills which are critical to their school success; preparing them

for graduation, post-secondary education, and employment. This brochure outlines what students should know and be

able to do by the end of Second Grade.

Website Resources for Parents

BCPS Elementary Grade Level Information (K-2)

browardschools.com/Page/39958

Supporting Young Learners (Pre-K – 5th)

bit.ly/SupportingYoungLearners

Read-At-Home Plan

browardschools.com/Page/39958

BCPS Literacy Field Guide

bcps-l

iteracyguide.com

Learning Never Closes

browardschools.com/Page/50590

ESOL Resources for Parents

browardschools.com/Page/38588

BCPS Information for Parents

browardschools.instructure.com/courses/411

browardschools.com/Page/34695

Florida Department of Education

fldoe.org/academics/standards/just-read-fl/parents.stml

floridastudents.org/

cpalms.org/Public/

fldoe.org/academics/standards/

Math Resources for Parents

floridastudents.org/

pbs.org/parents/learn-grow/all-ages/math

youcubed.org/

mathgoodies.com/parents

nea.org/home/59862.htm

Social and Emotional Parent Resources:

parenttoolkit.com

Florida Department of Education

justreadflorida.com/parents.asp

ead Charlotte Home Reading Helper

homereadinghelper.org/

To learn more about policies related to your child’s

curriculum and instruction, please visit:

browardschools.com/domain/12441

UNDERSTANDING AND

USING THIS BROCHURE

Broward County Schools is committed to preparing all of

our students for a 21st century world through high-quality

instruction. The implementation of a rigorous and relevant

ELA curriculum that embraces the six major common core

shifts can provide students with the skills necessary to be

successful in their college and careers. This year, your

child’s instruction will include a balance of informational

and literary texts, a deep understanding of disciplines, and

the use of academic vocabulary in speaking and writing.

Your child will be expected to write from sources and

support their answers with text-based evidence. Below

you will find what your child will learn for each area of

Language Arts.

The Second Grade Student:

In Foundational Skills,

• Decodes (reads) words with variable vowel teams (e.g.,

oo, oa, ou) and vowel diphthongs (e.g., oi, oy, ow)

• Decodes (reads) regularly spelled two-syllable words

with long and short vowels

• Decodes (reads) words with open (e.g., hi, baby,

moment) and closed (e.g., bag, sunshine, chop) syllable

and c

onsonant -le (e.g., purple, circle, stumble)

• Decodes (reads) words with common prefixes

and suffixes

• Decodes (reads) words with silent letter combinations

(e.g., knight, comb, island, ghost)

• Reads grade-level texts with accuracy, automaticity and

appropriate prosody or expression

In Reading,

• Identifies plot structure and describes main story

elements in a literary text

• Identifies and explains a theme of a literary text

• Identifies different characters’ perspectives in a

literary text

• Identifies rhyme schemes in poems

• Explains how text features – including titles, headings,

captions, graphs, maps, glossaries, and/or illustrations –

contribute to the meaning of texts

• Identifies the central idea and relevant details in a text

• Explains an author’s purpose in an informational text

• Explains an author’s opinion(s) and supporting evidence

• Identifies and explains similes, idioms, and alliterati

n text(s)

