Week of September 14

Dear Parents and Caregivers,

We extend our sincere gratitude to those who participated in the Back-to-School night. Your insight and inquiries about the education of your child are valuable to us as we continue to plan and implement the second grade curriculum.

Please return the emergency form, dental form, lunch form, walking permission, media consent form, and the student directory opt-out form immediately. They are long overdue!

Balanced Literacy
Independent Reading (30-35) minutes at the beginning of each day). Differentiated instruction is provided at this time as well as throughout the lessons.
Differentiated Instruction:
– Guided writing: teachers circulate the room to assist students.
– Writing conferences
– Working in pairs
– Allowing extended time
– Using graphic organizers
– Drawing pictures to support writing
– Teachers administer the TRC (Text Reading and Comprehension)
Building Classroom Community based on CHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D. and The Morning Meeting Book by Roxann Kriete
Reading Workshop and Writing Workshop based on A Curriculum Plan for The Reading Workshop and Units of Study in Opinion, Information, and Narrative Writing by Lucy Calkins and Colleagues from The Reading and Writing Project
Word Study
Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 2 (Different words will be given each day.)

Day 1:
Morning Meeting
Morning message: Today is Monday, September 15, 2014. We will continue to discuss strategies for preventing bullying.
Inquiry Question:
Why is it important to work together to prevent bullying? Discuss what you think with a classmate.

Writing Workshop:
Unit 1 Narrative, Bend 1: “Studying the Masters for Inspiration and Ideas”
Session 2: Capturing Story Ideas (Tiny Topics Notepads)
In this session, teach students that writers capture everyday moments and save them as possible story ideas to write later.
Interactive Read Aloud: Owl Moon by Jane Yolen
Channel students to notice and name important parts of the mentor text during the read-aloud.
Mini Lesson: Capturing Story Ideas
– Connection: Convene students. Remind students to watch for little things that could become stories and to record these in their Tiny Topics notepads. Name the teaching point.
– Teaching: Demonstrate getting an idea for a story from a tiny event and jotting it down to develop later.
– Active Engagement: Ask students to think back over their day to find a small moment that could become a story, then jot it down to write about later. Share the writing a few students did to help generate even more ideas.
– Link: Convey that jotting down small moment story ideas is a habit that will serve students for a lifetime of writing. Remind students of strategies they know to get an idea, and ask them to use those or other ideas to get started writing.
Students jot their ideas for their stories on Topics notepads. They discuss their ideas with a partner in preparation for the Small Moment narratives.

Day 2:
Morning Meeting
Morning message: Today is Tuesday, September 16, 2014. In science, we will use syringes to investigate air.
Inquiry Question:
What happens when I push air into a smaller space? Share your thinking with a classmate.

Close Reading:
“Clouds”
-Teachers explain what and why we close read.
What is close reading? We will be close reading each week this year. Close reading is about figuring out what a text says. If someone is reading a story, he/she should be able to retell the plot. If someone is reading a science text, he/she should be able to answer questions about the key ideas and details of the text. Why should we close read? Close reading helps us become stronger readers and greatly increases what we know.
– Teachers read the inquiry questions from the Smart Board: What are clouds? How do clouds help us? What strategies can you use to learn the four main types of clouds?
– Teachers model reading the article “Clouds” as it is projected on the Smart Board.
– Teachers explain the second reading process.
We will read the selected text more than one time.
During the second reading we will read with a pencil. As we read, we will annotate or mark some words in the passage or text.

Independent Reading

Word Study

Writing Workshop:
Conferring and Small-group Work: Supporting Elaboration Before and After Students Write

Share: Remind students of how to gather efficiently for the share portion of the workshop, and praise their independence. Remind students of a strategy they can use when they are stuck. In this case, remind them they can look at and listen to the world around them for writing ideas.

Teacher models a Small Moment Narrative through a think aloud and a shared writing.

Day 3:
Morning Meeting
Morning message: Today is Wednesday, September 17, 2014. We will learn how to stretch out our small moments into stories.
Inquiry Question:
How can you grow an idea and make it interesting? Share what you think with a partner.

Reading Workshop and Writing Workshop:
Unit One
Taking Charge of Reading
Part One: Helping Children Make Decisions Based on Habits, Volume, and Stamina
“Today I want to teach you that readers sometimes step back to think about ways to make our reading lives even better. We can get ideas by sharing them with one another and by talking to grown-ups, too, about what they do to take care of their reading lives. Today I want to teach you that you can make a New Year’s resolution for yourself as a reader, even though it is not New Year’s Day.”
Tip: “Sometimes when we make a New Year’s resolution, we come up with a little temporary way to remind ourselves of our plans. For example if we want to eat less candy, we write down all the candy we eat, just to make ourselves think about it. If we want to find more times in the day to read, we might make ourselves a book bag and start carrying it with us all the time, and we might keep a Post-it in the back of a book where we record the time when we are reading, and the day. That way we can push ourselves to read at least four times a day and stuff like that.”

Independent Reading

Word Study

Writing Workshop:
Unit 1 Narrative, Bend 1: “Studying the Masters for Inspiration and Ideas”
Session 3: Stretching Out Small Moments
Interactive read aloud: The Leaving Morning by Angela Johnson
Channel students to notice and name important parts of the mentor text during the read-aloud.
Mini Lesson: Stretching Out Small Moments
– Connection: Match students with long-term writing partners. Tell about one student who used his/her notepad to record a tiny detail. Remind students that writers not only write but also live with details. Name the teaching point.
– Teaching: Tell students that tiny topics need to grow in their minds before they are written.
– Active Engagement: Ask the class to take an idea from their notepads and grow it into a story, telling the story to a partner.
– Link: Remind students how Jane Yolen and Angela Johnson might have gotten the idea for her story, emphasizing that they do the same—they can find and record small moments.

