Dear Parents and Caregivers,

Murray Language Academy is participating in Literacy Week during the Scholastic Book Fair. The activities schedule is posted on this website. Literacy Night is Wednesday from 6 p.m. until 8 p.m. The second grade teachers will present Guiding Readers With Non-Fiction Texts in room 106 at 6 p.m. promptly. We look forward to seeing you.

The field trip has been approved by CPS. On Tuesday, October 28, students will participate in World Language Field Trip to view the Brazilian film “Worms” at the Logan Theater for the Arts at the University of Chicago, where they will have an opportunity to speak with the film’s director. Permission slips will be sent home on Monday, October 20. Tickets were offered to the school at no cost to students. However, the bus fee for each student will be $3. Please submit the permission slip and fee by Friday, October 24.

The Harcourt Science Chapter 7 Test on Weather will be administered on Thursday, October 23. Please have your child review the Harcourt textbook, graded homework and the Weather quiz to prepare for the test.

Math fact fluency such as addition and subtraction facts through 20, including doubles and near doubles facts and combinations of addends to make 10 should be mastered at this stage of second grade. Please continue to support your child practice these skills using counters, pennies, pictures and number models. Weekly three-minute timed quizzes will be given to ensure the mastery of these vital math skills.

**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:

Phonemic Awareness: __The Skills That They Need To Help Them Succeed!__ by Michael Heggerty, Ed.D.

Week 6 (Different words will be given each day.)

Letter Naming: “The letter is___”; “Sound is___”

Rhyming: Wednesday and Friday: Thumbs up when word pair rhymes; thumbs down when word pair doesn’t rhyme. Tuesday and Thursday: Students repeat only the two rhyming words.

Onset Fluency: Teacher reads each sentence. Students give the repeated onset. Ex. T: Phil felt foolish. S: /f/

Blending: Teacher says the onset and the rime. Students say the whole word. Ex. T: /d-esk/ S: desk

Identifying Final and Medial Sounds: Teachers says both words. Students listen, and then isolate and say final sound. Ex. T: six, fox S: /ks/*

* Use sounds

Segmenting: Teachers says the word whole. Students repeat the word and segment the onset and rime. Ex. T: mat, S: mat; m-at

Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ to /*/ and the word is? Ex. T: limit, S: limit, T: change the/lim/ to /hab/ and the word is? S: habit

* Use sounds

Adding Phonemes: Teacher says the rime. Students repeat the rime. Teacher says add/*/ at the beginning and the word is?

* Use sounds

Deleting Phonemes: Teacher says the word. Students repeat the word. Teacher says without the/*/ and what is left?

* Use sounds

Language Awareness: Teacher says the sentence. Students repeat the sentence, and then say the sentence and clap each word. T: The cat is black. S: The cat is black. The – cat – is – black.

– Guided writing: teachers circulate the room to assist students

– Guided Reading: Students work in small groups under the scaffolding of the teacher or an NSP student from the University of Chicago (Close Reading is included)

– Writing conferences

– Working in pairs

– Allowing extended time

– Using graphic organizers

– Drawing pictures to support writing

– Centers:

1. Listening Center: Author Study of the books by Kevin Henkes

2. Word Study: Building Fry Sight Words (3 letter words) Students read, build words with letters, and write words with erasable markers

3. Technology Center:

a. Students practice reading level one sight words

b. Students read informational texts about the weather (A Child’s book about Weather, Storms, A Man Who Named the Clouds)

c. A.R. on mini- iPads

4. Accelerated Reading in library (Monday 103; Tuesday 106; Wednesday 103 and 106)

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

Morning Meeting (Daily) based on __Morning Meeting Ideas__ by Susan Lattanzi Roser

– Greetings in French: The class sings “When You Say…”

When you say hello

I say bonjour

When I say bonjour

You say hello

When you say hello

I say bonjour

Repeat after me bonjour.

When you say thank you

I say merci

When I say merci

You say thank you

When you say thank you

I say merci

Repeat after me merci.

When you say goodbye

I say au revoir

When I say au revoir

You say goodbye

When you say goodbye

I say au revoir

Repeat after me au revoir.

- Sharing: Students share their journal writing entries or something that is meaningful to them.

