Dear Parents and Caregivers,

There is no school for students, teachers and staff on Monday, May 30 in observance of Memorial Day.

The second grade annual picnic will take place the last day of student attendance, June 21. We will send home additional information regarding the picnic on a slip of paper. If you are interested in assisting, please return the slip by June 10.

**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:

– TRC E.O.Y Assessment

– 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

Writing Center: Observing and writing descriptions of mealworms

Word Study: Identifying and using adjectives

Spelling Words

Technology Center: A.R. on iPads

Reader’s Theater: __Ajani and the Talking Watermelon__

MTSS:

– Letter Name Fluency (Tier 3)

– Intensive Reading Support with Leveled Literacy Intervention Blue System Level D (Tier 3);

Level I (Tier 2)

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

Week 35

Rhyming (Words change daily)

– Teacher says the words. Students repeat the words. Students do mouth closed if the words rhyme, or mouth open if they do not rhyme.

Onset Fluency (Words change daily)

– Teacher says the words. Students repeat the words. Students do hands together if the words begin with the same blend, hands apart if they do not begin with the same blend.

Blending (Words change daily)

– Teacher says the syllables. Students listen and then say the whole word.

Ex. T: /spu-ge-te/ S: spaghetti

Identify Final and Medial Sounds (Words change daily)

– Teacher says the word in regular voice. Students repeat the word and say whether the blend is at the beginning, middle or end of the word.

Segmenting (Words change daily)

– Teacher says the whole word. Students repeat the word and segment it into chunks or syllables.

Substituting (Words change daily)

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

Adding Phonemes (Words change daily)

– Teacher says word. Students repeat the word. Teacher says add /*/ at the beginning/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

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):

– Greeting: Students greet each other in a language of choice.

– Sharing: Students share what they have written about their insects or something that is meaningful to them.

– Group Activity: Read “The Orchestra” from __Sing a Song of Poetry__ by Fountas and Pinnell p. 207

Day 1:

Memorial Day (No School)

Day 2:

Morning Meeting

Morning Message: Today is Tuesday, May 31, 2016. In writing, we will examine how scientists talk about the subjects they study using specialized words.

Inquiry Question: Why is it important to utilize specific terms when writing about your insect? Share your answer with a classmate.

Poetry Unit

“Powerful Thoughts in Tiny Packages”

What is a poem?

Interactive Read Aloud:

– Students listen to a poem entitled “Things” read by Eloise Greenfield from Hip Hop Speaks to Children.

– Teachers and students read together “Things”.

– Teachers and students discuss how our expression and patterns are different after listening to the author read the poem.

– Teachers introduce the genre of poetry by creating a chart entitled “What Is A Poem?” based upon the students thinking.

– Revisit “Things” by Eloise Greenfield and ask students to write a paragraph about why they like the poem.

Writing

Interactive Read Aloud: __The Big Bug Book__ “Giant Water Bug” by Margery Facklam

Specific Language

Minilesson

Connection: Liken the particular ways in which students talk about things they know well to how scientists talk about the subjects they study using specialized words. Name the teaching point.

Teaching: Teach the concept of technical language, inviting students to brainstorm domain-specific terms they know on topics they know well.

Active Engagement: Redirect students’ attention to the shared class topic, insects, and together, generate a list of domain-specific words. Suggest that the class come up with a system for recording technical language.

Link: Suggest that students view their work to be sure it includes insect lingo—and if not, to incorporate it in clear, thoughtful ways.

Students edit their writing.

Day 3:

Morning Meeting

Morning Message: Today is Wednesday, June 1, 2016. In math, we will use mental math to estimate the total cost.

Inquiry Question: Why is it important to utilize mental math to estimate the total cost? Share your answer with a classmate.

R.E.A.C.H. End of Year Performance Test Math

Writing

Interactive Read Aloud: __The Big Bug Book__ “Atlas Moth” by Margery Facklam

Editing

Review the lesson on Reread During Editing

– Using a writing sample, teachers model the focus point (After I finish a piece of writing, I will reread even more carefully! I am going to reread to check carefully for mistakes in spelling, capitalization, punctuation, and grammar. This kind of rereading is called proofreading. Proofreading is a time when we read to edit or fix mistakes.)

– Students utilize the checklist to edit their research papers.

Day 4:

Morning Meeting

Morning Message: Today is Thursday, June 2, 2016. We will compare and contrast how different groups of Native American use natural resources to meet their needs.

Inquiry Question: How might Native Americans use natural resources to meet their needs? Share your answer with a classmate.

R.E.A.C.H. End of Year Performance Test Literacy

Writing

Interactive Read Aloud: __The Big Bug Book__ “Madagascar Hissing Cockroach” by Margery Facklam

– Students continue to publish their insect books.

Day 5:

Morning Meeting

Morning Message: Today is Friday, June 3, 2016. We will skip count and add to solve problems involving multiples of 10.

Inquiry Question: What strategies do you know to help you solve problems involving multiples of 10? Share your answer with a classmate.

Parent Read Aloud

Spelling Test

Word Study

**Spelling Words:**

(The following words will be tested on Friday, June 10.)