Students begin writing their Small Moment narratives.

Day 4:
Morning Meeting
Morning message: Today is Thursday, September 18, 2014. In math, we will explore base-10 blocks, area, and dominoes.
Inquiry Question:
How do base-10 blocks help you understand place value? Share your thinking with a classmate.

Reading Workshop and Writing Workshop:
Unit One
Taking Charge of Reading
Part Two: Reading Is Thinking – Before, During, and After
“Readers, now that you are in second grade and ready to do grown-up things, I want to teach you that as grown-up readers, we can read with our minds on fire. When grown-ups read books, we are always thinking. Grown-up readers think before we start reading, then more while we’re reading, and then some more when we’re done reading. Today I want to teach you that to start a book, you can begin thinking all these huge thoughts from the second that the you pick the book up.”
“I want to teach you that readers set ourselves up to read just like we set ourselves up to play a game. We start noticing things, and thinking about what the game might be about before we even start playing it. We do the same things with our books. We look at the front cover, the back cover, and we take a look inside the book. We then imagine some ways the book might go.”
Tip: “Readers also know that there are different kinds of books, just like there are different types of games. Just like we try to figure out how each game works and what we need to do to play it, we try to figure out how each book works and what strategies we’ll need to use to read this type of book. Readers get ourselves ready to read by asking ‘What kind of book is this? What do I have to do when I read books that go like this?’ ”

Independent Reading

Word Study

Writing Workshop: Based on Units of Study in Opinion, Information, and Narrative Writing by Lucy Calkins and Colleagues from The Reading and Writing Project
Unit 1 Narrative, Bend 1: “Studying the Masters for Inspiration and Ideas”
Session 4: Writing with Details
Mini Lesson: Writing with Details
– Connection: Introduce the concrete object students will study closely—seashell, flowers, or something else with details—and then give one to each set of partners. Set students up to make close observations of their objects, zooming in on the details with the help of a magnifying glass. Share some students’ observations, pointing out the kinds of details they noticed. Name the teaching point.
-Teaching: Study one page of the mentor text, noticing how the author zooms in on a small moment to write with detail. Demonstrate how to write like the mentor author, zooming in on your own small Moment story and stretching it out with lots of details.
– Active Engagement: Challenge writers to zoom in on a small moment in their own stories, writing with details. Offer suggestions as they work.
– Link: Send students off to write, and encourage them to add detail to their stories. Tuck in reminders of how to add on to their writing, and demonstrate one way.

Students continue to write their Small Moment narratives.

Day 5:
Morning message: Today is Friday, September 19, 2014. We will learn how to craft powerful ending to our stories.
Inquiry question:
Why is it important to end a story in a powerful way? Share your thinking with a classmate.

Parent Read Aloud

Students take the spelling test.

Shared Reading:
“Cooperation” by Sara Holbrook p. 24

Cooperation’s hard
and its work
to make caring last.
Sometimes,
forgiveness is tough to chew
and understanding melts too fast.

I could always order my way,
that’s easy.
I could protect
me first and only.
I could never compromise.
But stubborn gets,
well,
lonely.

Independent Reading

Word Study
Spelling Words for next week:
live, me, back, give, most, saw, law, raw, jar, straw, draw, country, ocean, title, motion, change
Teacher display the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check. The spelling test will take place every Friday.

Writing Workshop:
Unit 1 Narrative, Bend 1: “Studying the Masters for Inspiration and Ideas”
Session 5: Letter to Teachers; Revising with the Masters; Crafting Powerful Endings
Mini Lesson: Revising with the Masters
Reread the beginnings of the two whole-class mentor texts. Discuss the setting and explain how it transports the readers to a place and sets the stage for what’s to come. Have students work in pairs to compare the ending of the stories. Then as a whole class create a chart about what makes for a “good ending”. When sending students off to write, remind them of the many things they’ve learned from the masters to make writing more powerful.
Students continue to write their Small Moment narratives.

Math
Lesson 1-9 Even and Odd Number Patterns
Students explore even and odd numbers using concrete and visual models.
1. Warm Up
– Mental Math and Fluency
2. Focus
– Math Message
– Introducing Even and Odd Numbers (Whole Class “I do”)
– Identifying Even and Odd Numbers (Whole Class “We do”, Partner “You do”)
3. Practice
– Math Boxes 1-9 (Independent “You do”)

Lesson 1-10 Skip-Counting Patterns
Students skip count o calculators and number grids and look for place-value patterns in their counts.
1. Warm Up
– Mental Math and Fluency
2. Focus
– Math Message
– Counting Orally (Whole Class “I do”)
– Skip Counting with a Calculator (Whole Class “We do”)
– Finding Patterns on a Number Grid (Partner “You do”)
3 Practice
– Solving Broken-Calculator Problems (Independent “You do”)
– Math Boxes 1-10: Preview for Unit 2 (Partner “You do”)