– Group Activity: “Five Little Owls” from __Sing a Song of Poetry__ by Fountas and Pinnell

Day 1:

Morning Meeting

Morning Message:

Good Morning Wildcats,

Today is Monday, October 20, 2014. In social studies, we will compare cities, suburbs, and rural or farming areas.

Today’s Inquiry Question: Why do some people choose to live in cities and others choose to live in rural areas? Share what you think with a classmate.

Literacy Week

Students present the project: My Favorite Story in small groups

Reading Workshop

Unit two

Tackling Trouble

Assessment-Based Small-Group Work

Part Four: Readers Make Sure That We Don’t Just Read the Words, We Understand Them—and Then We Read More and More

“Readers, you must know that readers are curious about words. We try our best always to understand what words and phrases mean. One of the fun jobs for readers is to collect words. Today I want to teach you that you can keep track of new and interesting words that you read by putting them on Post-its and sharing them with your partner. When you’re not sure what they mean, you can talk about them with your partner to try to figure them out.”

– Chart and explain examples to students.

– Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop

Unit 1 Narrative, Bend 3

Study Your Own Authors

Session 18 Editing and Preparing for Publication

Mini Lesson

– Connection: Remind students of all they have learned about editing both this year and last. Name the teaching point.

– Teaching: Model how to edit for spelling by breaking a word down to syllables and thinking about the vowel sounds in each one.

– Active Engagement: Set students up to work on the spelling of a second misspelled word, thinking about each syllable and the vowel sounds in each part.

Link: Send students off to edit their writing using their editing checklists.

Conferring and Small-Group Work: Supporting Students with Language and Conventions

– Explain and model to the students how to use multiple sources such as our Word Wall, My On-the-Go Words, and the Scholastic First Dictionary to fix up spelling.

- Students edit their writing using their editing checklists.

Day 2:

Morning Meeting

Morning Message:

Good Morning Wildcats,

Today is Tuesday, October 21, 2014. We will use fact strategies to solve addition problems.

Today’s Inquiry Question: How do you solve 12 + 14? Share your thinking with a classmate.

Literacy Week

Teachers present Top Ten Favorite Books to students

Students discuss their favorite books in small groups.

Reading Workshop

Interactive Read Aloud: __The Crayon Box__ by Shane DeRolf

Unit two

Tackling Trouble

Assessment-Based Small-Group Work

Part Four: Readers Make Sure That We Don’t Just Read the Words, We Understand Them—and Then We Read More and More

“Once we have noticed and collected new words, we need to go back to the page where we found that word and try to figure out what the new word means in that part of the text. Today I want to remind you that we can think about how the words might go on the page or what the words will say before we read. We ask ourselves, ‘What’s happening in the story? What will the words say?’ before we read the words. The pictures can help too. We can look at the pictures carefully thinking about who is in the story and what is happening, to get us ready to read the words. When we do this, we can guess what a word will mean even when it looks tricky to read. We can substitute a word or group of words that makes sense in that place. Then we can use those words to help us figure out the meaning of the new word.”

– Chart and explain examples to students.

– Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop

Unit 1 Narrative, Bend 3

Study Your Own Authors

Session 18 Editing and Preparing for Publication

Conferring and Small-Group Work: Supporting Students with Language and Conventions

– Review with students how to use multiple sources such as our Word Wall, My On-the-Go Words, and the Scholastic First Dictionary to fix up spelling.

- Students continue to edit their writing using their editing checklists.

Day 3:

Morning Meeting

Morning Message:

Bonjour Wildcats,

Today is Wednesday, October 22, 2014. As we are working to figure out tricky words, we want to be sure to continue to build stamina and push ourselves to read more and more.

Today’s Inquiry Question: What strategies do you use to read “tricky” words? Turn and tell a classmate.

Literacy Week

Teachers and students wear black for Black Out Day

Reading Workshop

Interactive Read Aloud: __Sylvester and the Magic Pebble__ by William Steig

Unit two

Tackling Trouble

Assessment-Based Small-Group Work

Part Four: Readers Make Sure That We Don’t Just Read the Words, We Understand Them—and Then We Read More and More

“Today I want to remind you that we need to use every bit of information that a book gives us to help us figure out what new words mean. You can read back in your book and then read ahead, using the context to figure out the word or phrase in question. Then you can replace unfamiliar vocabulary with words you think might mean the same to help you hold on to meaning.”