*capable, acceptable, adorable, excited, agreeable, bearable, desirable, comfortable, disposable, irritable, valuable, prefix, suffix, narrative, expository, contents*

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

Poetry Unit

“Powerful Thoughts in Tiny Packages”

Interactive Read Aloud:

– Teachers and students begin reading __Love That Dog__ by Sharon Creech.

– Classes take a Museum Poetry Walk reading selected poems from our read-aloud.

– Teachers revisit the “What is a poem?” chart and revise the chart based upon what was learned during the museum walk.

– Teachers introduce the concept of recipes/ingredients for cooking to guide the students to understand that there are ingredients in our recipe for writing a poem.

The first ingredients are: Use the eyes of a poet to look at the world closely and carefully, and use the eyes of a poet to look at ordinary things in fresh a, new ways.

– Students to select a favorite poem and write a short essay about why they like the poem.

Writing

Interactive Read Aloud: __The Big Bug Book__ “Giant Wetapunga” by Margery Facklam

– Students finish publishing their insect books.

**Math**

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

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)

**Lesson 9-9** Estimating Costs

Day 1: Students select items from a store poster and use mental math to estimate the total cost.

Goals:

– Check whether your answer makes sense.

– Explain your mathematical thinking clearly and precisely.

– Use an appropriate level of precision for your problem.

1. Warm Up

Mental Math and Fluency

Students make ballpark estimates and record them as number models on erasable boards.

76 + 188 = ?

85 + 165 = ?

183 + 211 = ?

296 + 373 = ?

Daily Routines

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

2a. Focus

Math Talk

Students identify if the student in the story problem makes an accurate estimate, and discuss their thinking about the student’s answer.

Then students make estimates using their ballpark estimate. (“You do”, independent)

Comparing Estimation Strategies

Students explain to their partners when they might use ballpark estimates. (“We do”, partners)

Student volunteers explain the estimation strategy of the student in the story problem.

Teachers highlight the close-but-easier numbers used in the story problem.

Ask: When you shared your strategy with your partner, were you able to explain it so that your partner could solve a similar problem using your strategy?

Teachers briefly discuss how both estimates are reasonable. (“We do”, whole class)

Teachers explain that today the students will pretend they are in a store, and they have $100 to spend. They are going to make estimates in their head to decide what items they can buy and explain their thinking. (“We do”, whole class)

Solving the Open Response Problem

Teachers distribute Math Masters, p. 272 and Moran’s Market Poster on Math Masters, p. 274.

Students will use scissors and glue (no pencils).

The class choral reads the problem.

Students work in partnerships to discuss what they understand from the problem. (“We do”, partners)

Teachers invite volunteers to explain the task, asking questions such as:

What do you need to figure out?

How much money do you have?

Do you have to spend all of the money?

Do you need an exact answer to decide what to buy?

How will you show what items you plan to buy?

Can you use a pencil? (“We do”, whole class)

Teachers review the prices on Moran’s Market Poster. Encourage students to complete the first part of the problem mentally, or in their head. (“You do”, independent)

Once students have chosen their items and glued them down, distribute Math Masters, p. 273. In the thought bubble, students should show their mental math strategies and write down clear explanation of their thinking. Ask students to write down how they chose their items and how they know the total cost is close to $100, but not more than.

Allow students time to complete the page. Partners can talk about the task, but each student should write an explanation. (“You do”, independent)

Teachers circulate and assist. If students try to find an exact answer using the paper and pencils, ask: How can you find the total cost of the items in your head?

Teachers note students’ strategies.

Summarize

Ask: When is it helpful to estimate or use mental math?

Teachers collect students’ work to evaluate and prepare for Day 2.

**Lesson 9-9 Day 2:** Reengagement

The students discuss selected students’ estimates, and the students revise their work.

Goals:

– Check whether your answer makes sense.

– Explain your mathematical thinking clearly and precisely.

– Use an appropriate level of precision for your problem.

2b. Focus

Setting Expectations

Teachers briefly review the Open Response Problem from Day 1. Remind the students that their job was to find at least three items to buy so the total cost was close to, but less than $100. They also needed to explain the strategies they used to estimate the total cost.

Ask: What do you think a good explanation would include?

Remind students that a goal of their work is to explain their thinking clearly and precisely. Discuss the word precisely. Tell students that a precise explanation is one that gives details and is accurate and complete.

Remind students that if they think someone else’s work is unclear or incomplete, they should still be respectful when they explain why. Refer to your list of discussion guidelines and encourage students to use these sentence frames.

– I think this is a clear and complete explanation because ______________.

– I think this explanation needs to include ______________________. (“We do”, whole class)

Reengaging in the Problem

Students reengage the problem by analyzing and critiquing other students’ work in pairs and whole-group discussion. Have students discuss in partners before sharing with the whole class. Guide this discussion based on the decisions you made in Getting Ready for Day 2. (“We do”, partners; whole class)

Revising Work

Pass back the students’ work from Day 1. Before students revise anything, ask them to examine their own explanations and decide how to improve them. Ask the following questions one at a time. Have partners discuss their responses and give a thumbs-up or thumbs-down based on their own work.