Lesson 1-11 Comparing Numbers and Home Links
Students discuss the meaning of the , and = symbols and use the symbols to record comparisons of numbers, money amounts, and addition and subtraction expressions.
1. Warm Up
– Mental Math and Fluency
2. Focus
– Math Message
– Comparing Penny Amount (Whole Class “I do”)
– Reviewing Relation Symbols: Is Less Than (), and Is Equal To (=) (Whole Class “We do”)
– Finding Patterns on a Number Grid (Partner “You do”)
3 Practice
– Playing the Number Grid-Game (Partner “You do”)
– Math Boxes 1-11: Preview for Unit 2 (Independent “You do”)

Lesson 1-12 Exploring Base-10 Blocks, Area, and Dominoes (2 Days)
Students count by 100s and 10s to find the value of base-10 “building,” use shapes to cover rectangles, and sort dominoes according to the number of dots.
1. Warm Up
– Mental Math and Fluency
2. Focus
– Math Message
– Discussing Procedures and Expectations for Explorations (Whole Class “I do”)
– Exploration A: Base-10 “Buildings” (Partner “You do”)
– Exploration B: Covering Rectangles with Shapes (Partner “You do”)
3. Practice
– Math Boxes 1-12 (Independent “You do”)

Science
Investigation 1 part 4:
Pushing on Air
Inquiry Question:
What happens when I push air into a smaller space?
Students use syringes to investigate air. They discover that air can
be compressed and that air under pressure can push objects around.
Science Content:
– Air is matter and takes up space.
– Air can be compressed.
– The pressure from compressed air can move things.
Assessment Opportunities
(Student Journal): Students indicate how air can be compressed and how air
pressure can be used to move things.
Review for the quiz by discussing the charted notes about air concepts and by re-demonstrating previous explorations.
Go over the science study guide with students to clarify any misconceptions.
Science Quiz 1: Air
Students continue to write observations in their science journals.

Social Studies
Interactive Read Aloud: Read and discuss with students A Bad Case of Tattle Tongue by Julia Cook and
Enemy Pie by Eric Munson
– During this time, break and have students turn knee-to-knee to share their impressions of the characters.
– Teachers chart strategies utilized in the story to stop bullying. Students are encouraged to add strategies to the chart. The chart will serve as a model for how to behave appropriately.

Thank you for your support.
Anh Tuan Hoang and LuAnn Lawson

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Week of September 7

Dear Parents and Caregivers,

Thank you so much for all your support to make the first week of school an awesome one!

It is of utmost importance that you return the signed code of conduct, emergency contacts, walking permission, media consent and lunch forms promptly. For parents who haven’t done so, please return these forms as quickly as possible. The forms are posted in the above category labeled “Forms”. Please click on the appropriate one, print, and fill and sign.

Please make sure your child is doing his/her homework each night and returning it the next morning to the classroom. Homework is 10 percent of the grade, and it is an important learning experience of second grade. The graded homework provides us with valuable insight to inform instructional planning and implementation.

Each night your child is required to read any book for 30 minutes under your guidance. Please assist your child logging his/her reading information on the Second Grade Reading List. The list will be due the following Monday and each week thereafter. Math worksheets are assigned each night, except the night after a math Unit Progress Check. Students are also required to write a minimum of one half-page to a page journal entry in their composition books nightly during the weekdays. Until the agenda books arrive, students have been writing homework assignments in their composition books. You can always check your child’s homework assignments on the blog.

Back to School Night is Tuesday, Sept. 9 from 5 to 7 pm. We look forward to seeing you.

This is the schedule for the school year. We will inform you if there are any changes. Students’ ancillary classes will take place as follows:
Room 103
World Language: Monday through Friday (2:45 – 3:15)
Physical Education: Monday and Wednesday (12:50 – 1:35)
Art: Tuesday (12:50 – 1:35)
Library: Friday (12:50 – 1:35)
Lunch and recess: Daily (11:55 – 12:40)
Room 106
World Language: Monday through Friday (2:45 – 3:15)
Physical Education: Tuesday and Thursday (12:50 – 1:35)
Art: Friday (12:50 – 1:35)
Library: Monday (12:50 – 1:35)
Lunch and recess: Daily (11:55 – 12:40)

Balanced Literacy
Independent Reading (30-35 minutes at the beginning of each day). Differentiated instruction is provided at this time as well as throughout the lessons.
Differentiated Instruction:
– Word Study: Phonemic Awareness The Skills That They Need To Help Them Succeed! By Michael Heggerty, Ed.D.
Week 1, p. 1 (Different words will be given each day.)
Letter Naming: “The letter is___”; “Sound is___”
Rhyming: Teacher reads word pairs. Students do “Thumbs Up” if the words rhyme, or “Thumbs Down” if they do not rhyme.
Blending: Teacher says two words with a pause between them. Students repeat the words with a pause, and then say the compound word.
– Guided writing: teachers circulate the room to assist students.
– Writing conferences
– Working in pairs
– Allowing extended time
– Using graphic organizers
– Drawing pictures to support writing
– Teachers administer the TRC (Text Reading and Comprehension)
Building Classroom Community based on CHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D. and The Morning Meeting Book by Roxann Kriete
Reading Workshop and Writing Workshop based on A Curriculum Plan for The Reading Workshop and Units of Study in Opinion, Information, and Narrative Writing by Lucy Calkins and Colleagues from The Reading and Writing Project

Day1:
Morning meeting:
– Review meeting rules with students.
– Greeting: “Stand and Reach Up High” To the tune of “Frere Jacques” from Morning Meeting Ideas by Susan Lattanzi Roser, p. 24
– Sharing: Students share how they celebrated Labor Day.
– Group Activity: Bluebird, Bluebird p. 136
Morning message: Today is Monday, September 8, 2014. We will write and solve addition and subtraction facts, and identify the addition symbol in math.
Independent Reading
– Teachers review how to use second grade personal libraries and reading logs.
– Teachers reteach how to select a “just right” book.
– Students select books and read independently.
– Share our experiences, expectations, and input.
– Preview the day’s activities.
– Review routines for a successful classroom.

