Week of December 4

Dear Parents and Caregivers,

Math fact fluency such as addition and subtraction facts through 20, including doubles and near doubles facts and combinations of addends to make 10, should be mastered at this stage of second grade. Please continue to support your child by practicing these skills using counters, pennies, pictures and number models.

For the winter assembly, the second graders will be performing “Rock Around the Christmas Tree”. Please have your child wear a green top (t-shirt, turtleneck, dress shirt, blouse, dress, etc.) on that day.

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.
– Words Center: Making words
– Listening Center: Raz Kids
– Guided Reading
MTSS:
– Time Repeated Reading

Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.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:
Practice for the Winter Assembly

Reading Workshop
Bend 2: Learning the Lingo of a Topic
Session 7: Using Text Features to Notice and Understand Keywords (Day 1)
Learning Activities
Readers use text features to notice and understand keywords (bold, text boxes, labels, glossaries, etc.)
– Students read independently and/or with a partner using strategies they’ve learned.

Interactive Read Aloud: Roll, Slope, and Slide by Michael Dahl

Writing Workshop
Unit Two
Information—Lab Report and Science Book
Session 6: Student Self-Assessment and Plans
Minilesson
Students will practice using the second- and third-grade checklist

Day 2:
Practice for the Winter Assembly

Reading Workshop
Bend 2: Learning the Lingo of a Topic
Session 7: Using Text Features to Notice and Understand Keywords (Day2)
Learning Activities
Readers use text features to notice and understand keywords (bold, text boxes, labels, glossaries, etc.)

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

Interactive Aloud: Move It by Adrienne Mason

Writing Workshop
Unit Two
Information—Lab Report and Science Book
Bend II Writing to Teach Others about Our Discoveries
Session 7: Remember All You Know about Science and about Scientific Writing for New Experiments
Minilesson

Students will bring past knowledge and experience, both to hypothesize and to plan their writing about an experiment.
Students will test their hypotheses, and write up their experiment so that others can use and replicate their results.

Day 3:

Practice for the Winter Assembly

Reading Workshop
Bend 2: Learning the Lingo of a Topic
Session 8: Using Context to Build Knowledge of Unknown Words (Day 1)
Learning Activities
When readers run into a keyword, they work hard to unlock it. They use the whole page and everything they know about the topic to figure out what it probably means.”
– Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop
– Interactive Read-Aloud: Magnets Pulling Together, Pushing Apart by Natalie M. Rosinsky
Unit Two
Information—Lab Report and Science Book
Bend II Writing to Teach Others about Our Discoveries
Session 7: Remember All You Know about Science and about Scientific Writing for New Experiments
Conferring and Small-Group Work: Steering Students’ Attention to Data to Think and Write More in Conclusions

Using Tables to Organize Information: students put their data side by side in a table, it will help them understand the information more clearly and analyze and interpret data.

Students continue to write about their experiments.

Day 4:
Practice for the Winter Assembly

Reading Workshop
Bend 2: Learning the Lingo of a Topic
Session 8: Using Context to Build Knowledge of Unknown Words (Day 1)
Learning Activities
When readers run into a keyword, they work hard to unlock it. They use the whole page and everything they know about the topic to figure out what it probably means.”

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

Interactive Read Aloud: Do-4U the Robot Experiences Forces and Motion by Mark Weakland

Writing Workshop
Unit Two
Information—Lab Report and Science Book
Bend II Writing to Teach Others about Our Discoveries
Session 8: Studying a Mentor Text—The “Result” Page
Minilesson: Review and discuss how scientists organize data.
Conferring and Small-Group Work: Discuss students’ work and offer support.

Students continue to write about their experiments.

Day 5:
Practice for the Winter Assembly

Parent Read Aloud

Students take the spelling test.

Word Study
Spelling Words: (The following words will be tested on December 16.)
such, because, turn, here, why, germ, herd, clerk, nerve, serve, fern, food, fuel, build, material, ago

Phonemic Awareness Progress Check

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

Writing Workshop
Unit Two
Information—Lab Report and Science Book
Bend II Writing to Teach Others about Our Discoveries
Session 9: Comparing Results and Reading More Expert Materials to Consider New Questions

Students will compare their results with those of a student in the class who conducted a related experiment, looking for connections and suggesting possible reasons why. Students will examine the next set of their results with another student, comparing posting questions, and generating possible explanations.

Students continue to write about their experiments.

Math
Lesson 4 – 2
Telling Time to the Nearest 5 Minutes
Students will tell time to the nearest 5 minutes.
Goals:
– Understand place value.
– Work with time and money.
– Use tools effectively and make sense of your results.
– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.
– Use clear labels, units, and mathematical language.

Vocabulary: hour hand, minute hand, analog clock, digital clock

Lesson 4 – 3
A.M. and P.M.
Students tell time using A.M. and P.M.
Goals:
– Understand place value.
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Make sense of the representations you and other use.
– Make mathematical conjectures and arguments.

Vocabulary: A.M., P.M., 24-hour interval

Lesson 4 – 4 Numeration and Place Value
Students will discuss place value and represent 3 – digit numbers using base – 10 blocks and expanded form.

Goals:
– Understand place value.
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Make sense of the representations you and other use.
– Make mathematical conjectures and arguments.

Lesson 4 – 5 Using Place Value to Compare Numbers
Students will use place value and expanded form to compare 3 – digit numbers.

Goals:
– Think about accuracy and efficiency when you count, measure, and calculate.
– Use structures to solve problems and answer questions.

Lesson 4-6 Using Base-10 Blocks to Show a Number (Day 1)
Students make sense of a 3-digit number represented by base-10 blocks by making trades or counting.

Goals:
– Make sense of your own problem.
– Make sense of the representations you and other use.
– Make connections between representations.

Science
How Do Magnets Move Things?
Interactive Read-Aloud: Magnets Pulling Together, Pushing Apart by Natalie M. Rosinsky

Objectives:
– Hypothesize how magnets interact with each other.
– Know that one way to change how something is moving is to push or pull it.
– Know that objects can be moved by being pushed and pulled with magnets.
Vocabulary: magnet, pole, attract, repel

Students will work in small groups to assemble needles and pieces of cork. Each group will float the needle in a bowl of water and observe how the needle swings around so one end of it points north. Students will take turns moving the need around and watch how the same end will again point north.

Lab Observation: Students write to explain their observations of the needle magnet compass exploration.

Rollers
Rolling Cups
Inquiry Question: Can we predict the behavior of a rolling cup? What happens if weight is added to a rolling-cup system?

