Dear Parents and Caregivers,

The second grade classrooms will take their annual field trip to the Peggy Notebaert Nature Museum on Friday, May 8. Students will participate in a workshop entitled “Metamorphosing Monarchs” and visit the butterfly atrium. Students will need to bring a bag lunch from home on the day of the field trip as we will be eating lunch at the museum.

As your child continues to research their selected insect, the sources he/she is using may need to be renewed at the library. Parents have reported being able to renew library books on-line. Please ensure your child has the sources available until the end of the research project.

**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.

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

Week 32 (Different words will be given each day.)

Rhyming

– Teacher gives the rime. Students make rhyming words ending with the given rime.

Ex. T: ack S: black, knack, etc.

Onset Fluency

– Teacher says the word pair. Students open their eyes if the word pair begins with the same vowel sound. Students close their eyes if the word pair do not begin with the same vowel sound.

Blending

– Teacher says individual phonemes. Students listen and they say the whole word.

Ex. T: /b-a-k-e-r/ S: baker

Identify Final and Medial Sounds (Words change daily)

– Teacher says the word in regular voice. Students repeat the word and “punCH ouT the sOUnd!”

Ex. T:/yawn/ S: yAWn

Segmenting

– Teacher says the whole word. Students repeat the word and chop it into phonemes. Example, T: winner S: winner /w-i-n-er/

Substituting

– Teacher says the word. Students repeat the word. Teacher says change the /*/ to /*/ and the word is? *Use sounds

Adding Phonemes

– Teacher says word or word part. Students repeat the word or word part. 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

Differentiated Instruction:

– TRC Progress Monitoring

– 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

Reading Centers: Kindle books about insects

Science Center: Observing and noting mealworms’ and crickets’ behavior

Technology Center: A.R. on mini- IPads

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 and Writing Workshops: Based on __Common Core Reading & Writing Workshop, 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):

– Sharing: Students share their friendly letters about characters in stories read or something that is meaningful to them.

– Group Activity: Sing “Hungry Caterpillar” by TheLearningStation You Tube

Day 1

Morning Meeting

Morning Message: Today is Monday, May 4, 2015. We will discuss an insect’s incomplete life cycle.

Inquiry Question: Why might some insects’ life cycles undergo only three stages? Share what you know with a classmate!

Reading

Unit 6 Nonfiction Reading Clubs

Part Two: In Nonfiction Clubs We Don’t Only Learn What the Author Says, We Have Our Own Ideas, Too

“Today I want to teach you that readers can make our own captions or add to existing captions in the book. We can put together what the author tells us, what the picture tells us, and our own thoughts.”

– Students read independently or with a partner.

Writing

Interactive Read Aloud: __My Life As A Cicada__ by M. Eigh (Kindle Book, Cloud Reader)

Questions to Guide Discussion:

– What are the life cycle stages of cicadas?

– What is this type of metamorphosis named?

– Using the notes teachers model to students how to elaborate on the notes we have taken to write a paragraph about their insect’s life cycle.

– Students discuss/practice with a partner how they would elaborate their notes.

– Using their notes, students begin composing a chapter about their insect’s life cycle.

Day 2

Morning Meeting

Morning Message: Today is Tuesday, May 5, 2015. In social studies, we will learn how to read an information table.

Inquiry Question: How is information easier to understand in table form? Share what you think with a classmate!

Reading: Unit 6 Nonfiction Reading Clubs

Part Two: In Nonfiction Clubs We Don’t Only Learn What the Author Says, We Have Our Own Ideas, Too

“Today I want to teach you that readers can make plans alone or with our club members to take action based on the ideas in our books and our reactions to them. We can think about how we can make a real-world difference based on what we’re learning.”

– Students read independently or with a partner.

Writing

– Interactive Read Aloud: __Fireflies__ by Sally M. Walker Questions to Guide Discussion:

– What are the life cycle stages of fireflies?

– What is this type of metamorphosis named?

– Students continue to write the chapter about their insect’s life cycle.

– Students illustrate the life cycle of their insects.

– Students share their work-in-progress with their partners.

Day 3

Morning Meeting

Morning Message:

Today is Wednesday, May 6, 2015. We will practice finding coin and bill combinations with equivalent values and using cents and dollars – and – cents notation.

Inquiry Question: How do you show 86 cents two different ways? Which way takes up less space and why? Share what you know with a classmate!

