Dear Parents and Caregivers,

Students received the PTO fundraising packets on Thursday, 10/25/15. The fundraiser will end on October 14, NOT October 9, as is stated on the Parent Letter that is attached to the envelope. Please consider helping the school reach our goal. Any classroom that has 100% student participation in the fundraiser, via ordering items or via an opt-out contribution, will receive a $25 gift card to be used toward classroom supplies. PTO fundraising efforts provide our students with a wide range of programs, materials and enriching experiences.

Students will receive their Mid-term Progress Reports on Friday, October 9. Please visit IMPACT on a regular basis to be informed of grades and missing assignments. Missing assignments need to be submitted immediately.

**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)

– Math Center: Building with Base-Ten Blocks, Playing the Exchange Game

– MTSS: Word Families

Students make words using onsets with assigned chunk patterns with sound vowel /a/.

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

Week 4 (Daily, Different words will be given each day.)

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

Rhyming: Teacher identifies the category for the day. Teacher says the nonsense word. Students say “Not (nonsense word), (real rhyming word)! Ex. T: Zace, S: Not zace, face!

Onset Fluency: Teacher reads word pairs. Students do “Thumps Up” if the words begin with the same sound. “Thumb Down” if they do not.

Blending: Teacher says the syllables. Students repeat the syllables, and then say the whole word. Ex. T: /mag-net/ S: /mag-net/; magnet

Identifying Final and Medial Sounds: Teachers says the word. Students repeat the word and over-enunciate the final sound. Ex. T: fan, S: faN

Segmenting: Teachers says the word. Students repeat the word and segment it into syllables. Ex. T: behind, S: behind; /be-hind/

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 syllable. Students repeat the syllable. Teacher says add/*/ at the end 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 separate it into separate words. T: I love school! S: I love school! I – love – school! Walk It Out or “Chop It Out”

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

– Greeting: Ball Roll

1. With everyone seated in a circle, choose the first greeter. She/He says a friendly “Good Morning, (child’s name) to someone across from her/him.

2. The receiver greets her back in the same way.

3. The greeter gently rolls the ball to the receiver, who becomes the next greeter.

4. Continue until everyone has been a greeter and rolled the ball. (The first greeter will be the last receiver.)

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

– Group Activity: “Black Socks”

1. Sing/chant this as a whole group, emphasizing the italicized words.

Black socks,

They never get dirty.

The longer I wear them, The stronger they get.

Sometimes

I think I should wash them

But something inside me

Keeps saying not yet,

not yet, not yet.

2. Pause after the last not yet and then repeat the song/chant.

3. Form two groups and do the song/chant as a round, with the second group coming in on the word never. Remember to pause after the last not yet.

A spelling test will take place each Friday (or Thursday if there is no class on Friday).

Day 1:

Morning Meeting

Morning message: Bonjour,

Today is Monday, October 5, 2015. In science, we will observe and compare several types of clouds and discuss how they move across the sky.

Today’s Inquiry Question: Are clouds all the same?

What kinds of weather do different clouds bring? Share your thinking with a classmate.

Reading Workshop

Unit One

Taking Charge of Reading

Part Three: Partners Can Talk about Books to Grow Ideas

“Today I want to teach you that reading partners are friends and friends often recommend books to each other. When your partner takes your suggestions and reads the same books, you will have so much more to talk about because you’ve both read the same books!”

Tip: “When you want to recommend a book, you start with the title of the book, tell a little bit about the characters or the subject that you found interesting and why you think your friend might enjoy reading the book.”

“When you need a recommendation, ask your partner which books they think you might like reading.”

Independent Reading

– Students read independently and/or with a partner 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

Mini Lesson: Revising with the Masters

Reread the beginnings of the two whole-class mentor texts. Discuss the setting and explain how it transports the readers to a place and sets the stage for what’s to come. Have students work in pairs to compare the ending of the stories. Then as a whole class create a chart about what makes for a “good ending”. When sending students off to write, remind them of the many things they’ve learned from the masters to make writing more powerful.

Students continue to write their Small Moment narratives.

Day 2:

Morning Meeting

Morning message: Bonjour,

Today is Tuesday, October 6, 2015. We will discuss the importance of cooperation in a community.

Today’s Question: Why might people in a community cooperate? Share your thinking with a classmate.

REACH B.O.Y. Reading Assessment

Students continue to write their Small Moment narratives.

Day 3:

Morning Meeting

Morning message: Bonjour,

Today is Wednesday, October 7, 2015. In math, we will explore doubles and combinations of 10 to build fact fluency.

Today’s Question: How can you tell which number goes with 4 to make ten? Share your thinking with a classmate.