Science Content
– Cups roll in the direction of the smaller end.
– To roll straight, two cups can be taped together so the ends are the same size.
– The amount and location of an added weight can change the way a system rolls.
Lab Observation:
– Students work with a partner to discuss how they would write their lab observations.
– Students write independently to explain the following question:
How do weights change the motion of a rolling cup? Why?

Inquiry Question: How does the added weight affect the distance the rolling-cup system travels?

Materials:
Paper cups, pennies, tape, slopes, meter sticks

Working in partnerships, students design slopes with different angles.

Students perform a multiple-trialed experiment and collect data to prove or disprove their hypothesis.
Students discuss their findings with a partner.
Students write to explain their findings.

Social Studies
Leader in Me
By Week 3, the cadence of the school day is taking shape. Continue to point out examples of leadership in content areas and to reinforce appropriate leadership behavior. You may find that students are beginning to notice and comment on inappropriate behavior. This positive peer pressure will further enforce the leadership culture of your classroom.
Expectations
• “How can we Begin With the End in Mind when starting an assignment?”
• Continue to use leadership language by sharing the “end in mind” for each lesson. Relationships

What Makes a Good Citizen?
Objectives:
– Identify characteristics of a good citizen such as a belief in justice, truth, equality, and responsibility for the common good.
– Identify ordinary people who exemplify good citizenship.
Vocabulary: justice, public service

Research Project: States
-Students will begin their projects on states using child friendly educational websites. Students will be provided with guidelines to focus on researching information for their assigned states.
– Students will label each state on the U.S.A. map, highlighting their state with color.

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

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Week of November 27

Dear Parents and Caregivers,

This is a reminder that the Everyday Math Unit 3 Progress Check and Open Response will be administered on Tuesday, 11/29, and Wednesday, 11/30 respectively. Students will have an opportunity to complete a study guide in class on Monday 11/28. Please refer to the graded homework and study guide to assist your child.

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.
– Words Center: Making words
– Listening Center: Raz Kids
– Guided Reading
MTSS:
– Time Repeated Reading

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

Reading Workshop
Bend 1: Thinking Hard and Growing Knowledge
Session 5: Celebrate the Gift of Learning Something New, “How does this book go?” (Day 1)
Even after previewing a book, readers can be surprised by books. When a reader is surprised, this is often when a reader is outgrowing knowledge and gaining new knowledge.
• Readers change their voice to match the information inside the text
• Readers use post its to mark new learning and share with partners

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

Writing Workshop
Interactive Read Aloud: Force And Motion by John Graham
Unit Two
Information—Lab Report and Science Book
Session 3: New Wanderings, New Experiments
Share—Interpreting Scientific Results and Developing Conclusions
Studetns will understand that when writing the conclusion page, it is important to ask “why?’ and to speculate about the answers. Students continue to write about their experiments. They work with an assigned partner to coach each other about their writing.

Day 2:

Reading Workshop
Bend 1: Thinking Hard and Growing Knowledge
Session 5: Celebrate the Gift of Learning Something New, “How does this book go?” (Day 2)
Even after previewing a book, readers can be surprised by books. When a reader is surprised, this is often when a reader is outgrowing knowledge and gaining new knowledge.
• Readers change their voice to match the information inside the texts
• Readers use post its to mark new learning and share with partners

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

Writing Workshop
Interactive Read Aloud: Force And Motion by John Graham
Unit Two
Information—Lab Report and Science Book
Session 4: Author Share Scientific Ideas/Conclusions
Minilesson
Connection: Remind students that the previous shared session left them asking why, and
Studnets will be Introduced to a mentor lab report, and be coached research the piece as they read through it. Students will revise their lab reports, using all they have learned from the mentor lab report.

Day 3:

Reading Workshop
Bend 1: Thinking Hard and Growing Knowledge
Session 6: Anticipating and Using the Lingo of a Nonfiction Topic (Day 1)
Before starting to read a new book, strong readers think, “What keywords do I expect to run into?”
• Students brainstorm words they believe will be in a book after seeing the title
• Read to Learn the Lingo” and add “Expect and look out for keywords”
• Students share keywords with their partners

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

Writing Workshop
Interactive Read Aloud: Force And Motion “Floating and Sinking” by John Graham
Unit Two
Information—Lab Report and Science Book
Session 4: Author Share Scientific Ideas/Conclusions
Conferring and Small-Group Work—Using Revision Materials and Writing Partnerships to Bring Revision Work to Life
Students will talk out their ideas with a partner so that they can practice and grow ideas together. Students continue to write about their experiments. They work with an assigned partner to coach each other about their writing.

Day 4:

Reading Workshop
Bend 1: Thinking Hard and Growing Knowledge
Session 6: Anticipating and Using the Lingo of a Nonfiction Topic (Day 2)
Before starting to read a new book, strong readers think, “What keywords do I expect to run into?”
• Students brainstorm words they believe will be in a book after seeing the title
• Read to Learn the Lingo” and add “Expect and look out for keywords”
• Students share keywords with their partners

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

Writing Workshop
Interactive Read Aloud: Force And Motion “Balancing Act” by John Graham
Unit Two
Information—Lab Report and Science Book
Session 5: Scientists Learn from Other Sources as Well as from Experiments

During a lecture, students will listen and take notes in ways that prepare them to talk about their experiments in forces and motion. Students will read more sources and to take notes about new information to then add into their writing.
Students continue to write about their experiments.

Day 5:

Parent Read Aloud

Students take the spelling test.

Spelling Words: (The following words will be tested on December 9.)
well, large, must, big, even, grew, stew, drew, chew, few, brew, standard, unit, metric, color, shape
Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Independent Reading

Reading Comprehension Quiz

Writing Workshop
Unit Two
Information—Lab Report and Science Book
Session 5: Scientists Learn from Other Sources as Well as from Experiments
Conferring and Small-Group Work: Supporting Writer’s Learning Trajectories

Students continue to write about their experiments.

Math
Unit 3 Review and Math Games:
Salute!
– Students work in small groups of three to practice addition facts and finding missing addends

Missing Addends, Number Grids
– Students work with partners to add two 2-digit numbers

Exploring Dice Subtraction
– Students apply their understanding of subtraction to generate subtraction facts and the related addition facts

Practicing Facts with Dominoes: Activity Card 36
– Students work with partners using dominoes to generate addition and subtraction facts.

