Week of September 25

Dear Parents and Caregivers,

The social studies quiz on Anti-Bullying based on class read alouds and discussions will be administered on Friday, September 30. A study guide will be sent home on Monday to help students prepare.

Additionally, students will take the Math Unit 1 assessment on Wednesday, September 28 and the Unit 1 Open Response on Thursday, September 29. Please refer to the graded homework to help your child review. The following concepts will be assessed: Counting by ones, Determining placements of numbers on the number line and number grid, Calculating amount of coins, Skip-counting by 2s, 5, 10s, and 25s, Using relation symbols such as , and = correctly, and Finding unknown quantity such as 7 + ___ = 10

Parent-teacher conferences/Report card pick up for the first quarter is Wednesday, November 9. The sign-up schedules are posted outside of rooms 103 and 106. Please make your appointment as time slots are provided on a first-come, first-served basis. Additionally, the sign-up sheets for Second Grade Parents Weekly Read Alouds are posted next to the conference sheets.

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/Formative Assessments:
– Working in pairs
– Allowing extended time
– Using graphic organizers
– Drawing pictures to support writing
– Writing conferences
– Teachers model to students how to sketch their ideas and transform those ideas into written sentences.
– Teachers administer the beginning-of-year TRC (Text Reading and Comprehension)

Word Study
Phonemic Awareness: The Skills That They Need To Help Them Succeed by Michael Heggerty, Ed.D.
Week 3 (Daily, Different words will be given each day.)

Building Classroom Community based on CHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D.
Reading Workshop and Writing Workshop based on Units of Study for Teaching Reading and Units of Study in Opinion, Information, and Narrative Writing by Lucy Calkins and Colleagues from The Reading and Writing Project

Day 1:
Morning message: Today is Monday, September 26, 2016. 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
Second Graders Roll Up Their Sleeves to Figure Out Tricky Words, Drawing on Everything They Know (Day 2)
Learning Activities
Second Graders Roll Up Their Sleeves to Figure Out Tricky Words, Drawing on Everything They Know by:
Checking the picture and thinking, “What word would make sense here?”
Using what’s happening in the story to figure out the word
Looking through the WHOLE word, part by part
Looking for a word inside a word
Taking a guess
Covering up the word and asking, “What word would make sense here?”
Looking at the first and last letters of the word

Independent Reading
– Students read independently using strategies they’ve learned.

Writing Workshop
Unit 1 Narrative, Bend 1: “Studying the Masters for Inspiration and Ideas”
Session 4: Writing with Details
Interactive read aloud: Review The Leaving Morning by Angela Johnson
Mini Lesson: Writing with Details
– Active Engagement: Challenge writers to zoom in on a small moment in their own stories, writing with details. Offer suggestions as they work.

Students continue to write their Small Moment narratives.

Day 2:
Morning message: Today is Tuesday, September 27, 2016. We will discuss using multiple strategies when reading.
Inquiry Question: Why is it important to use many strategies when reading? Share your thinking with a classmate.

Reading Workshop
Readers Use More Than One Strategy at a Time

Learning Activities (Day 1) Readers Use More Than One Strategy at a Time by:
Rereading a sentence to see what word probably goes there
Checking the word by rereading the first chunk
Asking, “Does it look right?” then rereading
Asking, “Does it make sense?” then rereading
Independent Reading
– Students read independently using strategies they’ve learned.

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
Interactive read aloud: Nothing ever Happens on 90th Street by Roni Schotter

Mini Lesson: Revising with the Masters
Students will discuss the settings of the whole-class mentor texts and explain how they transport the readers to a place and sets the stage for what’s to come. Students will work in pairs to compare the ending of the stories.

Students continue to write their Small Moment narratives

Day 3:
Morning message: Today is Wednesday, September 28, 2016. We will discuss in detail the properties of liquids.
Inquiry Question: Why might knowing properties of liquids help you in your daily life? Share your thinking with a classmate.