Example: “So, if you got stuck on the word prized in an excerpt that reads Lily finally admitted to her mother that she was playing catch with the neighbor’s dog when he ran through and ruined her prized rose bush, you could think about what would make sense and substitute a word. Then you might say, ‘Hmm, it sounds like it must have been a special rose bush, so maybe it means something like special.’”

Tip: “When readers use their own, different word for an unknown new word to keep meaning going, they then need to go back and collect the new word. So in the above example they might meet with their partner, show the place where they did the substituting and say, ‘So prized probably means special.’ They can then ask their partner, ‘Does that make sense to you?’”

– Chart and explain examples to students.

– Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop

Unit 1 Narrative, Bend 3

Study Your Own Authors

Session 18 Editing and Preparing for Publication

Conferring and Small-Group Work: Supporting Students with Language and Conventions

– Students use multiple sources such as our Word Wall, My On-the-Go Words, and the Scholastic First Dictionary to fix up spelling.

- Students continue to edit their writing using their editing checklists.

Day 4:

Morning Meeting

Morning Message:

Ni hao Wildcats,

Today is Thursday, October 23, 2014. We will write subtraction number stories and generate related addition and subtraction facts.

Today’s Inquiry Question: How are 8 + 4 related to 12 – 4? Discuss what you think with a classmate.

Literacy Week

Students and teachers dress as their favorite book characters

Reading Workshop

Shared Reading

“All Worn Out”

By Kristy Dempsey

Tippy – toe, Kitty Cat

is sneaking through the house,

pushing on a puff of yarn,

wishing for a mouse.

Kitty like to play all day,

jumping, pouncing, leaping.

Where is Kitty hiding now?

Shh! Kitty’s sleeping.

Unit two

Tackling Trouble

Assessment-Based Small-Group Work

Part Four: Readers Make Sure That We Don’t Just Read the Words, We Understand Them—and Then We Read More and More

“Today I want to teach you that even as we are working to figure out tricky words, we want to be sure to continue to build stamina and push ourselves to read more and more. We can look at our reading logs and set new goals for themselves.”

Tip: “Readers can think, ‘How much do I usually read during reading workshop or at home each day? Can I try to read even more today?’ Then we set a goal for the amount of pages we’ll read during reading time.”

– Chart and explain examples to students.

– Students read independently and/or with a partner using strategies they’ve learned.

Unit 1 Narrative, Bend 3

Study Your Own Authors

Session 18 Editing and Preparing for Publication

Conferring and Small-Group Work: Supporting Students with Language and Conventions

– Students use multiple sources such as our Word Wall, My On-the-Go Words, and the Scholastic First Dictionary to fix up spelling.

- Students continue to edit their writing using their editing checklists.

Day 5:

Morning Meeting

Morning Message:

Konichiwa,

Today is Friday, October 24, 2014. We are going to identify ways people and places change over time.

Today’s Inquiry Question: Why do people and places change over time? Share your thinking with a classmate.

Literacy Week

Read Out Loud: The power of the spoken word

Parent Read Aloud

Independent Reading

– Students read independently and/or with a partner using strategies they’ve learned.

Students take the spelling test.

Word Study

**Spelling Words**:

*means, old, any, same, tell, blue, true, clue, glue, due, argue, hero, action, cause, influence, kind*

The above words will be tested on October 31.

Teacher display the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Students take the phonemic awareness quiz.

Unit 1 Narrative, Bend 3

Study Your Own Authors

Session 18 Editing and Preparing for Publication

Conferring and Small-Group Work: Supporting Students with Language and Conventions

– Students use multiple sources such as our Word Wall, My On-the-Go Words, and the Scholastic First Dictionary to fix up spelling.

- Students continue to edit their writing using their editing checklists.

**Math**

** Lesson 2 – 13 ** Cumulative Assessment

Students complete the cumulative assessment.

Goals for Mathematical Practice

2.OA.2 Add within 20 fluently. Know all sums of two 1 – digit numbers.

2.NBT.2 Count by 1s, 5s, 10s.