Lesson 3 – 12
Progress Check Unit 3
Unit Assessment
Students complete the Self-Assessment
Assessment items reflect mastery expectations to this point.
Students complete the Unit 3 Assessment to demonstrate their progress on the Common Core State Standards covered in this unit.
– Add within 20 fluently.
– Subtract within 20 fluently.
– Add within 100 fluently
– Subtract within 100 fluently.
– Add multidigit numbers using models or strategies.
– Explain why addition and subtraction strategies work.

Open Response Assessment
Solving the Open Response Problem
This Open Response requires students to apply skills and concepts from Unit 3 to interpret and apply the subtraction strategy of going through 10.
After completing the problem, students discuss their strategies.

Pre-Assessment MARS Task, “Carols Numbers”
The task challenges a student to demonstrate understanding of concepts involved in place value. A student must understand the relative magnitude of whole numbers from the quantity of a digit in a particular place in the number and use this understanding to compare different numbers. The student must make sense of the concepts of sequences, quantity, and the relative position of numbers.

Lesson 4 – 1 Clocks and Telling Time
Students tell time to the nearest hour and half hour.
Goals:
– Work with time and money.
– Use tools effectively and make sense of your results.
– Use an appropriate level of precision for your problem.

Vocabulary: estimate, analog clock, minute

Science
Spinners
Making Twirly Bird
Materials: Twirly Bird sheets, paper clips, and scissors
– Introduce the twirly bird.
– Teacher models to students how to construct a twirly bird.
– Students work with a partner to discuss how they would construct their twirly birds.
– Students construct twirly birds independently from the twirly bird pattern.
– Show and tell.
– Read science stories.

Share Twirlers
Ask several volunteers to share their twirlers and to demonstrate how they work.

Twirlers
Materials:
Twirlers with various wing designs
Inquiry Question: How does the shape of the wings affect the amount of time it takes for the twirler to reach the ground?
Students formulate their hypothesis beginning with: I think the twirler with the … wings will take longer to reach the ground because …
Working in partnerships, students select twirlers with different wing designs.
Students perform a multiple-trialed experiment and collect data to prove or disprove their hypothesis.
Students discuss their findings with a partner.
Students write to explain their findings.

Rollers
Rolling Wheels
Science Content
– Wheels roll down a slope.
– A slope is a surface that is higher on one end.
– Axles support wheels.
– Wheel-and-axle systems with wheels of different sizes roll toward the smaller wheel.
Teacher Observation/Assessment
– Check to see how well students perform. Note result on paper
Guiding the Investigation
– Review spinning.
– Introduce wheels.
– Demonstrate setting up a ramp.
– Describe working with a partner.
– Distribute ramps and large wheels.
– Discuss early results.
– Distribute axles.
– Make tricky rollers.
– Provide small wheels.
– Students work with a partner to explore and respond to the inquiry question.
– Students share result.

Inquiry Question: How can a wheel-and-axle system be changed?
Science Content
– Wheels roll down a slope.
– A slope is a surface that is higher on one end.
– Axles support wheels.
– Wheel-and-axle systems with wheels of different sizes roll toward the smaller wheel.

Motion Vocabulary Quiz

Inquiry Question: How does the angle of the slope affect the distance the wheel and axle system travels?
Materials:
red disks, green shafts, slopes
Students formulate their hypothesis beginning with: I think the higher/lower the angle of the slope, the farther/shorter the wheel and axle travels because …
Working in partnerships, students design slopes with different angles.
Students perform a multiple-trialed experiment and collect data to prove or disprove their hypothesis.
Students discuss their findings with a partner.
Students write to explain their findings.

Social Studies
Leader in Me

• Read the Habit 1 story from The 7 Habits of Happy Kids.

Find States and Capitals
Objectives:
– Use symbols on maps.
– Locate states and state capitals on a map.
– Recognize state borders.
Vocabulary: border, capital

Lesson 5: Our Country’s Government
Objectives:
– Describe our nation’s government.
– Compare the roles of public officials, including mayor, governor, and president.
– Identify and explain the significance of the national Capitol building.
– Recognize the Constitution as the defining document for our country’s government.
Vocabulary: Congress, Supreme Court, rights, President, Constitution

Lesson 6: Signs of Citizen Pride
Objectives:
– Identify selected symbols and patriotic symbols such as the U.S. and state flags and Uncle Sam.
– Identify selected symbols such as state and national birds and flowers.

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

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Week of November 20

Dear Parents and Caregivers,

The Everyday Math Unit 3 Progress Check and Open Response will be administered on Tuesday, 11/29, and Wednesday, 11/30 respectively. Please refer to the graded homework to assist your child. Students must be able to:
– Write addition and subtraction fact family from a fact triangle
– Solve “What’s My Rule?” problems
– Use strategies to solve subtraction facts, (-0, -1, doubles facts, fact family)
– Find the missing addend when the sum and the other addend are given
– Explain how to make ten to add

There will not be classes on Wednesday, November 23 through Sunday, November 27 in observance of the Thanksgiving holiday.

Parents, who participated in the fundraising event The World’s Finest Chocolate, need to pick up your order at the multipurpose room on Monday, November 28 between 4:00 – 7:00p.m.

Have a safe and restful Holiday!

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.
– Words Center: Making words
– Listening Center: Raz Kids
– Guided Reading
MTSS:
– Time Repeated Reading

Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 11 (Different words will be given each day.)
Letter Naming: “The letter is___”; “Sound is___”
Rhyming: Monday, Wednesday and Friday: Students repeat only the one none-rhyming word. Tuesday and Thursday: Students repeat only the two rhyming words.
Onset Fluency: Teacher reads word pairs. Students do “Thumbs Up” if the words begin with the same sound. “Thumbs Down” if they do not.
Blending: Teacher says the individual phonemes. Students listen and then say the whole world. Ex. T: g-o, S; go
Identifying Final and Medial Sounds: Teachers reads word pairs. “Thumbs Up” if the words end with the same sound. “Thumbs Down” if not.
Segmenting: Teachers says the word whole. Students repeat the word and chop it into phonemes. Ex. T: go, S: go; g-o
Use hand motion for chopping.
Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ to /*/ and the word is? Ex. T: limit, S: limit, T: change the/lim/ to /hab/ and the word is? S: habit
* Use sounds
Adding Phonemes: Teacher says the rime. Students repeat the rime. Teacher says add/*/ at the beginning and the word is?
* Use sounds
Deleting Phonemes: Teacher says the word. Students repeat the word. Teacher says without the/*/ and what is left?
* Use sounds
Language Awareness: Teacher says the sentence. Students repeat the sentence, and then say the sentence while counting the words by raising fingers. Students then say how many words were in the sentence.