Reading Workshop
Readers Use More Than One Strategy at a Time
Learning Activities (Day 2)
Readers Use More Than One Strategy at a Time by:
Rereading a sentence to see what word probably goes there
Checking the word by rereading the first chunk
Asking, “Does it look right?” then rereading
Asking, “Does it make sense?” then rereading
Independent Reading
– Students read independently using strategies they’ve learned.

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
Interactive read aloud: Nothing ever Happens on 90th Street by Roni Schotter

Students will understand when they revise, they need to focus on whole sections of their stories at a time. In addition to endings, writers revise beginnings. They think, “Have I set up my story the way I want it to? Does it set the stage for what’s to come? Does it create the mood or tone I want? Does it hook readers, making them want to read on?” Students can also revise the most exciting, or sad, or revealing part, making sure to slow down and stretch that part out.
Students continue to write/revise their Small Moment narratives.

Day 4:
Morning message: Today is Thursday, September 29, 2016. We will investigate the different characteristics of look-alike liquids.
Inquiry Question: How can you distinguish between four clear, colorless liquids based on the way they look on a brown paper towel? Share your thinking with a classmate.

REACH B.O.Y. Reading Assessment

Students continue to write their Small Moment narratives.

Day 5:
Morning message: Today is Friday, September 30, 2016. In math, we will explore place value.
Inquiry Question: Why is it important to understand place value? Share your thinking with a classmate.

Reading Workshop
Readers Notice That Some Beginnings and Endings Can be Read in a Snap!

Learning Activities
Readers Notice That Some Beginnings and Endings Can be Read in a Snap! by:
Checking if the word sounds right
Noticing lots of words with the same beginnings (prefixes ex: pre/un)
Noticing lots of words with the same endings (suffixes ex: ing/ly/ed/er/s/es)
Using the strategy “Look, Read, Spell, Write, Look, Read”
Independent Reading
– Students read independently using strategies they’ve learned.

Spelling Test

Comprehension Quiz

Word Study
Spelling Words: (The following words will be tested on October 7.)
very, after, things, our, just, girl, dirt, shirt, third, thirst, birth, system, produce, consume, life, cycle

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
Students continue to write/revise their Small Moment narratives.

Math
Lesson 1-12 Exploration Exploring Base-10 Blocks, Area, and Dominoes
Overview: Students count by 100s and 10s to find the value of base-10 “buildings,” use shapes to cover rectangles, and sort dominoes according to the number of dots.

Goals:
– Make sense of the representations you and others use.
– Use tools effectively and make sense of your results.
– Think about accuracy and efficiency when you count, measure, and calculate.

Math Games and Review
Students play Fishing for 10 and Quarter-Dime-Nickel-Penny Grab

Lesson 1-13 Unit 1 Progress Check (Day 1)

– Students complete the Self-Assessment
– Students complete the unit Assessment to demonstrate their progress on the Common Core State Standards covered in this unit: counting coins, placing numbers on a number line, skip counting, relational signs (> , < , = ), Finding Equivalent names for numbers, determining odd and even numbers

(Day 2): Assess: Solving the Open Response Problem

This open response problem requires children to apply skills and concepts from Unit 1 to represent numbers on number lines. The focus of this task is: Create mathematical representations using numbers, words, pictures, symbols, gestures, tables, graphs, and concrete objects.

Lesson 2–1 Grouping by 10s
Vocabulary: total, trade
Students explore place –value concepts as the play The Exchange Game with money and practice grouping by 10s using $1, $10, and $100 bills

Goals:
– Make connections between representations.
– Use tools effectively and make sense of your results.
– Think about accuracy and efficiency when you count, measure, and calculate.

Science
Review for Solids Chapter Test

Review the KWL chart and the charted information from the explorations in class.

Solids Chapter Test

Liquids
– Students work in pairs to discuss “What I know about liquids.” They will take notes to share for our KWL chart.

Interactive Read Aloud: Liquid Matter by Sally Walker (pages 24 – 30)

Exploration: Look-alike liquids
Question to investigate
Can you distinguish between four clear, colorless liquids based on the way they look on a brown paper towel?