2.MD.8 Solve problems involving coins and bills. Read and write monetary amounts.

Math Boxes

Students practice and maintain skills in Journal 1, p. 44. (“You do”, independent)

** Lesson 3 – 1 **Open Response and Engagement (Day 1)

Students will solve an open response problem using their own fact strategies.

Goals:

– Add and subtract within 20 fluently.

– Know all sums of two 1-digit numbers automatically.

– Make sense of your own problem.

– Explain your mathematical thinking clearly and precisely.

– Use structures to solve problems and answer questions.

Vocabulary: making ten, double ten frame, near doubles

1. Warm Up Math Talk

Mental Math and Fluency

The teacher flashes a Quick Look Card for three to five seconds before removing it and prompting students to remember what they saw. The teachers give a second look at the card. Then students will share both what they saw and how they saw it. (“We do”, whole class)

Leveled for Differentiation (“You do”, individuals)

Level 1: Quick Look Card 81 Double ten frame with 5 dots in one frame and 4 dots in the second frame.

Level 2: Quick Look Card 96: Double ten frame with 5 dots in one frame and 6 dots in the second frame.

Level 3: Quick Look Card 110: Double ten frame with 7 dots in each frame

Daily Routines

Students complete daily routines (“We do”, whole class)

2a. Focus

Math Message

Making 10 on a Double Ten Frame

The teacher shows Quick Look Card 86 (Double ten frame with 6 dots on the left frame and 4 dots on the right frame). Students work in pairs to complete problems 1 and 2 in math journal 1, p. 45 (“We do”, pairs)

The teacher poses these questions: “How did you see it as 10? Did you count them one by one? Does this card show a doubles fact? How do you know? Does the double ten frame show a combination of 10? How can you use the double ten frame to explain that the total number of dots is 10?”

Students share their strategies with the whole class (“We do”, whole class)

Solving the Open Response Problem

The teacher distributes Math Master p. 61, reading the problem with the students. Flash Quick Look Card 117 for 3 to 5 seconds (Double ten frame with 8 dots on the left and 6 dots on the right frame). Flash the card again. Tell the students to record the total number of dots they saw and to write an explanation of how they figured it out. Remind the students that the explanation can include words and drawings to help explain their thinking. Students’ drawings should show how they moved the dots not just the dots they viewed in the ten frame. (“You do”, individual)

Differentiation

Students who could not produce a drawing of the ten frame after seeing the card twice, give them a third look at the card. If additional support is need, provide a copy of the 8 + 7 double ten frame so they can try to determine the total number of dots without counting one by one. (“You do”, individual)

Summarize

Using My Math Reference Book, p. 18, discuss how to improve students’ explanations by adding details and units to the explanation. (“We do”, whole class)

After collecting the students’ work make notes to chart strategies used. (“I do”, teacher)

** Lesson 3 – 1 **Open Response and Engagement (Day 2)

Goals:

– Add and subtract within 20 fluently.

– Know all sums of two 1-digit numbers automatically.

– Make sense of your own problem.

– Explain your mathematical thinking clearly and precisely.

– Use structures to solve problems and answer questions.

Getting Ready for Day 2

The teacher prepares one of the following for discussion:

1. Display a response that includes a drawing showing how the student determined the number of dots in the double ten frame, but does not include a written explanation that supports what is shown in the drawing.

The teacher poses the following questions: “What does this drawing tell you about how the child saw the double ten frame? Do the words help you understand how the child saw the double ten frame? Why or why not? Can the drawing or written explanation be improved? How?” (“We do”, whole class)

2. Display responses that show and explain a making ten strategy. The examples may or may not include a number model and may differ in how they show dots moving from one frame to another.

The teacher poses these questions: “How do you think the child saw the double ten frame? How the number model connect to the double ten frame? (“We do, whole class)

3. Display a response that explains a strategy other than making 10, such as near doubles.

The teacher poses these questions: “What strategy did this child use to determine the number of dots in the double ten frame? How do you know? Is there another way to use doubles with this double ten frame? How?” (“We do”, whole class)

Making – 10 Strategy

(Have extra copies of Math Masters, p. 61 for revisions.)