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:
Buenos Dias Wildcats,
Today is Monday, November 21, 2016. We will explore different ways to initiate rotational motion.
Inquiry Question: How can spin objects be kept in motion?
Share what you think with a classmate.

Reading Workshop
Bend 1: Thinking Hard and Growing Knowledge
Sesson 4: Bend 1: Thinking Hard and Growing Knowledge
Nonfiction Readers Ask, “How Does This Book Go?”
Readers ask, “How does this book go?”
• Describe how a nonfiction book is like a gift of knowledge. Carefully unwrap your gift and each of its part and think, “how does this book go?”
• Using the Table of Contents to get a quick glance of what topics are covered

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

Interactive Read-Aloud: ‘Twas the Night Before Thanksgiving by Dav Pilkey
Skill: Identifying the point of view of narrator.
Discussion Questions:
– Who is telling the story?
– How did the children feel about turkeys before coming to the farm?
– What causes the children to change the way they feel about the turkeys? What are the evidence?
– Why did the author compose the story from the point of view of the turkey?

Writing Workshop:
Giving Thanks This Thanksgiving
– Teachers ask: Think about one person you are thankful for this Thanksgiving. Today we will write a letter to tell him or her how you feel and why you are thankful he or she is in your life.
– Students will select an important person in their life to write a letter of thanks.
– Pairs of students will discuss the person he/she has selected.
– Teacher presents think – alouds of scenarios as a means to engage students thinking.
– Teacher will present and discuss an example of a letter on the Smart Board.
– Students work in assigned pairs to share ideas of their letters.
– Students will compose the rough draft of their letters.

Day 2:
Morning Message:
Bonjour Wildcats,
Today is Tuesday, November 22, 2016. We will construct Coin Books using rubber stamps and ink pads.
Inquiry Question: Why is it important to know how to count combinations of coins? Share what you think with a classmate.

Reading Workshop
Close Reading: “How Things Move” Cross-Curricular Focus: Physical Science
– Teachers will display the article on the Smart Board
– Teachers will review close reading strategies necessary to answer the following text dependent questions about key ideas:
1. When something is in motion, what does it change?
2. How can you test if something is moving? (“We do”, whole class)

Further small group discussion:
What does the author want us to learn as we read the article? Why do you think that? (“We do”, whole class)
– Students will orally read the passage. (“We do”, whole class)
– Teachers will provide individual copies of the passage to the students.
– The students will reread the text dependent questions orally.
– Students will reread with a pencil using the following annotations; question marks, circling important information/ evidence of the answer to the essential question. (“You do”, independent)

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

Writing Workshop

– Student volunteers will share their rough draft of letters of thanks.

– Students edit, illustrate and publish their letters of thanks.

– Students will present their published letters in small groups.

Math:
Lesson 3-10 Going – Up – Through – 10 Subtraction Strategy
Students will use the going-up-through-10 strategy for subtraction.
Goals:
– Subtract within 20 fluently.
– Explain your mathematical thinking clearly and precisely.
– Represent sums and differences on a number-line diagram.
– Compare the strategies you and others use.
– Make sense of others’ mathematical thinking.
– Use tools effectively and make sense of your results.

Vocabulary: going up through 10

Daily Routines

Going up Through 10

Practicing Going Through 10

Going Up Through10

Going Back Through 10

Summarizing Subtraction Strategies

Playing The Exchange Game

Lesson 3 – 11 Exploring Rectangles, Fact Wheels, and Coins
Goals:
– Add and subtract within 20 fluently.
– Work with time and money.
– Reason with shapes and their attributes.
– Compare the strategies you and others use.
– Think about accuracy and efficiency when you count, measure, and calculate.
– Create and justify rules, shortcuts, and generalizations.

Students cover rectangles with squares, practice addition and subtraction facts on a fact wheel, and make coin stamp booklets.
Vocabulary: square, rectangle fact wheel

Exploration A: Covering a Rectangle with Different – Size Squares

Exploration B: Practicing Addition on a Fact Wheel

Exploration C: Making Coin Stamp Booklets

Science
Spinners–Twirlers
Twirlers spin as they fall through the air. You may have seen seeds falling from maple trees in late summer. Maple seeds are fitted with little wings that interact with air to rotate rapidly, producing a wonderful visual effect. Spinning slows the fall of the seed, so that a breeze can carry the seed to a location some distance from the parent tree where it will have a better chance to produce a new tree. The effectiveness of a twirler, whether it is a seed or a toy, is influenced by a number of variables – the length of the wings, the amount of twist in the wings, the stiffness of the wings, the weight and length of the body, and so forth. When the twirler is perfectly balanced, it spins smoothly, descends slowly, and lands softly.
Inquiry Question: How can air start an object spinning?
Students make twirlers (flying spinners) that rotate by air resistance, first modifying soda straws with wings, and then making twirly birds from paper and paper clips.
Science Content
– Variations in design can influence the rotational motion of spinning objects.
– Air resistance can act as the force that initiates rotational motion.

Lab Observation:
– Students write independently to explain the following question:
How can air start an object spinning?

Social Studies
Leader in Me
Review the Seven Habits and hand movements

Lesson 4: Our State Government
Objectives:
– Compare the roles of mayor and governor.
– Describe state government.
– Identify some responsibilities of state government.
Vocabulary: governor, legislature, property

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

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Week of November 13

Dear Parents and Caregivers,

We extend our warmest thanks for the numerous parents and guardians who attended last week’s parent conferences. It was a pleasure to chat about your child’s progress.

The government vocabulary quiz will be given on Friday, November 18. The vocabulary cards were be sent home with students on Monday, November 7. Student should study these cards to help them understand concepts and skills covered in class.

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.
– Words Center: Making words
– Listening Center: Raz Kids
– Guided Reading
MTSS:
– Time Repeated Reading

Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.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:
Reading Workshop
Bend 1: Thinking Hard and Growing Knowledge
Session 2: Nonfiction Readers Notice, Learn, and Question (Day 1)
As readers notice details and try putting things together to learn about a topic, questions often come up. Readers keep those questions in mind as they read.

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

Writing Workshop
Unit Two
Information—Lab Report and Science Book

Interactive Read Aloud:
Hands-On Science: Forces and Motion by Jack Challoner and Maggie Hewson

Session 2: Studying a Mentor Text—Procedural Writing
Conferring and Small-Group Work: Channeling Students to Use Mentors from Start to Finish
To Write Like a Scientist…
1. Ask a question about how the world works.
2. Record a hypothesis, a guess.
3. How will you test it? Record your procedure.
4. Conduct multiple trials, and record your results.
5. Analyze your results, and write a conclusion.