– Students discuss in small groups to review what they have learned from the science explorations.
– Each student will write and illustrate a lab report in their Science Notebooks to explain similarities between the known and unknown liquids. They write a hypothesis stating what the unknown liquid is.

Social Studies
Students take quiz about bullying.
Students continue designing their “Anti-Bully” Poster Project.

Expectations:
– Poster must have a central message addressing against bullying
– The central message must be printed clearly and correctly
– Poster must include illustrations with related secondary messages
– The poster must be colored neatly with color pencils
– The final product must be neat in its entirety

Thank you for your support.
Keniesha Charleston and Anh Tuan Hoang

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Week of September 18

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.

Students will be administered the math Combinations of 10 Quiz on Thursday. Please review the following addends, which equal 10: (10 + 0, 9 + 1, 8 + 2, 7 + 3, 6 + 4, 5 + 5)

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/Formative Assessments:
– Working in pairs
– Allowing extended time
– Using graphic organizers
– Drawing pictures to support writing
– Reading Conferences
– Writing conferences
– Teachers model to students how to sketch their ideas and transform those ideas into written sentences.
– Teachers administer the beginning-of-year TRC (Text Reading and Comprehension)

Word Study
Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 2 (Daily. 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.

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

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

Day 1:
NWEA Measure of Academic Progress (MAP) Formative Assessment (9 – 10:45)
Room 103 will take the test on the Chrome Book on Monday. Room 106 will take the test on Tuesday.

Day 2:
Morning message: Today is Tuesday, September 20, 2016. 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.

Reading Workshop
Readers Keep Tabs on Comprehension
Learning Activities
Readers Keep Tabs on Comprehension by:
Independent Reading
– Students read independently using strategies they’ve learned.

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
Channel students to notice and name important parts of the mentor text during the read-aloud.

– Students work with a partner to brainstorm topics from everyday moment for their Small Moment narratives.

Day 3:
Morning message: Today is Wednesday, September 21, 2016. In science, we will discuss ways to improve our design challenge structure.
Inquiry Question:
How can you strengthen your structure without adding more materials? Share what you think with your classmate.

Reading Workshop
Second Graders Can Mark Their Thinking with a Post-It
Learning Activities
Second Graders Can Mark Their Thinking with a Post-It by:
Sharing thinking with a partner
Stopping and jotting a word or two while reading
Jotting notes on post-its that are thoughts worth sharing
Jotting ideas to talk about later
Making a picture, symbol, happy/sad face, or ?/! to remember ideas for later

Independent Reading
– Students read independently using strategies they’ve learned.

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
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.

Day 4:
Morning message: Today is Thursday, September 22, 2016. 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
Second Graders Roll Up Their Sleeves to Figure Out Tricky Words, Drawing on Everything They Know
Learning Activities
Second Graders Roll Up Their Sleeves to Figure Out Tricky Words, Drawing on Everything They Know by:
Checking the picture and thinking, “What word would make sense here?”
Using what’s happening in the story to figure out the word
Looking through the WHOLE word, part by part
Looking for a word inside a word
Taking a guess
Covering up the word and asking, “What word would make sense here?”
Looking at the first and last letters of the word

Independent Reading
– Students read independently using strategies they’ve learned.

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

Day 5:
Morning message: Today is Friday, September 23, 2016. We will discuss the meaning of the , and = symbols and use the symbols to record comparisons of numbers, money amounts, and subtraction expressions.
Inquiry Question:
Why is it helpful to use symbols to record comparisons? Share your thinking with a classmate.

Spelling Test

Spelling Words: (The following words will be tested on September 30.)
live, me, back, give, most, saw, law, raw, jar, straw, draw, country, ocean, title, motion, change

Phonemic Awareness Quiz

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

Mini Lesson: Stretching Out Small Moments
Students will understand that tiny topics need to grow in their minds before they are written.
-Students will take their notepads and grow it into a story, telling the story to a partner.
– Students begin writing their Small Moment narratives.