• Retells a text to enhance comprehension using main

tory elements in a logical sequence for a literary

text and the central idea and relevant details for

nformational text

• C

ompares and contrasts important details presented by

two texts on the same topic or theme

In Communication (including Writing),

• Demonstrates legible printing skills

• Writes personal or fictional narratives using a logical

sequence of events, transitions, and an ending

• Writes opinions about a topic or text with reasons

supported by details from a source, uses transitions and

provides a conclusion

• Writes expository texts about a topic, using a sourc

oviding an introduction, facts, transitions, and

a conclusion

• Improves writing as needed by planning, revising,

and

edi

ting with guidance and support from adults a

eedback from peers

• Presents information orally using complete sentences,

appropriate volume, and clear pronunciation

• Follows the rules of standard English grammar,

punctuation, capitalization, and spelling appropriate to

grade level

• Participates in research to gather information to answer

a question about a single topic using multiple sources

• Uses one or more multimedia element(s) (e.g., apps,

Power Point, artifacts, video, etc.) to enhance oral or

written tasks

• Uses digital tools to produce and publish writing

individually or with peers and with support from adults

In Vocabulary,

• Recognizes and appropriately uses grade-level

academic vocabulary in speaking and writing

• Identifies and uses base words and affixes (prefixes and

ffixes) to determine the meaning of unfamiliar words in

grade-level content

• Identifies and uses context clues (hints from the author

in the text), word relationships, reference materials, and/

or background knowledge to determine the meaning o

unk

nown words

LANGUAGE ARTS/LITERACY

Social Studies centers around understanding how the

world works on a social level. Students in the elementary

grades are taught how to interact with the community,

society, and the world around them. Social Studies

instruction includes fundamental concepts of history,

culture, economics, and political skills to produce

responsible and productive citizens, and allows students to

develop critical thinking, research, and writing skills. Below

you will find what your child will learn within each domain.

The Second Grade Student:

In History,

• Examine primary and secondary sources

• Utilize the media center, technology, or other

informational sources to locate information that provides

answers to questions about a historical topic

• Recognize that Native Americans were the first

inhabitants in North America

• Compare the cultures of Native American tribes fr

arious geographic regions of the United States

• Describe the impact of immigrants on the Nativ

mericans

• Explore ways the daily life of people living in Colonia

merica changes over time

• Identify reasons people came to the United States

throughout history

• Discuss the importance of Ellis Island and the Statue of

Liberty to immigration from 1892-1954

• Discuss why immigration continues today

• Explain the cultural influences and contributions of

immigrants today

• Identify terms and designations of time sequence

In Geography,

• Use different types of maps to identify map elements

• Using maps and globes, locate the student’s hometown,

Florida, and North America, and locate the state capital

and the national capital

• Label on a map or globe the continents, oceans,

Equator, Prime Meridian, North and South Pole

• Use a map to locate the countries in North America

In Economics,

• Recognize that people make choices because of limited

resources

• R

ecognize that people supply goods and services based

on consumer demands

• Recognize that the United States trades with other

nations to exchange goods and services

• Explain the personal benefits and costs involved in

saving and spending

In Civics and Government,

• Explain why people form governments

• Explain the consequences of an absence of rules and

aws

• Identify what it means to be a United States citizen either

by birth or by naturalization

• Define and apply characteristics of responsibl

itizenship

• Explain why United States citizens have guarantee

ights and identify right

• Identify ways citizens can make a positive contribution in

their community

• Evaluate the contributions of various African Americans,

Hispanics, Native Americans, veterans, and women

• Identify the Constitution as the document whic

tablishes the structure, function, powers, and limits of

American government

• Recognize symbols, individuals, events, and documents

that represent the United States

SOCIAL STUDIES

Second grade marks an important milestone in your child’s

academic career. The second grade student will begin

to grasp more abstract mathematical concepts by an

increased focus on several critical areas:

(1) extending understanding of place value in three-digit

numbers;

(2) building fluency and algebraic reasoning with addition

and subtraction;

(3) extending understanding of measurement of objects,

time and the perimeter of geometric figures and

(4) developing spatial reasoning with number

representations and two-dimensional figures.

Below you will find some skills and processes your child

will be expected to know and be able to do by the end of

the school year.

The Second Grade Student:

• Determines whether a group of objects up to 20 has an

odd or even number of members

• Uses addition to find the total number of objects in

rectangular arrays with up to 5 rows and 5 columns

• Understands place value of a three-digit number using

hundreds, tens and ones and compares two three-digit

numbers using >, <, or =

• Counts, reads, and writes numbers to 1000 using

number form, word form, and expanded form

• Counts within 1000 and skip-counts by 5’s, 10’s,

and 100’s

• Adds and subtracts fluently within 100 using a variety of

strategies and explains why these strategies work

• Adds up to four two-digit numbers using strategies based

on place value and properties of operations

• Adds and subtracts within 1000 using models or

drawings and a variety of strategies

• Adds and subtracts 10 or 100 mentally to/from a given

number (range 100-900)

• Measures and estimates the length of an object to the

nearest inch, foot, yard, centimeter, or meter

• Describes the relationship between the size of a unit and

number of units needed to measure given objects

• Measures to determine how much longer one object is

than another

• Uses addition and subtraction within 100 to solve word

problems involving lengths that are given in the same

units using drawings, number lines, and equations

with unknown numbers.