– Students write their lab reports.

Day 2:
Reading Workshop
Bend 1: Thinking Hard and Growing Knowledge
Session 2: Nonfiction Readers Notice, Learn, and Question (Day 2)
As readers notice details and try putting things together to learn about a topic, questions often come up. Readers keep those questions in mind as they read

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

Writing Workshop
Unit Two
Information—Lab Report and Science Book
Interactive Read Aloud:
Hands-On Science: Forces and Motion by John Graham

Session 2: Studying a Mentor Text—Procedural Writing
Share: Self-Assessment
Students will be introduced to the Information Writing Checklist for Grade 2 and 3.
Students check their writing against the checklist to see if it fits the criteria.

Day 3:
Reading Workshop
Bend 1: Thinking Hard and Growing Knowledge
Nonfiction Readers Ask. “What Is This book Teaching Me?” (Day 1)
Readers grow knowledge when they put what they see and think together and ask, “What is this book teaching me?”

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

Writing Workshop
Unit Two
Information—Lab Report and Science Book
Session 3: New Wanderings, New Experiments
Students will revise their lab reports and their experiments. They will design and conduct their own variations on the class’s first experiment.

Students continue to conduct and write about their experiments.

Day 4:
Reading Workshop
Bend 1: Thinking Hard and Growing Knowledge
Session 3: Nonfiction Readers Ask. “What Is This book Teaching Me?” (Day 2)
Readers grow knowledge when they put what they see and think together and ask, “What is this book teaching me?”

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

Writing Workshop
Unit Two
Information—Lab Report and Science Book
Session 3: New Wanderings, New Experiments
Conferring and Small-Group Work—Coaching Partners to Help Each Other
Students will envision their partner’s writing and to signal if the writing is confusing or unclear so that the partner knows when he/she needs to go back and revise.

Students continue to conduct and write about their experiments. They work with an assigned partner to coach each other about their writing.

Day 5:
Parent Read Aloud

Students take the spelling test.

Word Study
Spelling Words: (The following words will be tested on December 2.)
also, around, form, three, small, mean, clean, peak, dream, beach, team, length, weight, height, temperature, distance

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

Phonemic Awareness Progress Check

Writing Workshop
Unit Two
Information—Lab Report and Science Book
Session 3: New Wanderings, New Experiments

Students continue to conduct and write about their experiments. They will work with an assigned partner to coach each other about their writing.

Math
Lesson 3- 6 – 0 and – 1 Fact Strategies and Subtraction Top – It
Students explore the – 0 and – 1 fact strategies and play Subtract Top – It
Goals:
– Add and subtract within 20 fluently.
– Make mathematical conjectures and arguments.
– Look for mathematical structures such as categories, patterns, and properties.
– Create and justify rules, shortcuts, and generalizations.

Vocabulary: – 0 facts, – 1 facts, difference

Lesson 3 – 7 “What My Rule?”
Students find missing numbers and missing rules in “What’s My Rule?” problems.
Goals:
– Add and subtract within 20 fluently.
– Use addition and subtraction to solve 1-step number stories.
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Use structures to solve problems and answer questions.
– Create and justify rules, shortcuts, and generalizations.

Vocabulary: “What’s My Rule?” function machine, input, output

Lesson 3 – 8 Using Double to Subtract
Students use double to solve subtract facts.
Goals:
– Subtract within 20 fluently.
– Use subtraction to solve 1-step number stories.
– Explain your mathematical thinking clearly and precisely.

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

Vocabulary: think – addition strategy, related facts

Lesson 3 – 9 Going – Back – Through – 10 Strategy for Subtraction (2 Days)
Students will use the going – back – through – 10 strategy for subtraction.
Goals:
– Subtract within 20 fluently.
– Use subtraction to solve 1-step number stories.
– Represent sums and differences on a number-line diagram.
– Make connections between representations.
– Make mathematical conjectures and arguments.
– Make sense of others’ mathematical thinking.

Vocabulary: friendly number, going back through 10

Science
Spinners
In Spinners, students will
– Construct toys that demonstrate spinning.
– Discover different ways to produce rotational motion.
– Explore variables that influence the spinning of tops, zoomers, and twisters.
Science Concepts
– Objects and systems that turn on a central axis exhibit rotational motion.
– The amount and position of mass affect how an object rotates.
– A push or pull (a force) is needed to initiate rotational motion in objects and systems.
Tops
– Students make tops from plastic disks and shafts, and spin them. After finding the arrangement of parts that produces the best top, they make tops from other materials.
Science Content
– Objects and systems that turn on a central axis exhibit rotational motion.
– You need a force to start a top spinning.
– The amount and position of mass affect how an object rotates.

In their science notebooks students will jot down pertinent notes such as materials, procedure and inquiry question. They illustrate the observation.
Students write to explain if the top they’re spinning is more stable when it’s going fast or when it slows down and why?
They must incorporate the charted vocabulary and scientific terminology the writing.

Tops

Students will perform a multiple-trialed experiment and collect data to prove or disprove their hypothesis.
Students discuss their findings with a partner.
Students write to explain their findings.

Spinners–Zoomers
Science Content
– There are different ways to initiate rotational motion.
– The motion of an object can be changed by pushing or pulling.
– Tops and zoomers both spin, but in different ways.

Spinners—Zoomers
Interactive Read Loud: Balance and Motion “Move It, But Don’t Touch It” by Delta Education
Spinners — Zoomers

Working in partnerships, students design zoomers with different-length strings.
Students perform a multiple-trialed experiment and collect data to prove or disprove their hypothesis.
Students discuss their findings with a partner.
Students write to explain their findings.

Social Studies
Leader in me
• Continue to establish routines.