– Did you choose at least three items and show the prices for each?

– Is your total close, but less than $100? Did you tell how you know?

– Did you show all the steps in your thinking? Did you show any close-but-easier numbers you chose?

– Did you show how you added the numbers? (“We do”, partners; whole class)

Students revise their work. (“You do”, independent)

Summarize

Ask students to reflect on their work and revisions.

Ask: How did you make your explanation clearer?

3. Practice

Math Boxes 9-9

Students practice and maintain skills completing Math Boxes 9-9, p. 241.

**Lesson 9-10** Connecting Doubles Facts, even Numbers, and Equal Groups

Goals:

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

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

– Create and justify rules, shortcuts, and generalizations.

1. Warm-Up

Mental Math and Fluency

Teachers display various arrays. Students count by 2s to find the total number of dots in each array. Then they write addition number models on their slates to represent the arrays. (“We do”, whole class)

Daily Routines

Students complete the daily routines.

2. Focus

Math Talk

“You have 2 rows of tomato plants with 8 plants in each row. How many plants do you have?”

Teachers invite volunteers to sketch an array that matches the math problem. Ask students to describe the array.

Expect the following observations.

– It shows 2 rows of plants with 8 plants in each row.

– It is a 2-by-8 array.

– It has 2 rows and 8 columns.

– It has 16 objects in all.

Invite students to write a number model for this problem. (“We do”, whole class)

Connecting Doubles and Equal Groups

Teachers distribute 20-centimeter cubes to each partnership.

Teachers explain to the students:

There is enough space in the garden for only 2 rows of plants with up to 10 plants in each row.

There should always be 2 equal rows, but each row may have less than 10 plants. (“We do”, whole class)

Students build at least three possible arrays with their centimeter cubes.

Then students record their arrays on centimeter grid paper and write addition or multiplication number models to match each array. (“We do”, partners)

Teachers invite volunteers to share their arrays while making an ordered list of the arrays and the number models on chart paper.

After all 10 possible arrays have been recorded, teachers have students examine the list.

Ask: What patterns do you notice?

Referring to the two lists of possible number models, discuss the idea that when the students need to find the total number of objects in 2 equal groups (or multiply by 2), they can use addition doubles.

Ask: How can we use doubles facts to help us solve number stories about 2 equal groups? (“We do”, whole class)

Connecting Even Numbers and Equal Groups

Teachers refer to the list of arrays and number models from the previous activity. Ask the students to look at the totals for each array and determine whether they are even or odd.

Ask:

– Can the total number of 2 equal groups or rows be an odd or even number?

– How do you know?

– If I have 14 cubes and I want to put them into 2 equal groups, what doubles fact could help me?

– Why?

Teachers guide students to see that they can also use doubles facts to help them put an even number of objects into 2 equal groups. (“We do”, whole class)

Teachers pose number stories involving 2 equal groups or rows of objects. Encourage students to use their knowledge of doubles facts to help them solve the problems.

Students can use cubes or draw pictures to model the problems.

Students write addition and multiplication number models for the problems and share them with the class.

Suggestions:

– You have 2 apples. Each apple is cut into 8 slices. How many slices are there now?

– Your friend has 2 fish tanks with 6 fish in each tank. How many fish does your friend have in all?

– There are 10 pencils in all. You want to put an equal number of pencils in each of your 2 pencil cups. How many pencils should you put in each cup? (“We do”, whole class)

3. Practice

Equal Shares with different Shapes

Students partition rectilinear figures into same-size shapes that are different shapes on journal p. 243. (“You do”, independent)

Math Boxes

Students complete the mixed practice on journal p. 244.

**Science**

Integrated with language arts for the whole week

Science Content:

– Insects need air, water, and space.

– Insects have characteristic structures and behaviors.

– The life cycle of the beetle is egg, larva, pupa, and adult, which produces eggs.

– The life cycle of the cricket is egg, nymph, and adult, which produces eggs.

Thinking Processes:

– Observe mealworm larvae, pupae, and adults over time.

– Describe and record changes in mealworm structure and behavior over time.

– Observe cricket nymphs, and adults over time.

– Describe and record changes in cricket structure and behavior over time.

Insect Habitat

-Students will design and create a habitat for their research insect. They will utilize a shoe box, white Model Magic, construction paper, glue, scissors, watercolors, etc.

**Social Studies **

Comparing Groups of Native Americans

Objectives:

– Compare Native American groups.

– Sequence early American history.

Interactive Read Alouds (on the Smart Board): __Ancient Cliff Dwellers__ by Kira Freed and __The Inuit: Northern Living__ by David Meissner from Reading A to Z

– Read about two different Native American groups.

Compare and contrast their food, clothing, and shelter with a Venn diagram.

How did they use the natural resources around them?

– Point out that many names for places, food, animals, and things originated from Native Americans such as squash, potato, pumpkin, moose, skunk, raccoon, chipmunk, moccasin, Michigan – great river, Nebraska – flat river, and Chicago – place of the smelly onion.

Students work in pairs to review the Past and Present Study Guide.

Past and Present Quiz

Thank you for your support.

Anh Tuan Hoang