• Tells and writes time from analog and digital clocks to the

nearest 5 minutes

• Identifies the value of coins and paper currency and

solves one- and two-step word problems (addition/

subtraction) involving paper currency or coins using the

appropriate money symbols

• Draws picture graphs and bar graphs to represent a data

set with up to four categories

• Generates measurement data by measuring lengths of

several objects to the nearest whole unit and shows the

measurement by making a line plot

• Recognizes and draws shapes having specific attributes

(triangles, quadrilaterals, pentagons, hexagons,

and cubes)

• Partitions a rectangle into rows and columns of same-

size squares and counts to find the total number.

• Partitions circles and rectangles into two, three, or four

equal shares and describes the shares using the words

“halves”, “thirds”, and “fourths”

In the Practice of Mathematics:

In learning and understanding mathematics, students

need to develop “habits of mind” so they can utilize math

strategies, talk about the math they are learning and solve

problems. These mathematical practices will help your

student learn content and apply mathematics to real world

situations.

The Second Grade Student:

• Makes sense of the math and does not give up if the

problem is unfamiliar or difficult

• Uses words and numbers to make sense of

mathematical problems

• Explains how he/she solved a problem and actively

listens and makes sense of others’ solutions

• Shows his/her mathematical thinking using pictures,

objects, drawings or symbols

• Chooses and uses mathematical tools to explore and

understand mathematics

• Shares his/her ideas and thinking using accurate math

vocabulary and computations

• Identifies a pattern or structure in the number system or

shapes

• Notices when calculations are repeated then finds more

general methods and short cuts

MATHEMATICS

In our ever-changing world, understanding and internalizing

scientific content is critical to success and achievement.

Broward County Schools is committed to developing these

vital skills through hands-on activities and high-quality

instruction that is focused on the Scientific Big Ideas. These

Big Ideas are grade specific, however, they flow through

all grade levels and build in rigor as students matriculate

through each grade. In second grade, your child’s science

instruction will include opportunities to interact with content

associated with the following Big Ideas: The Practice of

Science, Earth Structures, Earth Systems and Patterns,

Properties of Matter, Changes in Matter, Forces and

Changes in Motion, and the Organization and Development

of Living, Heredity and Reproduction, and Interdependence

of Living Organisms. Below you will find what your child will

learn for each Big Idea.

The Second Grade Student:

In The Practice of Science,

• Raises questions about the natural world, investigates

them in teams through free exploration and systematic

observations and generates appropriate explanations

based on those explorations

• Compares the observations made by different groups

using the same tools

• Asks, “How do you know?” in appropriate situations

and

tempts reasonable answers when asked the sam

ques

tion by others

• Explains how particular scientific investigations shoul

ield similar conclusions when repeated

• Distinguishes between empirical observations (what you

see, hear, feel, smell, or taste) and ideas or inferences

(what you think)

• Explains how scientists alone or in groups are alwa

nvestigating new ways to solve problems

In Earth Structures,

• Recognizes that Earth is made up of rocks. Rocks come

in many sizes and shapes

• Describes how small pieces of rock and dead plant and

ani

mal parts can be the basis of soil and explains t

process by which soil is formed

• Classifies soil types based on color, texture (size of

particles), the ability to retain water, and the ability to

support the growth of plants

In Earth Systems and Patterns,

• Compares and describes changing patterns in nature that

repeat themselves, such as weather conditions including

emperature and precipitation, day to day and season t

eason

• Investigates by observing and measuring, that the Sun’s

energy directly and indirectly warms the water, land,

and air

• I

nvestigates, observes and describes how water left in an

open

container disappears (evaporates), but water in a clos

container does not disappear (evaporate)