Government
Lesson 2: Community Governments
Objectives:
– Describe a community government.
– Explain a role of a judge in a court.
– Identify some governmental services in the community, such as libraries, schools, and parks, and explain their value to the community.
Vocabulary: mayor, council, court, judge, government, services, tax
Lesson 3: Choosing Leaders
Interactive Read Aloud: Read and discuss the chapter “Choosing Leaders”.
Main Idea: Americans choose their leaders.
Objectives:
– Recognize the importance of leaders throughout history.
– Discuss what makes a good leader.
– Identify ways that public officials are selected, including election and appointment to office.
Vocabulary: election, vote, appoint

Skill: Making a Choice by Voting
Vocabulary: majority rule

Review for quiz
Assessment: Vocabulary quiz
– government: a group of citizens who run a community
– law: a rule that people of a community must follow
– tax: money paid to the government that is used to pay for services
– vote: a choice that gets counted
– patriotism: a feeling of pride that people have for their country
– consequence: something that happens because of what a person does
– brotherhood: friendship or cooperation
– mayor: a leader of our city
– governor: a leader of our state

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

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Week of November 6

Dear Parents and Caregivers,

A reminder of Parent/Teacher conference was sent home with students on Wednesday, November 2 to remind you of your conference time. We are looking forward to seeing you on Report-card Pickup day, which is Wednesday, November 9. Report-card Pickup day is a non-attendance day for students.

In order to be considerate to all, please keep your appointment time. Each conference is allotted for ten minutes. However, should you feel the need to discuss your child’s progress further, you can always request another appointment and we will be happy to accommodate.

School will be closed on Friday, November 11 in observance of Veterans Day.

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.
– Words Center: Making words
– Listening Center: Raz Kids
– Guided Reading
MTSS:
– Time Repeated Reading

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

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:
Reading Workshop
Bend 1: Thinking Hard and Growing Knowledge
Session 1: Nonfiction Readers Notice and Learn (Day 1)
Nonfiction readers grow knowledge by paying attention to details and putting the parts of text together in their mind.

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

Writing Workshop
Unit Two
Information—Lab Report and Science Book

Interactive Read Aloud:
Hands-On Science: Forces and Motion by Jack Challoner and Maggie Hewson

Teaching and Active Engagement: Students will learn through guided practice: students will go through the process of doing an experiment and writing a lab report, as they form and record a hypothesis, then conduct and record the experiment. Students will record results, including the unit of measurement. They will then conduct and record the second leg of the experiment with more independence, while still in the meeting area, contrasting the results from this trial with those from the earlier trail.

– Students write their lab reports.

Day 2:
Reading Workshop
Bend 1: Thinking Hard and Growing Knowledge
Session 1: Nonfiction Readers Notice and Learn (Day 1)
Nonfiction readers grow knowledge by paying attention to details and putting the parts of text together in their mind.

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

Writing Workshop
Unit Two
Information—Lab Report and Science Book

Interactive Read Aloud:
Hands-On Science: Forces and Motion by Jack Challoner and Maggie Hewson

Session 1: Learning to Write about Science
Conferring and Small-Group Work: Supporting Engagement
Share: Writing Like Scientists

To Write Like a Scientist…
1. Ask a question about how the world works.
2. Record a hypothesis, a guess.
3. How will you test it? Record your procedure.
4. Conduct multiple trials, and record your results.
5. Analyze your results, and write a conclusion.
– Students write and revise their lab reports.

Day 3:
Report Card Pick-Up and Parent/Teacher Conference Day

Day 4:

Spelling Test

Word Study
Spelling Words: (The following words will be tested on November 18.)
set, put, end, does, another, head, bread, dead, sweat, deaf, spread, rock, mineral, break, weather, soil

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

Reading Comprehension Quiz

Writing Workshop
Unit Two
Information—Lab Report and Science Book

Interactive Read Aloud:
Hands-On Science: Forces and Motion by Jack Challoner and Maggie Hewson

Session 2: Studying a Mentor Text—Procedural Writing
Connection: Help students understand the purpose of writing up their experiments with exact, precise information.
Students will set up for a mini-inquiry, preparing to study a mentor text for something they could try in their own writing.
– Students write and revise their lab reports.

Day 5:
Veterans Day

Math
Lesson 3 – 3 Fact Families
Students generate fact families using related numbers on Fact Triangles.
Goals:
– Add and subtract within 20 fluently.
– Know all sums of two 1-digit numbers automatically.
– Add and subtract multidigit numbers using models or strategies.
– Use tools effectively and make sense of your results.
– Look for mathematical structures such as categories, patterns, and properties.

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

Lesson 3 – 4 Playing Salute!
Students play Salute! to find missing addends.
Goals:
– Add and subtract within 20 fluently.
– Record comparisons using >, =, or, <.
– Check whether your answer makes sense.
– Make mathematical conjectures and arguments.
– Think about accuracy and efficiency when you count, measure, and calculate.

Vocabulary: equivalent names, missing addend
Counting up in pieces
Think addition, especially with a known or easier fact
Making 10
Near doubles

Lesson 3 – 5 Subtraction Strategies: Counting Up and Counting Back
Students discuss and use the counting-up and counting-back strategies for subtraction.
Goals:
– Add and subtract within 20 fluently.
– Compare the strategies you and others use.
– Think about accuracy and efficiency when you count, measure, and calculate.
– Use addition and subtraction to solve 1-step number stories.
– Create and justify rules, shortcuts, and generalizations.

Vocabulary: counting back, counting up

Science
Pre-Unit Assessment
KWL chart
– Students write ideas in response to the statement “What I know about balance and motion.”

Interactive Read Loud: Balance and Motion by Delta Education
Spinners
Purpose
In Spinners, students will
– Construct toys that demonstrate spinning.
– Discover different ways to produce rotational motion.
– Explore variables that influence the spinning of tops, zoomers, and twisters.
Science Concepts
– Objects and systems that turn on a central axis exhibit rotational motion.
– The amount and position of mass affect how an object rotates.
– A push or pull (a force) is needed to initiate rotational motion in objects and systems.
Tops
Inquiry Question: How can spinning tops be changed?
Science Content
– Objects and systems that turn on a central axis exhibit rotational motion.
– You need a force to start a top spinning.
– The amount and position of mass affect how an object rotates.
of a spinning top.

Students jot down pertinent notes such as materials, procedure and inquiry question.
They illustrate the observation.
Students write to explain if the top they’re spinning is more stable when it’s going fast or when it slows down and why?
They must incorporate the charted vocabulary and scientific terminology the writing.

Social Studies
Leader in Me
Leadership
• Introduce the 7 Habits.

Our Government
Introduce the Unit
Objectives:
– Use a visual to predict content.
– Interpret a quotation.

Preview the Vocabulary: government, law, tax, patriotism, vote
Objective:
– Use visuals to determine word meanings.
– Use words and visuals to predict the content of the unit.
Interactive Read Aloud: Community Rules – Making and Changing Rules and Laws in Communities by Jake Miller

Lesson 1: Getting Along in a Community
Objectives:
– Identify functions of government.
– Describe how governments establish order, provide security, and manage conflict.
– Recognize laws in the community and the consequence of breaking them.
Vocabulary: government, law, consequence, order

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

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Week of October 30

Dear Parents and Caretakers,

Thank you for attending the Literacy Night last week. We hope you enjoyed the evening.