Math
Lesson 1-8
My Reference Book, Quarters and Math Boxes
Students investigate My Reference Book and are introduced to the quarter and Math Boxes

Goals:
– Use tools effectively and make sense of your results.
– Look for mathematical structures such as categories, patterns, and properties.

Vocabulary: quarter, Math Boxes

Lesson 1-9 Even and Odd Number Patterns
Students explore even and odd numbers using concrete and visual models.

Goals:
– Make mathematical conjectures and arguments.
– Look for mathematical structures such as categories, patterns, and properties.
– Create and justify rules, shortcuts, and generalizations.

Lesson 1-10 Skip-Counting Patterns (2 Days)
Students skip count on calculators and number grids and look for place-value patterns in their counts.

Goals:
– Look for mathematical structures such as categories, patterns, and properties.
– Use structures to solve problems and answer questions.

Lesson 1-11: Comparing Numbers and Home Links
Overview: Students discuss the meaning of the , and = symbols and use the symbols to record comparisons of numbers, money amounts, and subtraction expressions.

Goals:
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Use clear labels, units, and mathematical language.

Science
Design Challenge: Create
Inquiry Questions:
How does the length of the spaghetti affect the strength of the structure?

Students discuss with groups and evaluate if their structures worked or not. What can students do to improve their structures? Students will draw and take notes on their improvements.
Students will create their structures using the given materials: Marshmallows and spaghetti.
Students will retest their structure.
Students write to answer the inquiry question.

Social Studies
Interactive Read Aloud: Read and discuss with students Enemy Pie by Eric Munson.
– Students will chart strategies utilized in the story to stop bullying. The chart will serve as a model for how to behave appropriately.

Students begin designing their “Anti-Bully” Poster Project.

Thank you for your support.
Keniesha Charleston and Anh Tuan Hoang

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Week of September 11

Dear Parents and Caregivers,

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

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. You can always check your child’s homework assignments on the blog.

Back to School Night is Tuesday, Sept. 13 beginning at 5:30pm. 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: Tuesday and Wednesday (12:40 – 2:00), Thursday (11:55 – 12:40)
Physical Education: Friday (11:55 – 12:40)
Art: Tuesday (11:55 – 12:40)
Library: Wednesday (11:55 – 12:40)
Technology: Monday (11:55 – 12:40)
Lunch and recess: Daily (10:45 – 11:30)

Room 106
World Language: Tuesday and Wednesday (12:40 – 2:00), Thursday (11:55 – 12:40)
Physical Education: Tuesday (2:00-2:45)
Art: Friday (2:00-2:45)
Library: Monday (2:00-2:45) Friday (2:45-3:30)
Technology: Wednesday (11:55 – 12:40)
Lunch and recess: Daily (11:00-11:45)

Balanced Literacy
Independent Reading (30-35 minutes at the beginning of each day).
– Reading Conferences
– Writing conferences

Word Study
Phonemic Awareness

Day1:
Morning message: Today is Monday, September 12, 2016. We will conduct a crushing test to see if it helps us identify our unknown crystal.
Inquiry Question: How can you identify the unknown crystal by crushing the different
crystals and comparing them? Discuss your thinking with a classmate.

Independent Reading

Reading Workshop:
Second Grade Readers Take a Sneak Peek to Decide HOW a Book Wants to be Read
Interactive Read Aloud: Katie Woo has the Flu by Fran Manushkin

Looking at the book cover
Looking at the blurb on the back of the book
Looking at the table of contents
Looking at a few pages inside the book
Writing
Students continue to write their personal narratives.

Day 2:
Morning message:
Ni hao (nee hah-o),
Today is Tuesday, September 13, 2016. We will read and discuss friendship.
Inquiry Question: Who is your best friend and why?