Reading Workshop

Unit One

Taking Charge of Reading

Part Three: Partners Can Talk about Books to Grow Ideas

“Today I want to teach you that reading partners try to invent new things to do together with our books. We can find new ways to talk about books, to collect our thinking, or to figure out tricky parts. Partners can also use the reading charts we have created together. In other words, just like grown-up readers, we can decide what we will do when we get together to talk about our books. Readers prepare and plan for partner reading time.”

Independent Reading

– Students read independently and/or with a partner 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

Mid-Workshop Teaching

Help students 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.

Share: Share some endings students have crafted for their narratives.

Students continue to write/revise their Small Moment narratives.

Day 4:

Morning Meeting

Morning message: Bonjour,

Today is Thursday, October 9, 2015. In writing, we will reread like a detective to look for mistakes in our writing.

Today’s Question: Why is it important to reread your writing with a partner? Share your thinking with a classmate.

Reading Workshop

Unit One

Taking Charge of Reading

Part Four: Being an Independent Problem Solver

“Today I want to teach you that sometimes as readers we come across a word in our book we do not know. When this happens we stop and think quickly, ‘What could I do to figure out this word?’ Once again, as second-grade readers, we have decisions to make.”

Tip: “We could think about what is happening. Then reread to get a running start, all the time thinking about what would make sense here.”

“We also can start right in with the letters, chunking them and trying to figure out what the word might be saying, and then after a bit of that, we reread and put the first bit of the word in there, and think, ‘What might the rest of this word be?’ ”

Independent Reading

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

Writing Workshop

Unit 1 Narrative, Bend 1: “Studying the Masters for Inspiration and Ideas”

Session 6: Rereading Like Detectives: Making Sure Our Writing makes Sense and Sounds Right

Interactive read aloud: __Nothing ever Happens on 90th Street__ by Roni Schotter

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

Mini Lesson: Rereading Like Detectives

– Connection: Share with students two pages from the demonstrated text—one with many run-on sentences and one page with correct end punctuation. Recruit students to turn-and-talk, observing what is different about the two pages. Then share out some of their observations. Name the teaching point.

– Teaching: Demonstrate how to reread your own writing to look for and include end punctuation. Invite students to read and think alongside you as you demonstrate on the next sentence.

– Active Engagement: Set students up to fix their stories’ punctuation, working in partnerships. Then share out some examples.

– Link: Encourage students’ partnership work before sending them off to continue editing on their own.

Students continue to write/revise their Small Moment narratives.

Day 5:

Morning Meeting

Morning message: Bonjour,

Today is Friday, October 9, 2015. In social studies, we will work in pairs to describe our neighborhood to our partner.

Today’s Question: How are neighborhoods different from each other? How are they alike?

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

Parent Read Aloud

Students take the spelling test.

Word Study

**Spelling Words:** (The following words will be tested on October 16.)

*name, good, sentence, man, think, right, might, high, tight, flight, bright, ancestor, community, push, pull, strength*

Teacher display the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check. The spelling test will take place every Friday.

Writing Workshop

Unit 1 Narrative, Bend 1: “Studying the Masters for Inspiration and Ideas”

Session 7: Working Hard; Setting Goals and Making Plans for Writing Time

Mini Lesson: Working Hard

– Connection: Introduce a quote by Jane Yolen—or another quote that emphasizes the importance of setting and working toward goals. Name the teaching point.

– Teaching: Introduce the Narrative Writing Checklist for the second and third grade, and give each child a copy. Demonstrate how to compare your own writing against the checklist, setting goals for the unit.

– Active Engagement: Set students up to compare their writing against the checklist, working in partnerships to set new goals. Invite a couple of students to share their goals and reasons for choosing these.

– Link: Send students off to write, emphasizing their individual goal pursuits.

Students continue to write/revise their Small Moment narratives.

Confer with small groups of students during writing to provide feedback.

**Math**

**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.

1. Warm Up

– Mental Math and Fluency

Level 1 Count up and back by 10s from a multiple of 10

Level 2 Count up to 50 by 10s. Stop. Continue to count by 5s.

Level 3 Count up by 10s from 100. Stop. Continue to count by 5s.

– Daily Routines

2. Focus

– Math Message

Students cut out the play money

Students count the money.

Students put the money in a Zip Lock bag and label it with the amount on a post-it

Students label their bags with their toolkit numbers.

– Math Talk

– Making Exchanges

– Introducing Making Exchanges (Whole Class “I do”)

– Making Exchanges with bills

– Counting play money to find a total

3. Practice

– Playing the Exchange Game Math Master p. G14 (Whole Class “We do”, Partner “You do”)

– Math Boxes 2- 1 Journal 1, p. 18 (Independent “You do”)

Assessment Check-in: Journal 1, p. 17 (Whole Class “I do”)

**Lesson 2–2** Addition Number Stories

Vocabulary: addition number story, unit box, label, number model

Students write and solve addition number stories.