On Wednesday, November 2, students will participate in the field trip to the Music Box Theater for the International Children’s Film Festival. Please make sure your child has a lunch for school on this day.

The social studies Community Unit Test and science Unit Test will take place Monday, October 31, and Tuesday, November 1 respectively. The study guides were sent home to help students prepare.

Report card pick-up/conference day takes place on Wednesday, November 9. Please stop by our school to sign up if you haven’t done so. The sign-up sheets are posted on the wall next to our classrooms’ doors. If you do not sign up by Wednesday, November 2, we will assign you one of the available slots so that a copy of the conference schedule can be sent home with students on November 3.

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.
– Words Center: Making words
– Listening Center: Raz Kids
– Guided Reading
MTSS:
– Time Repeated Reading: The Busy Pond by Kate Page (A to Z Reading)

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

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:

Reading Workshop
Bend 3: Paying Close Attention to Authors (use what we learn in writing to help us think deeply in reading)
Session 17: Readers Celebrate How Much They Have Grown (Day 1)
Readers Celebrate How Much They Have Grown by:
Helping readers grow by giving them tips and advice about a book using post-its
Interactive Read Aloud: Punctuation Takes A Vacation by Robin Pulver (Day 1)

Writing Workshop
Unit 1 Narrative, Bend 3
Study Your Own Authors
Session 18 Editing and Preparing for Publication
– Each student begins recopying his/her edited “Small Moment” story. Students will illustrate their stories with watercolor paints and watercolor paper to create a story book.

Day 2:

Reading Workshop
Bend 3: Paying Close Attention to Authors (use what we learn in writing to help us think deeply in reading)
Session 17: Readers Celebrate How Much They Have Grown (Day 2)
Readers Celebrate How Much They Have Grown by:
Helping readers grow by giving them tips and advice about a book using post-its
“Tips” can be: lessons learned, tricky word strategies, craft moves, etc.)
Interactive Read Aloud: Punctuation Takes A Vacation by Robin Pulver (Day 2)

Writing Workshop
Unit 1 Narrative, Bend 3
Study Your Own Authors
Session 18 Editing and Preparing for Publication
– Each student begins recopying his/her edited “Small Moment” story. Students will illustrate their stories with watercolor paints and watercolor paper to create a story book.

Day 3:

Field Trip to the Chicago International Children’s Film Festival.

Day 4:

Reading Workshop
Readers Make Sure That We Don’t Just Read the Words, We Understand Them—and Then We Read More and More
Students will use new words to help them make sure that the new word is remembered.
– Students read independently and/or with a partner using strategies they’ve learned.
Independent Reading
– Students read independently and/or with a partner using strategies they’ve learned.

Students take the spelling test.

Read Aloud: Meet the Marks read by Maya

Writing Workshop
Unit 1 Narrative, Bend 3
Study Your Own Authors
Session 18 Editing and Preparing for Publication
– Each student begins recopying his/her edited “Small Moment” story. Students will illustrate their stories with watercolor paints and watercolor paper to create a story book.

Day 5:
School Improvement Day

Math
MARS Tasks:
– Get Clued Up
This problem gives students a chance to use addition and subtraction to find and describe a number pattern.

Lesson 3 – 1 Open Response and Engagement (Day 1)
Students will solve an open response problem using their own fact strategies.
Goals:
– Add and subtract within 20 fluently.
– Know all sums of two 1-digit numbers automatically.
– Make sense of your own problem.
– Explain your mathematical thinking clearly and precisely.
– Use structures to solve problems and answer questions.

Vocabulary: making ten, double ten frame, near doubles

Lesson 3 – 1 Open Response and Engagement (Day 2)
Goals:
– Add and subtract within 20 fluently.
– Know all sums of two 1-digit numbers automatically.
– Make sense of your own problem.
– Explain your mathematical thinking clearly and precisely.
– Use structures to solve problems and answer questions.

Lesson 3 – 2 Subtraction from Addition: Think Addition
Students write subtraction number stories and generate related addition and subtraction facts.
Goals:
– Add and subtract within 20 fluently.
– Know all sums of two 1-digit numbers automatically.
– Use addition and subtraction to solve 1-step number stories.
– Add and subtract multidigit numbers using models or strategies.
– Model real-world situations using symbols.
– Use structures to solve problems and answer questions.

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

Science
Matter Unit Test
– Students take a written assessment about the Matter Unit.
Inquiry Wheel
The primary objective of the session is to have students learn to use the Wheel of Inquiry to structure investigable questions.

Students have been engaging in the “Rockets” activity where they launched Alka Seltzer film canister rockets. This rocket experience is used to have students generate lists of independent and dependent variables. These variables are used to fill out a Wheel of Inquiry.
Students perform experiments based on the questions from the Wheel of Inquiry.

Social Studies
– Students take a written assessment about the Community Unit.

Our Government Unit
Introduce the Unit
Objectives:
– Use a visual to predict content.
– Interpret a quotation.
– Use a K-W-L chart to prepare for the unit.

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

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Week of October 23

Dear Parents and Caregivers,

The Unit 2 Math Progress Check, as well as the cumulative assessment, will be administered on Wednesday, October 26 and Friday, October 28 respectively. Please review graded homework and the unit 1 test to support your child’s success.
Students must demonstrate mastery in:
– Adding doubles facts and combinations of ten
– Decomposing an addend to make ten before adding (e.g. 7+5= ? Think 7+3+2=?)
– Identifying helper facts (e.g. 5+6=? Use 5+5=10. Then add 1 more.)
– Identifying fact family for a domino. Write the turn-around fact.
– Knowing different names for a number (e.g. 16 is 10+6, 12+4, etc.)
– Identifying and explaining why a number is odd or even.

Family Literacy Night is Thursday, October 27 at 5:45. We hope to see you all there!

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
– Writing conferences
– Teachers model to students how to sketch their ideas and transform those ideas into written sentences.
– Words Center: Making words
– Listening Center: Raz Kids
– Guided Reading

Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
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:
Bonjour Wildcats,
Today is Monday, October 24, 2016. We will use tally marks, arrays, and numerical expressions involving addition and subtraction to give equivalent names for whole numbers.
Today’s Inquiry Question: How many ways can you express number 12? Share your answer with a classmate.