• Investigates that air is all around us and that moving air is wind

• States the importance of preparing for severe weather,

lightning, and other weather-related events

In Properties of Matter,

• Observes and measures objects in terms of their properties,

including size, shape, color, temperature, weight, texture,

sinking or floating in water, and attraction and repulsion of

magnets

• Identifies objects and materials as solid, liquid, or gas

• Recognizes that solids have a definite shape and that liquid

and

gases take the shape of their container

• Observes and describes water in its solid, liquid, and gaseous

states

• Measures and compares temperatures taken every day at the

same time

• Measures and compares the volume of liquids using containers

of various shapes and sizes

In Changes in Matter,

• Investigates that materials can be altered to change some of

their properties, but not all materials respond the same way to

any

one alteration

In Forms of Energy,

• Discusses that people use electricity or other forms of energy

to cook their food, cool or warm their homes, and power their

cars

In Forces and Changes in Motion,

• Investigates the effect of applying various pushes and pulls on

fferent objects

• Demonstrates that magnets can be used to make some things

move without touching them

• Recognizes that objects are pulled toward the ground unless

something holds them up

• D

emonstrates that the greater the force (push or pull) applied

to an object, the greater the change in motion of the object

In Organization and Development of Living

Organisms,

• Distinguish human body parts (brain, heart, lungs, stomach,

muscles, and skeleton) and their basic functions

In Heredity and Reproduction,

• Observe and describe major stages in the life cycles of plants

and animals, including beans and butterflies

In Interdependence,

• Compare and contrast the basic needs that all living things,

including humans, have for survival

• Recognize and explain that living things are found all over

Earth, but each is only able to live in habitats that meet its

basic needs

SCIENCE

PHYSICAL EDUCATION

SOCIAL EMOTIONAL LEARNING

Fine Arts education refers to education of the disciplines of music, dance, theater and visual arts. Education and student

engagement in the fine arts plays an integral part of the school curriculum. The Next Generation Sunshine State Standards

for fine arts education are organized by grade level for elementary grades. The following five bullets are the Big Ideas

identified in arts education and provide an overview of what students should know and be able to do:

• Critical Thinking and Reflection: Critical and creative thinking, self-expression and communication with others ar

entral to the arts

• Historical and Global Connections: Through dance, music, theatre and visual arts, students learn that beginners,

amateurs, and professionals benefit from working to improve and maintain skills over time

• Innovations, Technology and the Future: Works in dance, music, theatre, and visual arts are organized by elements

and principles that guide creators, interpreters and responders

• Organizational Structure: Experiences in the arts foster understanding, acceptance and enrichment amon

ndividuals, groups and cultures from around the world and across time

• Skills, Techniques and Processes: Experiences in arts foster understanding, acceptance and enrichment among

individuals, groups and cultures from around the world and across time

For mor

e information regarding fine arts education can be found on cpalms.org

Broward County Public Schools elementary students receive 150 minutes of physical education each week as required by

state statute. A minimum of 30 consecutive minutes is required on any day that physical education instruction is provided.

Florida’s physical education standards are organized around four strands. These strands carry throughout all grade

vels and are centered around developing a physically literate individual. These strands include Movement Competency,

Cognitive Abilities, Lifetime Fitness, and Responsible Behaviors and Values. For more information about the physical

education standards, visit fldoe.org.

Broward County Public Schools strive to provide all students with a college and career ready education characterized by

safe, caring and well-managed learning environments. Instruction in social and emotional skills will prepare them to be

resilient and achieve individual success academically, interpersonally and throughout their lives.

In the early Elementary grades, students will:

• Identify one’s likes and dislikes, needs and wants, strengths and challenges, as well as family, peer, school and

community strengths

• Describe why school is important, and identify personal, academic and behavior goals for student success

• Recognize that others may experience situations differently by using listening skills to identify the feelings and

perspective of others

• Describe the ways that people are similar and different and describe the positive qualities in others

• Identify ways to work and play well with others and demonstrate appropriate social and classroom behavior

• Identify problems and conflicts commonly experienced by peers, and approaches to resolving these conflicts

onstructively

• Identify social norms and safety considerations that guide behavior and explain why unprovoked acts that hurt others

are wrong

• Identify a range of decisions that students make, while making positive choices when interacting with classmates

• Identify and perform roles that contribute to one’s classroom and family

FINE ARTS EDUCATION

TECHNOLOGY INTEGRATION

LEARNING NEVER CLOSES

Each Broward County Public School must develop and implement a comprehensive plan to meet the needs of their gifted

students. All BCPS universally screen all second-grade students for gifted with the CogAT. Services for gifted students

are provided in the content areas depending on the students’ needs. These services are not limited to the curriculum and

learning environment. Curriculum differentiation is incorporated to provide flexibility in instruction. Strategies used

may include:

• In depth study • Variety in content, process and/or product

• A high degree of complexity • Acceleration of instruction

• Advanced content

Teachers of Gifted students must be appropriately endorsed by the State of Florida or working towards endorsement.