Reading Workshop
Readers Get Stronger by reading A LOT by:
Spotlight Books: Fly Guy, Frog and Toad, Cam Jansen, Dragon, Katie Woo
Setting goals for their reading
Reading more each day
Reading longer each day
Sharing reading goals with a reading partner
Deciding how much to read each day
Independent Reading
– Students read independently using strategies they’ve learned.

Writing
Editing
– Teachers model on chart paper how to edit (capitals, periods, and fixing up 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 personal narratives independently.

Day 3:
Morning message:
Bonjour (bon-zhoor),
Today is Wednesday, September 14, 2016. We will discuss what the writing workshop looks like and sounds like.
Inquiry Question: What happens during the writing workshop? Share your thinking with a partner.

Reading Workshop
Read in Longer Phrases, Scooping Up “Snap” (words they can read right away) Words by:
Not only reading one word at a time
Finding words they can read easily and right away (in a snap)
Using “snap” words to read in bigger scoops
Noticing “snap” words help us read more, faster, and smoother
Scanning words with your eyes
Reading phrases to a partner together, fast, and smooth away) Words
Independent Reading
– Students read independently using strategies they’ve learned.

Writing
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 personal narratives independently.

Day 4:
Morning message:
Ohayo (oh-hi-oh),
Today is Thursday, September 15, 2016. In science, we will explore in groups how to solve a design challenge.
Inquiry Question: How can you build a solid structure from marshmallows and spaghetti that can hold a given amount of weight? Share your thinking with a classmate.

Reading Workshop
Read in Longer Phrases, Scooping Up “Snap” (words they can read right away) Words (Day 2) by:
Not only reading one word at a time
Finding words they can read easily and right away (in a snap)
Using “snap” words to read in bigger scoops
Noticing “snap” words help us read more, faster, and smoother
Scanning words with your eyes
Reading phrases to a partner together, fast, and smooth away) Words
Independent Reading
– Students read independently using strategies they’ve learned.

Writing
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.

– Students continue to edit or publish their personal narratives independently.

Day 5:
Morning message:
Buenos Dias (bway-nos dee-ahs),
Today is Friday, September 16, 2016. We will practice finding the combinations of 10.
Inquiry Question: What does combination of 10 mean? Share your thinking with a partner.

Reading Comprehension
Students discuss the reading strategies with a partner.

Independent Reading
– Students read independently using strategies they’ve learned.

Students take the spelling test.

Word Study
Spelling Words: (The following words will be tested on September 25.)
little, work, know, place, years, rain, mail, wait, paint, chant, paid, history, goods, services, pitch, volume

Writing
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:

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.

Students begin writing one of the many Small Moment narratives for this unit.

Math
Lesson 1-4 Class Number Scroll
Students make a class number scroll from 0-1, 00 using place-value strategies.

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

Making a Class Number Scroll from 1 to 1,000
Students work in small groups to create a class number scroll for numbers up to 1,000. They will make the scroll on separate number grids.

Introducing The Number-Grid Game
The Number-Grid Game helps students count on the number grid.

Lesson 1-5 (2 Days) Open Response and Reengagement
Number Grid Puzzles
Day 1: Open Response
Students use patterns to solve and open response problem.

Goals:
– Compare the strategies you and others use.
– Look for mathematical structures such as categories, patterns, and properties.
– Use structures to solve problems and answer questions.

Day 2: Students discuss selected solutions and explanations and revise their work.
Reengagement
2b. Focus
Setting Expectations
Students share ideas about how to respectfully discuss their own and other students’ work. They review the problem from Day 1 and discuss what a full response needs to include.

Reengaging in the Problem
Students share their solutions to the number-grid puzzle and discuss explanations of how to find two of the numbers.

Revising work
Students improve the clarity and completeness of their explanations. 3. Practice

Lesson 1-6 Equivalent Names for Numbers
Students use addition and subtraction to write equivalent names for numbers. They reinforce place-value concepts by skip counting on calculators.

Goals:
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Make sense of the representations you and others use.
– Explain your mathematical thinking clearly and precisely.