Reading Workshop
Bend 3: Paying Close Attention to Authors (use what we learn in writing to help us think deeply in reading)
Session 15: Readers Think About How the Whole Book Clicks Together, Noticing Masterful Writing (Day 1)
Readers Think About How the Whole Book Clicks Together, Noticing Masterful Writing by:
Asking HOW does the author make the story “click” together after reading the ending of the book
Reflecting after reading the book
Retelling the main events of the book
Re-reading the ending
Stopping and jotting how the beginning, middle, and ending of the book “click” together
Identifying how the ending fits with the whole book
Noticing how all parts of the book build on each other
Retelling the main parts in the beginning, middle, and ending to remember what happened in the story (ex: Somebody Wanted But So Then)
– Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop
Unit 1 Narrative, Bend 3
Study Your Own Authors
Session 14. Rereading and Quick Editing: Preparing for a Mini-Celebration
Students will understand how to use the writing checklist.
Using the checklist, students work independently to edit their writing.

Day 2:
Morning Message:
Ni hao Wildcats,
Today is Tuesday, October 25, 2016. We will skip count, add, and subtract to solve Frames- and-Arrows problems.
Today’s Inquiry Question: What do you need to identify when you solve a Frames-and-Arrows problem? Why is this important? Share your answer with a classmate.

Reading Workshop
Bend 3: Paying Close Attention to Authors (use what we learn in writing to help us think deeply in reading)
Session 15: Readers Think About How the Whole Book Clicks Together, Noticing Masterful Writing (Day 2)
Readers Think About How the Whole Book Clicks Together, Noticing Masterful Writing by:
Asking HOW does the author make the story “click” together after reading the ending of the book
Reflecting after reading the book
Retelling the main events of the book
Re-reading the ending
Stopping and jotting how the beginning, middle, and ending of the book “click” together
Identifying how the ending fits with the whole book
Noticing how all parts of the book build on each other
Retelling the main parts in the beginning, middle, and ending to remember what happened in the story (ex: Somebody Wanted But So Then)

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

Writing Workshop
Unit 1 Narrative, Bend 3
Study Your Own Authors
Session 15 Learning Craft Moves from Any Mentor Text

Mini Lesson
– Connection: Use the example of learning to cross the street as a metaphor for learning to use mentor texts independently. Just as over time children need less and less support in crossing the street, so too, they will need less and less support learning form a mentor author. Name the teaching point.
Students will understand how they can call on the help of a mentor author so that students can improve their writing.
– Students will reread their writing and plan with their partners.

Day 3:
Morning Message:
Konnichiwa Wildcats,
Today is Wednesday, October 26, 2016. We will try using a new craft move we learned from a mentor author in our own story.
Today’s Inquiry Question: Why is it important to try a new move in your writing? Share your answer with a classmate.

Reading Workshop
Bend 3: Paying Close Attention to Authors (use what we learn in writing to help us think deeply in reading)
Session 16: Readers Think, “What Does the Author Want to Teach Me?” (Day 1)
Readers Think, “What Does the Author Want to Teach Me?” by:
Taking a peek at the cover or at a few pages of the book to predict a lesson one can learn from the story
Identifying a lesson one can learn from the story
Talking with a partner about a lesson one can learn from the story
– Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop
Unit 1 Narrative, Bend 3
Study Your Own Authors
Session 16 Being Bold—Trying New Craft Moves
-Students will find a craft move from mentor texts in order to incorporate it into their story.
Students will use what they‘ve learned from their mentor author in their own writing.

Day 4:
Morning Message:
Hola Wildcats,
Today is Thursday, October 27, 2016. We will discuss characteristics of a suburban community.
Today’s Inquiry Question: How might city living differ from small-town living? Share your answer with a classmate.

Reading Workshop
Bend 3: Paying Close Attention to Authors (use what we learn in writing to help us think deeply in reading)
Session 16: Readers Think, “What Does the Author Want to Teach Me?” (Day 2)
Taking a peek at the cover or at a few pages of the book to predict a lesson one can learn from the story
Identifying a lesson one can learn from the story
Talking with a partner about a lesson one can learn from the story
– Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop
Unit 1 Narrative, Bend 3
Study Your Own Authors
Session 16 Being Bold—Trying New Craft Moves
– Students will share the work he/she has done under the mentorship of a new author.
Students continue to write/revise their Small Moment narratives.

Day 5:
Morning Message:
Good Morning Wildcats,
Today is Friday, October 28, 2016. We will identify and discuss different strategies used to figure out the meaning of a new word.
Today’s Inquiry Question: What strategy do you use to find the meaning of a new word? Explain your answer to a classmate.

Parent Read Aloud

Students take the spelling test.

Word Study
Spelling Words: (The following words will be tested on Thursday, November 3.)
means, old, any, same, tell, blue, true, clue, glue, due, argue, hero, action, cause, influence, kind

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

Writing Workshop
Unit 1 Narrative, Bend 3
Study Your Own Authors
Session 17 Writers Can Help Each Other

– Students meet in partnerships to offer each other feedback on their writing.

Math
Lesson 2 – 11 Playing Name That Number
Objectives:
– Use tally marks, arrays, and numerical expressions involving addition and subtraction to give equivalent names for whole numbers.

Students many ways to name numbers.
Vocabulary: name – collection box, equivalent

Lesson 2 – 12 Frames and Arrows
Objectives:
– Use manipulatives, number grids, tally marks, mental arithmetic, paper & pencil, and calculators to solve problems involving the addition
and subtraction of multidigit whole numbers; describe the strategies used.

Students will skip count, add, and subtract to solve Frames – Arrows problems.
Vocabulary: Frames-and-Arrows diagram, frame, arrow, arrow rule

Lesson 2 – 13 Unit 2 Progress Check (Day 1)
Students complete the Unit 2 assessment and self-assessment.
Review for Cumulative Assessment and Game Day

Lesson 2 – 13 Cumulative Assessment

Science
Design Challenge: Blast Off-Alka Seltzer Rockets

Introduce the Activity
Rocket Blast Off Activity

This is a simple but engaging activity that allows students to make hypotheses and test those hypotheses with immediate results.

Students test the design of their rockets.
Students improve the design of their rockets to prepare for the retesting.
Students test the redesign of their rockets.
Students write in their science notebooks about the design challenge.

Social Studies
Community
Interactive Read aloud: Lesson 6 – Needs and Wants
Main Idea: Everyone has needs and wants.
Vocabulary: need, want

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

Interactive Read Aloud: Social Studies Alive! My Community (p. 7 to 9)
– Students will design and create “Urban and Suburban Communities”

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

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