The integration of technology in education will prepare students for future college and career paths. Being fluent in

technology is essential in order to be successful in a digital world. Broward County Public Schools uses the ISTE Student

Standards (iste.org/standards/standards/for-students-2016). The standards are designed for use by educators across the

curriculum, with every age student, with a goal of cultivating the following attributes throughout a student’s

academic c

areer:

• Empowered Learner

• Innovative Designer

• Global Collaborator

• Digital Citizen

• Computational Thinker

• Knowledge Constructor

• Creative Communicator

Broward County is a Microsoft district, and all students have accounts for Office 365, which gives them access to online

applications such as OneDrive, Word, PowerPoint, Excel, and more. Students have the ability to download and install

Office products (using an active student number) on up to five personal devices. This can be done from the Office 365

Broward home page after signing in. Students can access Office 365 from their Single Sign On account. Directions for

access can be found here:

• English • Spanish • Haitian-Creole • Portuguese

When signing in for the first time, students will need to answer three security questions, in case they ever need to retrieve

their password. Parent assistance would be helpful. This Single Sign On portal gives students access to other resources,

as well.

Broward County Public Schools (BCPS) is committed to supporting students and families in making sure that learning

never closes. When the school buildings are closed for any reason (vacation, weekends, or even unexpected closures),

BCPS encourages families and caregivers to have students engage in academic activities. As such, options to ensure that

in Broward County, learning never closes, can be accessed at: browardschools.com/Page/50590.

GIFTED EDUCATION

Parents and caregivers play an integral role in their child’s academic performance. Children thrive when parents are

committed to actively participate in their child’s education. Consistent parental involvement yields greater academic

success, improved self-esteem, a positive attitude, and higher levels of intrinsic motivation. Below are some simple

activities you can do with your child to support their love of learning at home.

English Language Arts

Social Studies

Math

Science

• Help your child make connections to letters

and sounds

• Continue reading sight words and have your

child identify the words in stories they are

reading, or you are reading to them

• Read aloud to your child every night with

excitement and emotion

• Talk with your child about the information in

the books you are reading

• Frequently visit your local library and choose

books together

• Have your child write frequently and praise

your child’s reading/writing skills

• Encourage your child to sound out and spell

words when writing rather than telling them

how to spell words

• Be a positive role model for reading

• Help build your child’s vocabulary by talking to

them with a large vocabulary and teach them

new words

• Help your child extend their oral language by

helping them think of words they could add to

their sentences

• When reading with your child, point out

different aspects of grammar and conventions

(e.g. punctuation, first word, capital letters)

• Share with your child different cultural or

ethnic celebrations

• Discuss and compare life in the past to life

today

• Identify celebrations and national holidays

• Share with your child different maps and

globes while pointing out the cardinal

directions (north, south, east and west)

• Discuss with your child different jobs that

people hold in your community

• Work with your child to identify the different

forms of money in America (coins and

dollars)

• Discuss the difference between buyers,

sellers, and producers of goods and services

in their communities

• Discuss with your child how your family

makes fair decisions

• Make a list of what makes a good citizen with

your child

• Discuss the symbols and individuals that

represent American democracy.

• Help your child find alternative ways to solve

problems

• Ask your child to draw a picture or act out

problems

• Help your child analyze wrong answers

• Ask open ended questions (not able to be

answered with yes or no)

• When your child asks for help, provide

guidance, not answers

• Practice using mental math with your child

• Use computer or smart phone apps to

practice math facts while in your car

• Praise your child for working through a

challenging problem

• Have your child explain the mathematics

task/problem to you step-by-step

• Model problem solving by thinking aloud as

you work through a problem

• Find ways to practice number operations

(addition and subtraction)

• Find ways to sort, collect and organize

information

• Use environmental objects to get your child

to think about mathematics (speed/highway

signs, grocery stores, menus, license plates,

cooking/baking etc.)