Goals:

– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.

– Make sense of the representations you and others use.

1. Warm Up

– Mental Math and Fluency

Children solve addition facts using Quick Look Cards

Level 1 Quick Card 102

Level 2 Quick Card 78

Level 3 Quick Card 82

– Daily Routines

2. Focus

– Math Message

Students solve an addition number story.

There are 5 children skating.

There are 8 children playing ball.

How many children are there in all?

– Math Talk

– Representing Number Stories

Students are introduced to unit boxes and number models. (Whole Class “I do”)

– Creating and Solving addition Number Stories

Students create number stories and represent them with unit boxes and number models. Journal 1 p. 19. (Whole Class “We do”, Partner “You do”)

– Writing Number Stories

Students write and solve number stories about a picture Journal 1 p. 19. (Whole Class “We do”, Partner “You do”)

3. Practice

– Completing Number-Grid Puzzles

Students fill in missing numbers on number-grid puzzles. Journal 1, p. 20 (Whole Class “We do”, Partner “You do”)

– Math Boxes 2 – 2

Students practice and maintain skills. Journal 1, p. 21 and inside back cover (Independent “You do”) -Assessment Check-In: Journal 1 p. 19 (Whole Class “I do”)

**Lesson 2–3 **Doubles and Combinations of 10

-Students explore doubles and combinations of 10 to build fact fluency.

– Interactive Read Aloud

Two of Everything: A Chinese Folktale by Lily Toy Hong (Whole Class “I do”)

Vocabulary: doubles, combinations of 10, doubles fact, number sentence, sum

Goals:

– Make sense of others’ mathematical thinking.

– Explain your mathematical thinking clearly and precisely.

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

1. Warm Up

– Mental Math and Fluency (Whole Class “I do”, “We do”, Partner)

– Math Talk

Students solve number stories

Level 1: An egg carton has 6 eggs in the top row and 6 eggs in the bottom row. How many eggs in all?

Level 2: The first week of September has 7 days, and the second week of September has 7 days. How many days are in the first two weeks of September?

Level 3: Abby’s crayon box has two rows of crayons. The second row has 8 crayons. Abby’s crayon box has 16 crayons in all. How many crayons are in the first row?

– Daily Routines

2. Focus

– Math Message (Whole Class “I do”, “We do”, Partner)

Teachers introduce double ten frames. (Whole Class “I do”)

Students examine a blank double ten frame “We do”, Partner)

– Using Double Ten Frames

Students explore strategies for finding the total number of dots shown on double frames. (“We do”, Partner)

Naming Doubles and Combinations of 10

Students sort facts into two groups, doubles, doubles and combinations of 10, and record fact strategies “We do”, Partner)

3. Practice

– Playing Fishing for 10

Students practice finding combinations of 10 (“We do”, Partner/Small Group)

– Math Boxes 2 – 3: Journal 1, p. 23

Students practice and maintain skills. (Independent “You do”)

Assessment Check-in: Assessment Handbook pp. 98 – 99 (Whole Class “I do”)

**Lesson 2–4 **The Making – 10 Strategy

– Students use a strategy based on place value to add within 20.

Vocabulary: addend, making 10, helper fact

Goals:

– Make sense of the representations you and others use.

– Make connections between representations.

– Make sense of others’ mathematical thinking.

1. Warm Up Math Talk

– Mental Math and Fluency (Whole Class “I do”, “We do”, You do)

Teachers flash the following cards in sequence 87, 88, and 91. Students share strategies for finding the total dots on each card. Teachers highlight strategies that involve mentally moving dots to complete a ten frame.

– Math Talk

Differentiated Instruction

Level 1: Quick Look Card 87

Level 2: Quick Look Card 88

Level 3: Quick Look Card 91

– Daily Routines

2. Focus

– Math Message (Whole Class “I do”, “We do”, Partner)

Using erasable boards, students write as many combinations of 10 as they can. (You do)

Teacher asks, “How do you know you found all of the combinations?”

Several students share the strategies used. (“We do”)

– Exploring the Making – 10 Strategy

Teachers list combinations of 10 so that they are ordered by their first addends – going from smallest first addend to the largest (0 -10).

The teacher posts the chart to support independent math thinking.

3. Practice

Students practice the Making 10 – Strategy on journal 1, p. 24

(“We do”, Partner “You do”, Independent)

Playing the Number – Grid Game

1. Players put their markers/counters on the number grid.

2. Students take turns rolling the die then moving their markers determined by each roll.

3. Students play to reach exactly 110 on the number grid.

– Math Boxes 2 – 4: Journal 1, p. 25

Students practice and maintain skills. (Independent “You do”)

Assessment Check-in: Math Journal 1, p. 24 (Whole Class “I do”)

**Exchange Game**

Children explore place-value concepts as they play The Exchange Game with money and practice grouping by 10s using $1, $10, and $100 bills.