2b. Focus

Setting Expectations

The teacher reviews the open response problem and discusses how to use double ten frames, drawings and words to explain their thinking. Review how to respectfully discuss their own and other students’ work. (“I do”, whole class)

Reengaging in the Problem

Students discuss others’ explanations and drawings for determining the number of dots on a double ten frame. (“We do” whole class; “We do”, partners)

Revising Work

Students use a colored pencil to improve their clarity and completeness of their drawings and explanations. (“You do”, individual)

3. Practice Math Boxes 3 – 1

Students practice and maintain skills in journal 1, p. 46.

** Lesson 3 – 2 **Subtraction from Addition: Think Addition

Students write subtraction number stories and generate related addition and subtraction facts.

Goals:

– Add and subtract within 20 fluently.

– Know all sums of two 1-digit numbers automatically.

– Use addition and subtraction to solve 1-step number stories.

– Add and subtract multidigit numbers using models or strategies.

– Model real-world situations using symbols.

– Use structures to solve problems and answer questions.

Vocabulary: subtraction number story, subtraction facts, addition facts, related facts, think – addition strategy

1. Warm Up Math Talk

Mental Math and Fluency

The teacher poses simple addition – fact number stories. Students share their strategies. (“We do”, whole class)

Leveled for Differentiation

Level 1: Marion’s family is at the library. Marion checks out 7 books. His sister checks out 3 books. How many books do they check out all together?

Level 2: Adama’s family is at the library. Adama place some books in her bag. Her sister places 2 books in her bag. Together they have 10 books. How many books does Adama have in her bag?

Level 3: Ean has some library books to return. Heaven has 4 books to return. Together they need to return 10 books. How many books does Ean have to return?

Daily Routines

Students complete daily routines (“We do”, whole class)

2a. Focus

Math Message

Students make up a subtraction story for the number sentence 10 – 3 = 7. (“You do”, individual)

The teacher displays 10 – 3 = 7 along side an empty unit box on chart paper. As students share their subtraction stories, ask them to supply labels for the unit box and write them in. (“We do”, whole class) Students will use one of the two strategies:

1. Change – to – Less

Start with a number of objects. Decrease the number of items. Find out the number of items left.

Comparison

Two separate quantities are known. Compare them to find the difference between them. Tell how many more or less.

Generating Related Addition and Subtraction Facts

The teacher displays a domino with 5 dots on one side and 4 dots on the other. Help students discover the addition facts and subtraction facts it shows. “Which addition facts describe this domino? Use the turn around rule. Which subtraction facts describe this domino? Repeat with additional dominoes as needed. (“We do”, whole class)

Students complete math journal 1, p. 47 (“You do”, individual)

Assessment Opportunity

Circle the class and note students’ work on p. 47.

Summarize

In journal 1, p. 48, children record the think – addition strategy along with one or two examples showing each strategy. (“We do”, partners)

**Doubles and Combinations of Ten Timed Quiz** (3 minutes) 0n Friday, 10/24

** Lesson 3 – 3 **Fact Families

Students generate fact families using related numbers on Fact Triangles.

Goals:

– Add and subtract within 20 fluently.

– Know all sums of two 1-digit numbers automatically.

– Add and subtract multidigit numbers using models or strategies.

– Use tools effectively and make sense of your results.

– Look for mathematical structures such as categories, patterns, and properties.

Vocabulary: facts table, row, column, diagonal, related facts, fact family, Fact Triangle

1. Warm Up Math Talk

Mental Math and Fluency

The teacher flashes Quick Look Cards for 2 – 3 seconds before removing it and prompting students to remember what they saw. Allow a second look. Students share both what they saw and how they saw it. The teacher asks questions to encourage students to share a variety of strategies. (“We do”, whole class)

Leveled for Differentiation

Level 1: Quick Look card 87 (Double ten frame with 8 dots on the left frame and 2 dots on the right frame)

Level 2: Quick Look Card 98 (Double ten frame with 9 dots on the left frame and 2 dots on the right frame)

Level 3: Quick Look Card 118 (Double ten frame with 7 dots on the left frame and 8 dots on the right frame)

Daily Routines

Students complete daily routines (“We do”, whole class)

2a. Focus

Math Message

The teacher has the students look at the Facts Table on journal 1, p. 50. “How does it show an answer to and addition fact? Talk about you ideas with a partner (“We do”, whole class; “We do”, partners)

Exploring Patterns on the Addition/Subtraction Facts Table

The teacher displays the table from Math Masters, p. TA15. As the teacher discusses the meanings of row, column, and diagonal, students follow along on journal p. 50.