• Model curiosity

• Encourage your child to ask questions

• Ask your child to make observations that

focus on their senses

• Encourage your child to record their

observations

• Explore and find answers together

• Give your child time and space to explore

• Use items you have at home to conduct

experiments

Critical Thinking Questions to Ask Your Child While Reading

• What do you think about what was written/said? Explain why using evidence.

• Would you agree or disagree with this? What made you feel this way?

• Does this problem feel familiar? Why?

• What could you add to improve the solution that was given?

• Explain

a different way to solve the problem and convince us that your way is the best way.

• What makes this problem something you can solve?

• How w

ould you translate this information into a visual form?

• What patterns did you find that led you to the answer?

• How does this relate to you / your daily life? Be specific.

• How do

es this relate to things going on in the world (current events)?

• How did any of the characters or events remind you of yourself? Why?

• If you were this character, how would the story change?

• What do yo

u think the author is trying to accomplish with this story?

• How d

id the character’s actions affect you? Explain.

• Which of the ideas shared make the most sense and why?

• How would the story change if it was told from another character’s view?

• Would you change the end of the story and why?

• What evidence or data is given that help make the this easier to understand?

• Which set of data or information (evidence) is most relevant or important to your decision?

• What’s the purpose for this experiment or argument?

TIPS TO SUPPORT YOUR CHILD’S LEARNING AND SUCCESS

Homework

Struggling Learners

Staying Engaged

Teacher Conferences

• Set a specific time and place for homework

• Provide a quiet well-lit place for homework

• Remove any possible distractions

• Stay positive about homework

• Stay informed and in communication with

teacher

• When your child asks for help, provide

guidance, not answers

• Provide necessary supplies and identify

resources

• Communicate with teachers regarding

homework (challenges and successes)

• Reward p

rogress with homework

• Monitor homework progress, but let your

child work independently

• Focus on your child’s strengths while

working to improve their weaknesses

• Be positive and supportive

• Model how to struggle with a task and

eventually succeed

• Expose your child to reading material that is

interesting to them

• Make sure your child has opportunities to

excel at non-academic activities

• Limit electronics, especially during

homework time

• Attend Back-to-School Night and

Parent-Teacher Conferences

• Know the names of your child’s teachers

and friends

• Visit the school and its website

• Support homework expectations

• Send your child to school ready to learn

• Teach organizational skills

• Teach study skills

• Get involved

• Know the disciplinary policies

• Take attendance seriously

• Tuck a supportive note into your child’s

backpack each morning

• Make time to talk to your child about school

(Academics, Social, Homework etc.)

Sample questions:

o What was the best thing that happened

at school today?

o What was something that was

challenging at school today?

o Can you show me or describe

something that you learned today?

o What could you have done to make your

day at school even better?

• Arrive on time

• Be prepared

• Talk to your child about the conference before

you attend

• Determine the best way to keep in touch with

the teacher

• Ask specific questions

Sample questions:

• Is my child working up to his/her ability?

• How will you evaluate my child’s progress?

• What can I do at home to support my child?

• What is the class/school discipline policy?

• What is your homework policy?

• What resources are available to assist with

homework?

• What are my child’s strengths, weaknesses,

and learning style?

• What questions would you recommend that I

ask my child about your class each day?

ACTIVITIES TO PRACTICE WITH

YOUR SECOND GRADER

Many students in our school came from homes where

languages other than English are spoken. Parents are

important partners with schools in the education of these

youngsters. Below we have provided what to expect as

your child acquires a second language as well as ideas on

how to help in this process.

What to Expect:

• Competence in the first language makes acquiring a

second language easier.

• Oral language such as that used in social communication

is of

ten learned within the first two years of exposure to

econd language.

• It could take 5 to 7 years or longer for your child

to acquire the language proficiency needed to be

successful with tasks involving abstract reasoning an

hinking in the second language.

• Your child may experience some difficulty with grad

evel academic work in English as he or she is in t

ocess of acquiring English as a second language

• Norms, expectations, school routines and rules differ

from culture to culture, and your child may require a

period of adjustment. Therefore, your child will benefit

from your guidance and reassurance.