SMALL GROUP PARTNER

Partners play The Exchange Game to practice making exchanges between ten $1 bills and one $10 bill and between ten $10 bills and one $100 bill. See Lesson 2-1 for detailed directions.

As children play, encourage them to verbalize their exchanges. Sample exchange: I have $12. I can exchange ten $1 bills for one $10 bill. I still have $12, but now I have one $10 bill and two $1 bills.

Making Geoboard Shapes

Children make shapes, designs, or pictures on geoboards and record them on geoboard dot paper.

SMALL GROUP/ PARTNER

Children make shapes, designs, or pictures with rubber bands on their geoboards and record them on geoboard dot paper on Math Masters, page TA9 or TA10.

Children work independently and as partners to make several geoboard shapes with three and four sides. You may wish to demonstrate this activity and model the vocabulary divide, half, halves, and fourths.

**Science**

FOSS Investigation 2 part 3:

Watching Clouds

Inquiry Question:

Are clouds all the same?

What kinds of weather do different clouds bring?

Students observe and compare several types of clouds and discuss how they move across the sky. They read FOSS Science Stories to find out more about what meteorologists do.

Science Content:

– There are three main types of clouds: cirrus, cumulus, and stratus.

– Clouds are made of water drops.

– Wind moves clouds in the sky.

Interactive Read Aloud: __The Shapes in the Sky A book About Clouds__ by Josepha Sherman

Review the chart of how to work cooperatively.

Measuring temperature/observing and recording weather patterns (daily)

– Working in pairs, students use thermometers to measure and record the temperature in the morning, noon, and afternoon. They will also observe and record weather. We, as a class, will do this for the next four weeks to compare and learn about weather patterns.

Interactive Read Aloud: __Weather Words__ by Gail Gibbons

Investigation 3 part 1 Bubbles in the Wind

Inquiry Question:

How can bubbles be used to find out about wind speed and direction?

Exploration:

– Students use bubbles to blow bubbles outside. They investigate how the air moves bubbles in a variety of locations around the school building.

Science Content:

– Bubbles are filled with air.

– Wind is moving air.

– Bubbles can show the changing direction and speed of the wind.

Lab Observation:

Students discuss the previous day’s findings with a partner, then whole group.

Science Notebook:

Students jot down pertinent notes such as materials, procedure and inquiry question

Illustrate the observation.

Students write to explain how bubbles can be used to find out about wind speed and direction. They must incorporate the charted vocabulary and scientific terminology the writing.

Investigation 3 part 2

Wind Speed

Inquiry Question:

How do people describe the strength of the wind?

Exploration:

– Students go outside to feel and observe the wind. They are introduced to a descriptive wind scale and an anemometer, a tool use by scientists to more accurately measure the speed of the wind.

Science Content:

– Meteorologists use a wind scale to describe the strength of the wind.

– Meteorologists use an anemometer to measure the speed of wind.

Anemometer

– Each student makes a pinwheel and goes outside to explore wind speed.

Lab Observation:

Students discuss the previous day’s findings with a partner, then whole group.

Science Notebook:

Students jot down pertinent notes such as materials, procedure and inquiry question

Illustrate the observation.

Students write to explain how a pinwheel can be used to determine wind speed. They must incorporate the charted vocabulary and scientific terminology the writing.

Assessment Opportunity

Students complete an exit slip explaining their understanding of the exploration.

Teachers review students’ science notebook entries to see who demonstrates the understanding of topic.

**Social Studies**

Shared Reading:

Read and discuss “Cooperation” by Sara Holbrook

Cooperation’s hard

and it’s work

to make caring last.

Sometimes,

forgiveness is tough to chew

and understanding melts too fast.

I could always order my way,

that’s easy.

I could protect

me first and only.

I could never compromise.

But stubborn gets,

well,

lonely.

Interactive Read Aloud: __Chores__ by Nick Bruce

Lesson 2 – A member of Different Groups

Review the chart we listed the previous day of students’ roles.

Compare and Contrast: Students work in groups to discuss, chart, and explain how the roles will be different when students get older.

Students share out to the class how their roles will be different when they get older.

Interactive Read aloud: Lesson 3 – Around the Neighborhood

Main Idea: People share places in the neighborhood.

Vocabulary: neighborhood, map, location

– Students work in pairs to describe their neighborhood to each other.

– Students share out their descriptions of their neighborhoods to the class.

Students continue to work on their Anti-Bullying Posters.

Thank you for your support.

Anh Tuan Hoang and LuAnn Lawson