Vocabulary: equivalent names

Explain that numbers also can be called by different names, or equivalent names.
Ask students to name as many ways as they canto get to 10 by adding two numbers.

Counting on a Calculator

Solving Broken-Calculator Problems
Ask students to pretend that the 9 key on their calculator is broken or will not work. Ask: How can you display the number 9 without using the broken key, or the key that will not work?

Lesson 1-7 Playing Fishing for 10
Students build fact fluency by finding combinations of 10.

Goal:
– Use structures to solve problems and answer questions.

Science
Day 1

Crushing Test
Teacher leads a class discussion so that students can suggest ways to compare the “crushability” of the crystals.
Teacher introduces how to crush the crystal with a spoon.
Have students share and interpret their results.

Day 2

Solubility test
How does the way unknown crystal dissolve help you identify the name of the crystal?

Students write in their science notebook to explain the inquiry question.

Day 3
Review
Quiz
Review the KWLchart and the charted information from the read aloud What is the World Made Of? by Kathleen Weidner Zoahfeld

Day 4 and Day 5
Design Challenge

Teacher goes over the steps of the design process:
– Ask “What is the problem that needs to be solved?”
– Imagine (Brainstorm how you can solve the problem)
– Plan (draw or make a prototype)
-Create (Follow your plan and test it out)
– Improve (What works? What doesn’t? How can you modify it?)

How can you build a solid structure from marshmallows and spaghetti that can hold a given amount of weight?

Social Studies
Lesson 1
Students continue to compose their “All About Me” narratives.
Interactive Read Aloud: Bully B.E.A.N.S. by Julia Cook
– Chart students’ ideas of what is considered bullying.

Lesson 2
Interactive Read Aloud: Read and discuss with students A Bad Case of Tattle Tongue by Julia Cook

Lesson 3
– Teacher introduces the Anti-bullying Poster Project
Rubric:
The slogans or statements are organized to showcase the central message
Message shows evidence of understanding the topic of Anti-Bullying
Illustration supports the message
Writing conventions (capitalization, punctuation, spelling)

Thank you for your support.
Keniesha Charleston and Anh Tuan Hoang

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Week of September 4

Dear Parents and Caregivers,

Welcome to the 2016-17 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 at 8:45 a.m. in front of the outside door leading to room 106. (There will be a bell to signal the students to line up.) This door is in the center of the old building, facing the playground. We, of course, will be there to greet your child as we line up to enter the building. Instruction will begin promptly.

A free breakfast will be served each day in the multipurpose room from 8:15 until 8:45 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 3:45 p.m. For safety reasons, please be consistent about who is picking up your child at the end of the school day.

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 kncharleston@cps.edu.

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/Formative Assessments:
– 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.
– 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

Day 1:
Labor Day

Day 2:
Building Classroom Community
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.
– 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.

Interactive Read Aloud: Wemberly Worried by Kevin Henkes

Anchor Text:

– 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. – Students discuss in pairs their feelings about the first day of school.
– Volunteers share out their collaboration.
– Ask questions to ensure students understand the story.

Day 3:
Building Classroom Community
– Teachers greet students at the North entrance door or doorway of the multipurpose room at 8:45.
Whole Class:
Morning meeting:
– Establish meeting rules with students.

Morning message: Today is Wednesday, September 7, 2016. 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: Amelia Bedelia’s First Day of School by Herman Parish

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.
– Teacher circulates the room to ensure students understand the assignment.
Differentiated Instruction/Formative Assessments:
– 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
– Teachers greet students at the North entrance door or doorway of the multipurpose room at 8:45.
Whole Class:
Morning meeting:
– Establish meeting rules with students.
Morning message: Today is Thursday, September 8, 2016. 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.
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/Formative Assessments:
– 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
– Teachers greet students at the North entrance door or doorway of the multipurpose room at 8:45.
Whole Class:
Morning meeting:
– Establish meeting rules with students.
Morning message: Today is Friday, September 9, 2016. We will review skip counting, explore math toolkits.