Reading: Unit 6 Nonfiction Reading Clubs

Part Three: In Nonfiction Clubs We Can Compare and Contrast Information about Our Topics

“Club members can compare information in our nonfiction books to what we know in our own lives. Today I want to teach you that we can think about what the book says, and compare it with something similar in our own lives. By comparing these two bits of information, we can come to a new conclusion about the topic we’re studying.”

– Students read independently or with a partner.

Writing

– Interactive Read Aloud: __Bring Home the Butterflies__ by Tony Gomez

– Using a graphic organizer, teachers model how to take notes for chapter five, which is a “How To”

– Teachers review the rubric to explain expectations for writing about the “How To” of insects for their All-About Books.

– Teachers provide, explain, and discuss examples of the How-To chapter on the Smart Board.

– Students collaborate in pairs to read and discuss a “How To” and to generate ideas for their writing (Chapter Five: “How To”).

– Students work independently to take notes on the “How To” of their insects.

Day 4

Morning Meeting

Morning Message: Today is Thursday, May 7, 2015. We will begin writing a “how to” for our insect research papers.

Inquiry Question: How might you arrange information in your “how to” to help readers understand clearly what you are writing? Share what you think with a classmate!

Reading: Unit 6 Nonfiction Reading Clubs

Part Three: In Nonfiction Clubs We Can Compare and Contrast Information about Our Topics

“Today I want to teach you that club members can talk about differences in the information we’re learning. We can think about why they are different and then what might explain those differences. This can help us come to new understandings about our topics.”

– Students read independently or with a partner.

Writing

– Interactive Read Aloud: __Mrs.Carter’s Butterfly Garden__ by Steve Rich

– Using the notes, teachers model to students how to elaborate on the notes we have taken to write a paragraph for the “How To” of their All About Insect Book.

– Students discuss/practice with a partner how they would elaborate their notes.

– Using their notes, students begin composing a chapter about the “How To” and illustrate each step of the “How To” of their All About Insect Book.

Drama @ Murray program through the Ingenuity Creative Schools grant by Mr. Duone Brown:

Lookingglass Residency at Murray for room 103 (10:00 – 10:45)

Day 5

Spelling Test

**Spelling Words:**

*painter, washer, dryer, flyer, server, worker, singer, teacher, speaker, thinker, dreamer, reason, sketch, problem, justify, check*

The above words will be tested on Friday, May 15.

Field Trip to Peggy Notebaert Nature Museum

**Math**

**Lesson 9-7** Expand-and-Trade Subtraction, Part 2 (2 Days)

Students use expand-and-trade subtraction to subtract multi-digit numbers.

Goals:

– Solve your problems in more than one way.

– Compare the strategies you and others use.

– Make sense of the representations you and others use.

– Make connections between representations.

Vocabulary: expand-and-trade subtraction

1. Warm Up

Mental Math and Fluency

Teachers pose the following subtraction problems involving multiples of 10 for students to solve.

70 – 20

65 -10

81 – 30

75 – 25

82 – 42

91 – 41

Daily Routines

Students complete the daily routines.

2. Focus

Math Talk

What is a ballpark estimate for 93 – 68 = ?

Have students share their ballpark estimates and invite students to demonstrate his or her solution using base-10 shorthand.

Display the problem in vertical form and list the students’ suggested base-10 shorthand.

Ask: How can we write each number in expanded form?

79

__– 34__

70 + 9

30 + 4

Ask: Do we need to make any trades?

Teachers guide students through subtracting the tens and then the ones.

Record the steps.

Repeat the process for other problems that do not need subtraction trades.

Introducing Expand-and-Trade Subtraction

Next teachers pose the problem

84

__– 56__

80 + 4

50 + 6

Have students trade one long for 10 ones.

Tell students that the subtraction method is called expand – and – trade subtraction because students use expanded form to think about whether they need to make trades.

160

__– 77__

100 + 60 + 0

70 + 7

Teachers record the following number sentence to summarize: 160 – 77 = 83 (“We do”, whole class)

Practicing Expand-and-Trade Subtraction

Students complete p. 234 – 235 to practice expand – and – trade subtraction. (“We do”, partners)

3. Practice

Playing Beat the Calculator

Student play Beat the Calculator as taught during Lesson 5-1.

Math Boxes 9-7

Students complete the mixed practice on p. 236. (“You do”, independent)

**Lesson 9-8** Equivalent Money Amounts (2 Days)

Students practice finding coin and bill combinations with equivalent values and using cents and dollars – and – cents notation.