Interactive Read Aloud: Jessica by Kevin Henkes

Writing/Editing
– Teachers model on chart paper how to edit (capitals, periods, and fixing spelling).
– Teachers provide a passage on Smart Board. We all work together to edit the passage.
– Students work in pairs to read, discuss and assist each to edit their writing.
– Students begin to edit their papers independently.

Day 2:
Morning meeting:
– Review meeting rules with students.
– Greeting: “Stand and Reach Up High” To the tune of “Frere Jacques” from Morning Meeting Ideas by Susan Lattanzi Roser, p. 24
– Sharing: Students share how they celebrated Labor Day.
– Group Activity: Bluebird, Bluebird p. 136
Morning message:
Ni hao (nee hah-o),
Today is Tuesday, September 9, 2014. Today we continue to investigate how air interacts with objects.
Question to think about: Who is your best friend and why?
Introduce:
– Classroom helpers

Reading Workshop and Writing Workshop:
Unit One
Taking Charge of Reading
Part One: Helping Children Make Decisions Based on Habits, Volume, and Stamina
Interactive Read Aloud: Chester’s Way by Kevin Henkes
– Read and analyze characters to guide students to identify the theme or (“big idea”), which is friendship.
– Using a word web to guide students to chart supporting details for the theme.
“Today I want to teach you that grown-up readers (like you guys, now that you are second graders) make decisions about how our reading lives will go. When we were littler, sometimes we had people who told us, sit here, read this, start by doing this, then do that, Post-it this, and so forth. But this is a more grown-up year, and this year (and for the rest of your life) it will be important for readers to make decisions about how you want your reading life to go.”
Example: “You’ll decide for example, whether a book is just right for you, how you’ll get ready to read a book, whether you are going to write your ideas on a Post-it or not. . . .”
Link: “Today, then, as we start this new year and this new unit, you are not just going to read today, you are going to show what you do when you get the chance to be the boss of your own reading. And I’ll be watching those decisions, and learning so much about you, and about what you think makes for the most amazing reading life in the world.”

Independent Reading

Writing Workshop:
Launching the Writer’s Workshop
Mini-Lesson 1: Introduce writer’s workshop
– Discuss what an author is, discuss what writer’s workshop is
– Discuss rules of WWS and post in classroom:
Speak at a level 1 voice
Use quiet feet when walking
Conference only during assigned time.
Work really hard and use your time wisely!
Put everything away properly
Word Study: Word Walls (Whole-group instruction)
– Introduce the word walls. Explain to students that word walls are collections of words that support the development of students’ independent and strategic reading and writing. Word walls are a helpful visual record of their learning that can also serve as a quick reference when they get “stuck” on a word while reading or writing. When used effectively, word walls can be the core of a systematic phonics and spelling program.
– Students continue to edit their writing from last week.

Day 3:
Morning meeting:
– Review meeting rules with students.
– Greeting: “Stand and Reach Up High” To the tune of “Frere Jacques” from Morning Meeting Ideas by Susan Lattanzi Roser, p. 24
– Sharing: Students share how they celebrated Labor Day.
– Group Activity: Bluebird, Bluebird p. 136
Morning message:
Bonjour (bon-zhoor),
Today is Wednesday, September 10, 2014. We will continue to discuss what the writing workshop looks like and sounds like.

Reading Workshop and Writing Workshop:
Unit One
Taking Charge of Reading
Part One: Helping Children Make Decisions Based on Habits, Volume, and Stamina
Interactive Read Aloud: Weekend with Wendell by Kevin Henkes
“Today I want to teach you that readers try on books like one might try on a shirt, checking to see if this book fits, if it is just right. We use the five-finger rule [more than four words they can’t read on a page of a second grader’s book with a hundred words would definitely mean the reader is not reading with 96% accuracy], but we also know that a book should be a smooth read, that when reading aloud we should read like we are talking smoothly.”

Independent Reading

Writing Workshop:
Mini Lesson: How writing workshop looks and sounds.
Teachers and students make the following chart together as a class and keep it posted.
– Looks like:
Writers are all at different parts of the writing process.
Some writers work at their desks.
Teachers conduct conferences with students.
Some students publish their best work.
Some writers conduct conferences in the peer corners.
Some writers illustrate their published pieces.
Some writers look for a new idea to write about.
– Sounds like:
Students write silently.
Teachers and students use quiet voices during conferences.
Students use soft feet to move from place to place.

- Students continue to edit or publish their writing from last week.

Day 4:
Morning meeting:
– Review meeting rules with students.
– Greeting: “Stand and Reach Up High” To the tune of “Frere Jacques” from Morning Meeting Ideas by Susan Lattanzi Roser, p. 24
– Sharing: Students share their journal writing assignments.
– Group Activity: Bluebird, Bluebird p. 136
Morning message:
Ohayo (oh-hi-oh),
Today is Thursday, September 11, 2014. In science, we will write to explain how air resistance affects the way things move.