Word Study
Spelling Words (The following words will be tested on September 16.)
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 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: Getting Ready for Second Grade Amber Brown by Paula Danziger
Independent Writing:
– Students continue to write their personal narratives.
Differentiated Instruction/Formative Assessments:
– Guided and paired writing
– 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.

Math
What is Math Talk?
Discussion with partners; share out and chart
Lesson 1-1 Numbers All Around
Students explore counts and represent whole numbers as lengths from 0 on a number line.
Goal:
– Use tools effectively and make sense of your results.

Vocabulary: Math Message, number line
1. Warm Up
Mental Math and Fluency
Students say numbers in sequence. Teachers pose number sequence problems and have students say the next numbers aloud.

2. Focus
Math Talk
Teachers say, “Look at the Class Number-Line Poster. Turn to a partner and talk about how the number lines are different from each other.”

Exploring Number Lines

Remind the students that they can use a number line as a tool for counting. When we count on a number line, when we count on a number line, we count spaces, or intervals, not the tick marks. Explain that today they will be exploring counts on a number line.

Introducing the Journal

Assessment Check-In
Teachers observe if students were successful and note those students needing additional support.

Summarize
Have students chorally read the counts on journal, page, Problem 3

3. Practice
Establishing Daily Routines

BOY Math Formative Assessment

Game: Skip counting

Lesson 1-2 Number Lines and Partnership Principles
Students practice partnership principles while solving addition and subtraction number stories and representing whole-number sums and differences on a number line.
Goal:
– Make sense of others’ mathematical thinking.

Vocabulary: number line

1. Warm-Up
Mental Math and Fluency
Students count by 2s, 5s, and 10s.

2. Focus
Math Talk
Think about how to work well with a partner. Then share your thoughts with your partner.

Working with a partner to Add and Subtract on a Number Line
Students solve the following number story using one of the number lines on the inside back cover of their journals.

Angela had $14. She earned $5 more. How much money does Angela have now?
Give students a few minutes to share with their partners how they solved the problem. Ask several partnerships to share how they helped each other solve the problem and describe which partnership rules they used.

Playing Number Line Squeeze
Distribute 2 pennies or counters and 1 copy of Math Masters, p. G2 to each partnership. Each partnership should cut apart the master and paste together a number line. For this game, the chooser thinks of a mystery number between 100 and 120, which the guesser tries to guess. To begin the play, one penny is placed at each end of the number line.

Assessment Check-In
Observe
Which students are able to accurately describe whether their mystery number is larger than or smaller than the guessed number?
How well are students following the partnership rules?

Discuss
How did you know where to move the pennies after your partner guessed?
Which partnership principles did you and your partner follow?

Summarize
Students discuss how sharing strategies with a partner can help with learning mathematics.

Lesson 1-3 Math Tools
Students count tallies and calculate the values of coin combinations.

Goals:
– Use tools effectively and make sense of your results.
– Look for mathematical structures such as categories, patterns, and properties.

1. Warm Up
Interactive Read Aloud
Lots of Ladybugs! Counting by Fives by Michael Dahl

2. Focus
Math Message
Students tally the number of students present in class.

Students share responses. Teachers record the correct number of tallies and then have the students count them together (counting by 5s, then by 1s).

Practice the Routine
Have students:
Write the number
-that comes before 200.
-that comes before 1,001.
-that comes after 509.

Write the number word for
-6— for 11— for 15.
-20—for 50—-for 90.
-the number that is 1 more than 13.
-that is 1 less than 10.

Distributing Toolkits

Teachers distribute the toolkits and explain how they will be used to store the math tools students will use throughout the school year. Point out how each toolkit has a number written on the outside to help identify the owners of misplaced items.

Examining the Nickel
Tell students that today they will learn about the nickel, a coin that is worth 5 cents. Display the word nickel. Ask students to take out their toolkit nickels and share what they notice about them.