• Your child may show signs of frustration and behavior

changes while adjusting to a new language and culture.

• Motivation to learn makes acquiring a second

language easier.

• Children learning a second language may exhibit a silent

period where they listen but are less likely to speak.

• Student’s English proficiency levels can vary in listening,

speaking, reading, and writing language skills. Fo

ample, some students may have stronger listening a

peaking skills than reading and writing skills.

• Younger children do not acquire a second language

aster and easier than adults or older children, but they

are less likely to have an accent.

• Younger children may have more difficulty acquirin

a s

econd language because of limited experiences i

he first language. Children who learn two languages

simultaneously from birth may have an easier time

becoming proficient in both languages.

What You Can Do:

• Continue to speak to your child in your native language.

Remember a strong first language enhances second

language acquisition and being bilingual is an asset.

• Provide a positive and supportive environment for your

child to develop a healthy self-concept. Praise your child

or his/her efforts in school.

• E

ncourage your child to share his/her school

experiences with you on a daily basis

• Expose your child to many community activities t

inc

rease general knowledge and vocabulary. Outings

such as trips to the beach and to the park can be great

topics of conversation. Check your local newspaper for

available activities.

• Allow your child to watch appropriate educational TV

programs and videos to enhance skills such as counting,

letter recognition, colors and vocabulary. For older

children, educational programs may help develop greater

general knowledge and academic skills.

• Read and/or tell stories to your child in your nativ

anguage. Encourage discussion of stories.

• Encourage your child to ask questions about what he/

she is reading; such as “who”, “what”, “where”, “when”,

“why”, and “how.”

• Ask your child’s teacher for a list of high-frequency words

and have your child learn them.

• Volunteer to share relevant background information with

chool personnel such as developmental, medical and

educational history.

• Advise school personnel of any changes at home, which

may affect your child’s functioning. Contact the school

if you have questions or concerns about your child’s

progress or behavior.

• Get involved in the educational process of your child by

scheduling conferences with teachers. An interpreter

may be requested. Showing a genuine interest in your

child’s school experience will increase motivation a

hel

p prevent behavior problems.

• Get involved in school activities. For example, ask your

school about opportunities to volunteer, attend evening

activities, or share your cultural heritage with your child’s

class.

• Check out books from the school or public library at you

hild’s independent reading level for your child to read at

home. Books may be available in different languages.

PARENT TIPS FOR ENGLISH

LANGUAGE LEARNERS:

All children, including those with disabilities, can succeed in school and become productive adults. This section includes

information and resources that are important for parents of students who have special learning needs and require

specially designed instruction and/or related services, referred to as Exceptional Student Education (ESE). The purpose

of ESE is to help each student with a disability progress in school and prepare for college, career and life readiness.

A Parent’s Introduction to Exceptional Student Education in Florida

fldoe.org/ese/pdf/ESEParent.pdf

504 – A Parent and Teacher Guide to Section 504

Frequently Asked Questions - A short guide to Section 504 with the most frequently asked questions.

fldoe.org/core/fileparse.php/7690/urlt/0070055-504bro.pdf

Accommodations: Assisting Students with Disabilities Guide

A brief explanation of the process the IEP team should follow to determine which accommodations a student with a

disability may need.

fldoe.org/core/fileparse.php/7690/urlt/0070069-accomm-educator.pdf

Developing Individual Education Plan: A Guide for Instructional Personnel and Families

If you are representing a student with a disability, this guide will help you know what to expect during the IEP meeting so

that you will feel more comfortable and be able to participate effectively in the process.

fldoe.org/core/fileparse.php/7690/urlt/0070122-qualityieps.pdf

Parent Involvement: Exceptional Student Education in Florida

Learn more about being an involved parent by gaining knowledge of the process, this includes a glossary of terms and

development milestones so you can be an informed parent.

forparents.florida-ese.org

Procedural Safeguards

As a parent, you are entitled to information about your rights under the Individuals with Disabilities Education Act (IDEA).