Reading Workshop and Writing Workshop:
Unit One
Taking Charge of Reading
Part One: Helping Children Make Decisions Based on Habits, Volume, and Stamina
“Today I want to teach you that readers use bookmarks to keep our places so that when we resume reading in a book, we know where we left off.”
Tip: “Some grown-up readers take a second when they return to a book to glance back over what they have already read and think,’ What has happened so far in this book?’ and ask, ‘Who is the main character? What does he or she want? What’s happening to the main character?’ ”
“If you are reading nonfiction, you can name the who or the what (the subject of the book) and can picture what is happening or name what the part or topic is mostly talking about.”

Independent Reading

Writing Workshop
Unit 1 Narrative, Bend 1: “Studying the Masters for Inspiration and Ideas”
Session 1: Discovering Small Moments That Matter
In this session, teach student that one way they can learn to write meaningful, beautiful stories is to study the craft of mentor authors.
Interactive Read Aloud: Owl Moon by Jane Yolen
Mini Lesson:
– Connection: Remind students of the materials and routines of writing workshop and give them a chance to practice gathering. Create a drumroll around the unit and remind students of all they learned about writing stories last year.
-Teaching: Introduce students to the master writers they will be studying, and read the beginning of a book by each one, pointing out how each story topic matters to its writer. Brainstorm with students possible ways that Jane Yolen and Angela Johnson—and any author—might come up with a Small Moment story that matters. Tell students that Jane Yolen and Angela Johnson probably use a notepad to record the little details that later become stories.
– Active Engagement: Share the tiny notepad ideas with students. Then ask them to think of a Small Moment story idea and to tell that topic to the person sitting next to them. Suggest that they try to name why this moment matters. Ask writers to get started by telling the beginning of one story to their partner.
– Link: Remind students that master writers can influence them. Direct them to begin writing and, as they work, name aloud the ways they do so efficiently.
Students begin writing one of the many Small Moment narratives for this unit.

Day 5:
Morning meeting:
– Review meeting rules with students.
– Greeting: “Stand and Reach Up High” To the tune of “Frere Jacques” from Morning Meeting Ideas by Susan Lattanzi Roser, p. 24
– Sharing: Students share their journal writing assignments.
– Group Activity:
Bluebird, Bluebird p. 136
Morning message:
Buenos dias (bway-nos dee-ahs),
Today is Friday, September 12, 2014. We will review strategies used for solving addition and subtraction problems.
Interactive Active Read Aloud: A poem entitled “Squeezes” by Brian Patten

Reading Workshop and Writing Workshop:
Unit One
Taking Charge of Reading
Part One: Helping Children Make Decisions Based on Habits, Volume, and Stamina
“Today I want to remind you that just as you have goals that help you write a story well, you also have goals that help you make a reading life for yourself. And one goal that almost all readers have is this: we want to push ourselves to read more. One way to push ourselves to read more is to invent a system for keeping track of how much we have read, so we can then look back and say, ‘Am I reading more?’ ”

Independent Reading

Word Study
Spelling Words for next week:
little, work, know, place, years, rain, mail, wait, paint, chant, paid, history, goods, services, pitch, volume
Teacher display the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check. The spelling test will take place every Friday.

Writing Workshop
Unit 1 Narrative, Bend 1: “Studying the Masters for Inspiration and Ideas”
Session 1: Discovering Small Moments That Matter
In this session, teach student that one way they can learn to write meaningful, beautiful stories is to study the craft of mentor authors.
Interactive Read Aloud: Owl Moon by Jane Yolen
– Students continue to write their Small Moment narratives.

Conferring and Small-Group Work: Cultivating Independent Writers
– While students write, teacher holds small group and one-on-one conferences with students.

Share: Organizing Ongoing and Finished Writing Projects:
– Introduce writing folders to the class, explaining that one pocket is for writing that is finished and one is for writing that is ongoing. Share writing from the workshop that reflects last year’s teaching and elicit students’ responses. Encourage students to draw on last year’s instruction as they write.

Math
– Math routines
– Math Talk
Show students a two ten frames with a different combinations each day. Ask “How many dots total? How do you know?”
Chart students’ responses on board.

1.4 Partner Study Routines
Objectives: To provide practice with addition facts, and to establish partnership principles
– Mental Math and Reflexes/Math Message
– Math Message Follow-Up (Whole-Class Activity)
– Discussing Partnership Principles (Whole-Class Discussion)
– Exploring the Everything Math Deck (Partner Activity)
– Demonstrating and Playing Addition Top-It (Partner Activity)
– Enrichment: Playing Coin Top-It (Partner Activity)
– Students complete Math Journal 1, p. 5.

1.5 Grouping by Tens-$1, $10, $100
Objectives: To provide review for grouping by tens, and to provide practice exchanging 1, 10, and 100 dollar bills
– Mental Math and Reflexes/Math Message
– Math Message Follow-Up (Whole-Class Activity)
– Counting Money (Independent Activity) Differentiated Instruction: Teacher guides a small group of students using paper money to find the values of bill combinations.
– Playing the Money Exchange Game with $100 Bills (Partner Activity)
– Differentiated Instruction Enrichment: Playing the Money Exchange Game with $1,000 Bank Drafts (in assigned pairs)
– Students complete Math Journal 1, p. 6.