Finding Values of Coin Combinations
Students show 5 dimes. Ask: What is the total value? How much money do you have? Then have each student show 3 nickels and 2 pennies. Ask: How much money do you have now? Continue with simple combinations.

Ask students to show more complex coin combinations, varying the order of value, such as 3 nickels, 2 dimes, and 2 pennies. Ask: How much money do you have? What is the total value of all the coins you have? Have students discuss strategies for solving the problems. If no one mentions it, suggest lining up the coins in order of value from largest to smallest and then count as a class: 10, 20, 25, 30, 35, 36, 37.

Counting Coins
Have students complete journal p. 2, using coins to help them model problems. Review the Everyday math symbols for pennies, nickels, dimes, and quarters

Assessment Check-In
Expect with the help of their toolkit coins, most students will successfully count the coins and find the total value of each coin combination in Problems 1-5 on journal p. 2

Summarize
Ask: What strategies did you use to solve coin-combination problems? How did you think about the problems?

3. Practice

Exploring the Pattern-Block Template
Tell students to find shapes with 3 sides and shapes with 4 sides on their templates. To build vocabulary, draw each shape on the Class Data Pad and label it with its name.

Review how to use the Pattern-Block Template to draw shapes. Let students play freely with their templates, creating designs and coloring them.

Science
– 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 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 matter for this unit. We will work together to observe, gather and discuss data from the world around us in order to understand scientific principles.

– Students work in pairs to discuss “What I know about matter.” 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 portion of the KWL chart.

Interactive read aloud: What is the World Made Of? by Kathleen Weidner Zoahfeld

Establish rules and expectations for science explorations (daily).

– Students watch a video about why scientists use science notebooks.
– Teacher disseminates the science notebooks to students and explains how to use them.
– Students work with assigned partner to observe and gather information to enter into science notebooks.
– Students work in pairs to discuss “What I want to learn about matter.” 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 W portion of the KWL chart.

– Teachers pose the following questions to guide discussions in small and large groups.

-What example can you find to explain the evidence of matter?
-What are different properties of liquid and gases?

Students go outside to observe matter in the environment.

– Students discuss in small groups about the different types of matter found in the environment.
– Teacher models a think aloud to support students’ writing.
Teachers share an example of a lab observation written about matter.
– Each student writes and illustrates a lab reporting in their Science Notebooks to explain his/her explorations.

Social Studies
Building Classroom Community
Interactive Read Aloud: First Day Jitters by Julie Danneberg

– Why might a person have the jitters before the first day of school?
– How might you help a classmate who has the jitters on the first day of school?
– Teacher takes individual photographic portrait of students and prints the photos to support students with their illustrations and writing of the paragraph about themselves.
– Teacher provides students with prompts or sentence stems for their paragraph such as: What do you love to learn in school? Why? What helps you learn and why?
– Students work in pairs to complete a graphic organizer to support their writing.
– Teacher models a think aloud to support students’ writing.
– Using their graphic organizers from the previous day, students discuss with a partner how they are going to write about themselves.
– Students begin writing their narrative.
– Students continue to write a paragraph about themselves and illustrate it.
– Students share their work in progress with a classmate.

Thank you for your support.
Keniesha Charleston and Anh Tuan Hoang

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School supply list:

1 Composition Book (100 Sheets Wide Ruled 9 3/4 x 7 1/2 in.)
crayons (24-count maximum please)
1 package of washable markers (8 count)
1 12-inch/30-centimeter ruler
1 pair of scissors
4 glue sticks
1 set of watercolors including brush
1 pad of watercolor paper 9×12 (sold as a pad of 10 or 12 sheets; Canson and Strathmore are the major brand names needed.)
1 set of colored pencils
3 rolls of paper towels
4 boxes of Kleenex
3 large containers of Clorox Wet Wipes
1 container of baby wet wipes
1 box of Ziploc sandwich bags
1 box of Quart-sized Ziploc bags
1 4oz of Crayola Model Magic White
2 boxes of #2 pencils
1 pocket folder (for homework)
1 pencil case
1 bookbag

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