Goals:

– Solve your problems in more than one way.

– Make connections between representations.

– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.

– Use mathematical models to solve problems and answer questions.

1. Warm Up

Mental Math and Fluency

Teachers pose problems involving money.

How much money is 2 dimes and 6 pennies?

How much money is 1 quarter, 1 dime, and 3 pennies?

Daily Routines

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

2. Focus

Math Talk

Ask: How much money is 2 quarters, 5 dimes, 4 nickels, and 7 pennies.

Have volunteers share their strategies they used to find the total of the coins above. (“We do”, whole class)

Reviewing Values of Coins and Bills

Teachers review coin values posing the following questions:

How many pennies are in a nickel? In a dime?

How many pennies are in a quarter? In 50 cents?

How many pennies are in one dollar? In 2 dollars? In 10 dollars?

How many dimes are in a dollar? In 60 cents?

How many nickels are in a quarter? In a dollar? In half a dollar?

How many quarters are in a dollar? In a half dollar?

Tell students they will solve more problems involving money. (“We do”, whole class)

Using Dollars – and – Cents Notation

Ask: What is one way to write one dollar and twenty-seven cents (127 cents)?

What is another way?

Teachers say that an amount with a 0 before the decimal point, such as $0.74, is less than one dollar. It can be written with a cents symbol or dollar-and-cents notation.

Have volunteers scribe the following amounts:

275 cents

305 cents

89 cents

Teachers invite volunteers to share how they knew where to put the decimal point in 3-digit money amounts. (“We do”, whole class)

Making Equivalent Amounts with Coins and Bills

Teachers guide students to examine the Good Buys Poster in journal, p. 238.

Students read money amounts on the poster chorally.

Students complete journal p. 239. (“We do”, partners, small group)

3. Practice

Playing Hit the Target

Students play Hit the Target, using Math Masters p. G25. (“We do”, partners)

Observe

Which students seem to have a strategy for hitting the target number?

Which students need additional support to understand and play the game?

Discuss

How did you decide which number to add or subtract?

If you didn’t hit the target number on your first try, how did you decide what to do next? (“We do”, whole class)

Math Boxes 9-8

Students complete Math Boxes 9-8 in journal p. 237. (“You do”, independent)

**Science**

Food Web

Objective: Students will know that a food web is many food chains linked together.

In a web all the parts are connected, which makes it strong and work effectively.

Picture a spider’s web. All the parts work together to make the web an effective way for the spider to catch prey.

Have note cards created with numerous animals and plants. Then read a teacher created story. As the story continues the students will toss the yarn to their peer. The students will continue until they have created a web. Now the teacher will discuss how in a web the animals rely on one another.

Sometimes an animal may become extinct or have a reduced number. Cut a few connecting strings. Look what happens to our web then. Often animals can adapt their food choice.

The food web we just created is not as complex or complete as the food webs in nature. This is because many times animals can eat more than one type of prey.

Guiding Questions:

Why is it called a food web?

What could happen if part of the food web is somehow disrupted?

Interactive Read-Aloud: __Who Eats What? Food Chains and Food Webs__ by Patricia Lauber

Review

What are the characteristics of an environment? What are the characteristics of a habitat? Review how animals adapt for their environments.

Review the various geographical areas including, tundra, desert, rainforest, grassland, ocean, and freshwater.

Review the similarities and difference of food chains and food webs.

Unit Assessment: Animals and Their Environments

**Social Studies **

Using Tables:

Objective: Students will understand the characteristics of tables. Also, students will create their own table.

A table is a chart that is used in many non-fiction texts to organize information.

It is important to know how to read these tables.

Tables have many characteristics! Show a chart on the Smart Board. Begin teaching about the characteristics of the chart.

The title shows what information can be found on a table. It is important to look at all of the titles on charts because sometimes a chart can tell more than one thing.

To read a chart you must down the column and across the row.

Have students go back and work with their learning partners to work with a chart. They must answer these questions:

What is the title of the table?

What does the table show?

How is the information organized?

Write something you learned from the table.

Drama @ Murray program through the Ingenuity Creative Schools grant by Mr. Duone Brown:

Lookingglass Residency at Murray for room 106 (1:40 – 2:25)

Thank you for your support.

Anh Tuan Hoang and LuAnn Lawson