These rights, or procedural safeguards, are intended to ensure that you have the opportunity to be a partner in the

educational decisions made regarding your child. Available in 11 languages.

fldoe.org/academics/exceptional-student-edu/beess-resources/presentations-pubs/#p

Early Childhood Technical Assistance Center (ECTA)

ECTA is designed this to help families understand their rights under the Individuals with Disabilities Education Act (IDEA),

connect with other families, and find high-quality resources related to caring for infants, toddlers and young children with

disabilities. ECTA Center relies on families to share their views and help us make sure our work and our products are

useful to them and reflect their needs and perspectives.

ectacenter.org/families

Active Parenting Online Video Library: Enhance Your Parenting Skills from The Comfort of Your Home

Active Parenting Now Online Video Library (OLV).

vimeopro.com/activeparenting/broward-county Password BCS121114

EXCEPTIONAL STUDENT

LEARNING SUPPORT:

Disability History and Awareness Weeks

During the first two weeks of October schools promote awareness of disability history and contributions of individuals

ith disabilities. Schools are provided with resources to support instructional activities in recognition of this celebration.

Information and resources are available, including a bibliography of disability-related children’s books, on the website

at browardschools.com/esls.

Facilitated Individual Educational Plan (FIEP) Vignettes for Parents

The B

ureau of Exceptional Education and Student Services (BEESS) is proud to provide a series of short vignettes

to help parents understand the benefits of using the FIEP process to enhance collaboration with IEP teams when

communication is not working well. Currently these vignettes are closed captioned in English. To view the vignettes,

go to: youtu.be/C-bFi_zUuuA.

Family Cafe

The Family Cafe provides information, networking opportunities, and an annual conference for individuals with disabilities

and their families. For information on useful web sites,

go t

o: familycafe.net/

Florida Diagnostic & Learning Resources System (FDLRS) Media Center

Free educational resources are available on loan for parents, all in one location. Feel free to make an appointment to

preview all parent materials at Wingate Oaks Center, 1211 NW 33rd Terrace, Room 405, Lauderhill, FL 33311.

Phone: 754-321-3428

browardschools.com/Page/41040

Family Network on Disabilities (FND) Online Tutorials

Take advantage of web-based workshops (24 hours per day/7 days per week) on your own computer from the comfort of

your own home. Go to the FND of Florida website www.fndfl.org/Tutorials.asp. Viewing each workshop takes about

30 minutes. There are 29 tutorials including a variety of topics. The Family Network on Disabilities (FND) of Broward

County may be reached at (754) 321-1705

or fndbroward@hotmail.com.

Special Ed Connection®

Special Ed Connection® is a web-based resource that parents can use to gain an understanding of what special

education is and how it works, as their child enters, progresses through and exits the world of special education

requirements. From legal rights to practical application and from student referrals to IEPs, Special Ed Connection®

explains specific procedures and provides real-world application strategies so parents can learn the complexities

surrounding special education supports and services. To sign up for this FREE resource, contact the Florida Diagnostic &

Learning Resources System (FDLRS) at 754.321.3400.

browardschools.com/Page/41040

Special Olympics Florida

Special Olympics transforms lives through the joy of sport, every day, everywhere. It is the world’s largest sports

ganization for people with intellectual disabilities with over 6 million athletes and Unified partners in 174 countries.

specialolympicsflorida.org/

browardschools.com/Page/39958

Lori Alhadeff

Daniel P. Foganholi

Patricia Good

Debra Hixon

Donna P. Korn

Sarah Leonardi

Laurie Rich Levinson

Ann Murray

Nora Rupert

Dr. Vickie L. Cartwright

Superintendent of Schools

The School Board of Broward County, Florida, prohibits any policy or procedure which

results in discrimination on the basis of age, color, disability, gender identity, gender

expression, genetic information, marital status, national origin, race, religion, sex or sexual

orientation. The School Board also provides equal access to the Boy Scouts and other

designated youth groups. Individuals who wish to file a discrimination and/or harassment

complaint may call the Director, Equal Educational Opportunities/ADA Compliance

Department & District’s Equity Coordinator/Title IX Coordinator at 754-321-2150 or Teletype

Machine (TTY) 754-321-2158.

Individuals with disabilities requesting accommodations under the Americans with

Disabilities Act Amendments Act of 2008, (ADAAA) may call Equal Educational

Opportunities/ADA Compliance Department at 754-321-2150 or Teletype Machine (TTY)

754-321-2158.

browardschools.com