Use the table to find the sums for several addition facts. (Students use a black sheet of paper with an arrow in the lower right – hand corner to highlight the row and column of interest.

The teacher scribes noted patterns on chart paper:

Each number is 1 less than the number to its right and 1 more than the number on the left.

Each number is 1 less than the number below it. After the first row, each number is 1 more than the number above it.

If you start at the top left and move the diagonal toward the bottom right, each number increases by 2. If you start at the top right and move down the diagonal toward the bottom left, all numbers along the diagonal are the same. (“I do”, teacher; “We do”, whole class/small groups)

Discussing Fact Families

The teacher explains that, “Today we will use their knowledge of related addition and subtraction facts to create fact families”.

The teacher displays a unit box and a large fact triangle with a dot at the top (which show the number that is the sum of the other 2 numbers). Students label unit boxes and write number sentences to show ways that the 3 numbers on the fact triangle are related.

The teacher poses these questions: “Do you think all facts will have 4 facts in their fact family? Why or why not? How many different facts are there for the fact family like 5, 5, 10 that include doubles? (“We do”, whole class)

Introducing The Fact Triangles Routine

The teacher demonstrates the procedures for Fact Triangle Routine.

1. Partner A covers one corner of a Fact Triangle with a finger or thumb concealing part of an addition or subtraction fact.

2. Partner B says the complete fact.

3. Partners trade roles and repeat

Practice

Partners use their fact triangles to practice addition and subtraction facts. (“We do”, partners)

Students complete Math Boxes 3 – 3 in journal 1, p. 51 (“We do”, individual/partners)

Assessment Opportunity

The teacher uses the Addition Fact Inventory from journal 1, pp. 94 -95 to record students’ progress.

**Science**

__Weather__ Eyewitness DVD

– Students will view and discuss the mythical and scientific beginnings of the study of weather.

Science Response to Weather DVD

– Students work in pairs to discuss the key points about the technological advances of the study of weather. Then we chart the learning points on paper for reviewing purposes and to support the students’ writing.

Review for Chapter Test (Tues. and Wed.)

Harcourt Chapter Test

**Social Studies**

Community

Interactive Read aloud: Lesson 4 – A Citizen of Many Communities

Objectives:

– Use your address to identify where you live.

– Locate communities, states, the United States, and selected countries on maps and globes.

– Compare cities, suburbs, and rural or farming areas.

Link Geography and History

Explain that Patty’s neighborhood is located in a city called Pittsburgh, which is in the state of Pennsylvania. Show students Pittsburgh on a map. Point out that Pittsburgh is located where two rivers, the Allegheny and the Monongahela, meet to form a third river, the Ohio. Explain that one reason Pittsburgh was able to grow into a large, important city was because the waterways made it easy for businesses to transport goods.

Have students look at the picture of Pittsburgh. Explain that areas like cities, with a lot of people, buildings, and businesses that are close together, are often called urban. Areas with more open land are called farms. And areas with fewer buildings and streets are called rural.

Display a map of the United States. Have volunteers take turns locating our state and various states in the United States.

Main Idea: You are a citizen of your city, state, and country.

Vocabulary: city, suburb, state, country

Interactive Read aloud: Lesson 5 – About Change

Main Idea: People and places change over time.

Vocabulary: change

Objectives:

– Identify ways people and places change.

– Compare photographs of a place taken at different times.

Link History and Economics: Ask students if they think their city always looked the way it looks today. Show an old picture of Chicago next to a current one. Ask students to explain why they think the city has changed.

Explain that places change to serve the needs of the people who live and work there. Point out that some places, especially small towns, can become smaller over time. Tell students that this might happen when people move from small towns to find work in big cities because there are more jobs.

Students continue to design a map of their neighborhood and write to describe important places in their neighborhood.

Thank you for your support.

Anh Tuan Hoang and LuAnn Lawson