1. 6 Math Boxes
Objectives: To introduce My Reference Book, and to introduce the Math Boxes routine
– Mental Math and Reflexes/Math Message
– Math Message Follow-Up (Whole-Class Activity)
– Introducing Math Boxes (Whole-Class Discussion)
– Completing a Math Boxes Page (Differentiated Instruction:
Students work in assigned pairs)
– Playing Penny Cup (Partner Activity)
– Students complete Math Journal 1, p. 7.

1.7 Working in Small Groups
Objectives: To establish rules for working in small groups, and to review number patterns and sequences
– Mental Math and Reflexes/Math Message
– Math Message Follow-Up (Whole-Class Activity)
– Exploring Counting Patterns on the Class Number Grid Poster (Whole-Class Activity)
– Establishing Rules for Small-Group Work (Whole-Class Discussion)
– Making a Class Number Scroll from 1 to 1,000 (Small-Group Activity)
– Students complete Math Journal 1, p. 8.
Differentiated Instruction:
Students who finish early will play Addition Top-It.

1.8 Number Grids
Objectives: To guide students as they explore place-value patterns on number grids
– Mental Math and Reflexes/Math Message
– Math Message Follow-Up (Whole-Class Activity)
– Finding Patterns on a Number Grid (Whole-Class Discussion)
– Completing Number-Grid Puzzles (Independent Activity Differentiated Instruction: Students work in pairs under teacher’s guidance.)
– Enrichment: Going on a Number-Grid Hunt (Independent Activity)
– Students complete Math Journal 1, p. 9, 10.

Science
Establish rules and expectations for science explorations (daily).
Interactive read aloud: Air and Weather by F.O.S.S. (Delta Education)
Explain to students the steps required to write a lab observation.
Teachers and students collaborate in a shared writing.
Investigation 1 part 1: Air Is There
How does air interact with objects?
– Students write to explain their exploration.
Investigation 1 part 3:
Parachutes
Inquiry Question:
How does air affect how a parachute floats to the ground?
Students construct and observe parachutes dropping through the air. They
think about how air slows the descent of the parachute.
Air resistance affects how things move.
Science Content:
– Air is all around objects.
Assessment Opportunities
Lab Observation:
Students write to explain how air affects the parachute’s descent. Students answer the inquiry question. They must incorporate the key vocabulary in the writing.

Social Studies
– Teachers review the “Welcome to Second Grade” posters. In addition, models are provided to scaffold writing.
– Students collaborate in pairs to complete their “Welcome to Second Grade”.
– Students share their completed posters.
Interactive Read Aloud: Bully B.E.A.N.S. by Julia Cook. (pp. 1-27)
– Chart students’ ideas of what is considered bullying.
– Read and discuss the book with students. During this time, break and have students turn knee-to-knee to share their impressions of the characters.
– Students predict and write how the bully B.E.A.N.S. will be utilized to stop the bullying.
– Teachers chart strategies utilized in the story to stop bullying. Students are encouraged to add strategies to the chart. The chart will serve as a model for how to behave appropriately.

Thank you for your support.
Anh Tuan Hoang and LuAnn Lawson

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Week of August 31

Dear Parents and Caregivers,

Welcome to the 2014-15 school year. We are looking forward to an exciting year of learning in second grade.

In the future, this weekly update and other information will be posted online on our blog at: murraysecondgrade.wordpress.com. Please check our blog weekly for lesson plans, schedules and announcements. If you wish to be notified of blog updates, in the upper right corner of the blog page, please click on the box under the Email Subscription heading.

In order to save paper and to make sure you get the latest updates, we will not send home a printed copy of the blog each week.

Please be cognizant of the following information about the beginning of the school year:

On the first day of school, students and parents are expected to gather at 8:00 a.m. in the schoolyard. On subsequent days, unless we are experiencing inclement weather, your child is expected to line up by 8:25 a.m. in front of the north entrance. Instruction will begin promptly at 8:30.

A free breakfast will be served each day in the multipurpose room from 8:00 until 8:20 for students who wish to partake. Breakfast is no longer being served in the classroom. Please support your child’s education by arriving on time everyday. At the end of the day, students will be dismissed from the room 106 door adjacent to the playground at 3:30p.m. For safety reasons, please be consistent about who is picking up your child at the end of the school day.

A packet, which includes the Student Information Sheet, emergency form, walking permission, and media consent form will be sent home on the first day of school. We ask that you fill out the forms and return them to the classroom teachers by Friday 9/5/14. Electronic copies of these forms will be posted on the blog.

Lunch is free this year for all students. If your child is bringing a lunch to school, he/she must have it upon arrival.

Last but not least, please have your child turn in the summer packet that was distributed at the end of the previous school year.

If you have any question or comment, please email us at athoang@cps.edu or llawson@cps.edu.

Balanced Literacy
Day 1:
Labor Day

Day 2:
Building Classroom Community based on CHAMPS A Proactive & Positive Aproach to Classroom Management by Randy Sprick, Ph.D. and The Morning Meeting Book by Roxann Kriete
– Teachers meet with students and parents on the Murray playground at 8:00 for first day of school rally.
Whole Class:
Morning meeting:
– Establish meeting rules with students utilizing the rules listed on chart paper.
– Greeting: “Say your name and when you do, we will say it back to you!” call and response
– Sharing: Students share their favorite experience this summer.
– Group Activity: Apples, Peaches, Pears, and Plums
Students chant the words: “Apples, peaches, pears, plums, Tell me when your birthday comes.” Students chant their birthdays in response.
Morning message: Today is Tuesday, September 2, 2014. Welcome to second grade. We are excited to begin our learning journey with you!
– Assign lockers; students bring school supplies and place in desks.
– Teachers model how to decorate their name tags
Independent Activity:
– Students decorate their name tags to be used for the first week of school and field trips.
Whole Class Activity
– Establish classroom rules, routines and expectations. Discuss and model appropriate behavior for learning.
Introduce and organize:
– Reading and writing folders
– Texts and supplies in desks
– Personal library containers
– Model to students how to optimize the use of the classroom library. (The manner in which books are organized: genres, levels, etc.)
– Students begin selecting books to read independently.
Anchor Text:
Vocabulary: radiators, bolts, jungle gym, especially
(heaters, a threaded metal pin designed with a head at one end and a movable nut at the other, monkey bars, primarily or particularly
Interactive Read Aloud: Wemberly Worried by Kevin Henkes
– Read and analyze characters. Teachers and students also discuss the “Big Idea” or theme of the story to guide students to make connections from text to self. The Big Idea might include: Different children worry about different things. Adults can help ease a child’s anxieties. Worry does not improve or resolve a situation.

Day 3:
Building Classroom Community based on CHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D. and The Morning Meeting Book by Roxann Kriete
– Teachers greet students at the North entrance door or doorway of the multipurpose room at 8:25.
Whole Class:
Morning meeting:
– Establish meeting rules with students.
– Greeting: “Say your name and when you do, we will say it back to you!” call and response
– Sharing: Students share their favorite experience this summer.
– Group Activity: Apples, Peaches, Pears, and Plums
Morning message: Today is Wednesday, September 3, 2014. We will share the homework entries from our writing journals.
– Share our experiences, expectations, and input.
– Preview the day’s activities.
– Review routines for a successful classroom.
Independent Reading
– Teachers model what independent reading looks like and how to use second grade personal libraries and reading logs.
– Teachers model how to select a “just right” book.
– Students take turns selecting books to read independently or in pairs
Differentiated Instruction:
– Teachers meet with small groups to guide for selecting just right classroom library books for independent reading and using the students’ personal libraries.
Anchor Text: Whole Class
Interactive Read Aloud: Next Year I’ll Be Special by Kay Winter
Writing
Prewriting, Thinking aloud, Drafting:
– Teachers model orally and chart notes on how to write a narrative about oneself.
Paired Activity:
– Students work in pairs to begin a graphic organizer to support their narrative writing.
Differentiated Instruction:
– Guided and paired writing
– Small groups guidance for selecting classroom library books for students’ personal libraries
– Working in pairs
– Allowing extended time
– Using graphic organizers
– Drawing pictures to support writing
Writing conferences:
– Reinforce what helps produce good writing and celebrate students’ ideas with positive feedback.
– Students share their work-in-progress to the whole-class.

Homework Writing Journal
Present to students how to utilize their writing journal for homework:
– Name on the front of the book
– Date each entry
– Skip a line for each entry
– A topic is assigned one day and a free choice the next
– Write at least half a page, no skipping lines

Day 4:
Building Classroom Community based on CHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D. and The Morning Meeting Book by Roxann Kriete
– Teachers greet students at the North entrance door or doorway of the multipurpose room at 8:25.
Whole Class:
Morning meeting:
– Establish meeting rules with students.
– Greeting: “Say your name and when you do, we will say it back to you!” call and response
– Sharing: Students share their favorite experience this summer.
– Group Activity: Apples, Peaches, Pears, and Plums
Morning message: Today is Thursday, September 4, 2014. We will make connections between our lives and the theme of the read aloud.
Independent Reading
– Teachers review how to use second grade personal libraries and reading logs.
– Teachers reteach how to select a “just right” book.
– Students select books and read independently.
– Share our experiences, expectations, and input.
– Preview the day’s activities.
– Review routines for a successful classroom.
– Math routines: calendar skills including the weather each for day
Anchor Text:
Interactive Read Aloud: Chrysanthemum by Kevin Henkes
Modeled Writing
Talking out the story before writing:
– Students share knee-to-knee their personal experiences about worrying or share information about themselves that they would like other students to know.
– Students work in pairs to complete a graphic organizer to support their writing.
Writing the stories:
Independent Activity
– Students begin their personal narratives.
Differentiated Instruction:
– Guided and paired writing
– Small groups guidance for selecting classroom library books for students’ personal libraries
– Working in pairs
– Allowing extended time
– Using graphic organizers
– Drawing pictures to support writing
Writing conferences:
– Reinforce what helps produce good writing and celebrate students’ ideas with positive feedback.
– Students share their work-in-progress to the whole-class.

Day 5
Building Classroom Community based on CHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D. and The Morning Meeting Book by Roxann Kriete
– Teachers greet students at the North entrance door or doorway of the multipurpose room at 8:25.
Whole Class:
Morning meeting:
– Establish meeting rules with students.
– Greeting: “Say your name and when you do, we will say it back to you!” call and response
– Sharing: Students share their favorite experience this summer.
– Group Activity: Apples, Peaches, Pears, and Plums
Morning message: Today is Friday, September 5, 2014. We will review months, weeks, days, telling time.

Word Study
Spelling Words for next week:
over, new, sound, take, only, car, park, hard, barn, card, shark, family, compare, contrast, timeline, map
Teacher display the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check. The spelling test will take place every Friday.

Independent Reading
– Teachers review how to use second grade personal libraries and reading logs.
– Teachers reteach how to select a “just right” book.
– Students select books and read independently.
– Share our experiences, expectations, and input.
– Preview the day’s activities.
– Review routines for a successful classroom.
Anchor Text:
Interactive Active Read Aloud: This School Year Will Be the Best! by Kay Winters
Independent Writing:
– Students continue to write their personal narratives.
Differentiated Instruction:
– Guided and paired writing
– Working in pairs
– Allowing extended time
– Using graphic organizers
– Drawing pictures to support writing
Writing conferences:
– Reinforce what helped produce good writing and celebrate students’ ideas with positive feedback.
– Students share their work-in-progress to the whole-class.

Math
– Math routines: calendar skills including the weather for each day and number sequences.
Math Talk: What is math talk? Ask students to brainstorm and turn-to-talk with a partner what they think math talk is.
– Share out our thinking
– Work with the class to establish norms
– Model to students how to behave appropriately according to our norms
– Present a math problem for the class to solve using math talk
Show students a ten frame. Ask “How many dots? How do you know?”
Chart students’ responses on board. Then ask, “How many more dots you need to make ten?”

– Math routines: calendar skills including the weather for each day and number sequences.
Math Talk
Show students a ten frame with a different combination each day. Ask “How many dots? How do you know?”
Chart students’ responses on board. Then ask, “How many more dots you need to make ten?”
Lesson 1.1 Math Message and Number Sequences
Objective: To introduce the Math Message routine and to review number sequences and number lines
– Mental Math and Reflexes/Math Message
Math Message:
With a partner, talk about what mathematics is. Look for items in the classroom that have to do with mathematics. Be prepared to share what you find.
– Math Message Follow-Up (Whole-Class Activity)
– Writing Numbers in Sequence (Whole-Class Activity)
– Reviewing Number Sequences Starting with 1,000 (Whole-Class Activity)
– Introducing the Journal (Whole-Class Discussion)
– Missing Numbers on Number Lines (Partner Activity)
– Differentiated Instruction:
Enrichment: Counting School Days with Roman Numerals (Small-Group Activity)
– Students complete Math Journal 1, p. 1.
– Teacher guides a small group of students on how to use the number line to find the missing numbers.

- Math routines: calendar skills including the weather for each day and number sequences.
Math Talk
Show students a ten frame with a different combination each day. Ask “How many dots? How do you know?”
Chart students’ responses on board. Then ask “How many more dots you need to make ten?”
Lesson 1.2 Tools and Coins
Math Message
Take an erasable board and a marker. Make tally marks to show how many children are here today.
Objective: To guide students as they find the values of coin combinations
– Mental Math and Reflexes/Math Message
– Math Message Follow-Up (Whole-Class Activity)
– Distributing Tool Kits (Whole-Class Discussion)
– Finding the Values of Coin Combinations (Whole-Class Activity)
– More Oral Coin-Counting (Independent Activity)
– Students complete Math Journal 1, p. 2.
Differentiated Instruction: Teacher guides a small group of students using real coins to find the values of coin combinations.

- Math routines: calendar skills including the weather for each day and number sequences.

Math Talk
Show students a ten frame with a different combination each day. Ask “How many dots? How do you know?”
Chart students’ responses on board. Then ask “How many more dots you need to make ten?”
Lesson 1.3 Calendars and Clocks
Math Message
How many months are in a year? Can you name the months?
Objective: To review months, weeks, and days, and to review telling time
– Mental Math and Reflexes/Math Message
– Math Message Follow-Up (Whole-Class Activity)
– Building a Calendar for the Month (Whole-Class Discussion)
– Telling Time (Whole-Class Activity)
– Saying and Writing Ordinal Numbers (Small-Group Activity)
– Students complete Math Journal 1, p. 1.
Differentiated Instruction:
Students work in pairs using student clocks to tell time.

Science
Interactive read aloud: Air and Weather by F.O.S.S. (Delta Education)
– Students work in small groups to discuss and chart their expectations for science explorations as well as rules and routines to ensure safety and optimal learning.
– Students share out their notes in whole class setting.
– Teacher presents and discusses rules and expectations for science explorations based on the F.O.S.S. chart.
– Teacher explains to students that we will be learning about air and weather for this unit. We will work together observe, gather and discuss data from the world around us in order to understand scientific principles.
– Students work with assigned partner to observe and gather information to enter into science notebooks.
– Students work in pairs to discuss “What I know about air, and what I want to learn about air.” They take notes to share for our KWL chart.
– Teacher uses the KWL chart to activate students’ prior knowledge of air.
– Class shares out and teacher charts the content under the K and W portion of the KWL chart.
Establish rules and expectations for science explorations (daily).
Investigation 1 part 1: Air Is There
How does air interact with objects?
– Students pair up to work with a set of objects to see how objects can be moved by and through air.

Social Studies
Building Classroom Community based on CHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D.
Whole Class Shared Reading:
Don’t Laugh At Me by Steve Seskin and Allen Shamblin

“All about Me” Project
– Students write a paragraph about themselves on the “Welcome to Second Grade” poster and then decorate it.

Thank you for your support.
Anh Tuan Hoang and LuAnn Lawson

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