Week of January 22

Dear Parent and Caregivers,

The second grade classes will begin this year’s African-American unit of study the week of January 23. We will be learning about the lives and contributions of George Washington Carver, Bessie Coleman, Mae Jemison, and Elijah McCoy. Please support your child’s learning by assisting him/her to read age appropriate books, articles, and photos/images these famous scientists.

Students will take the social studies unit test about the U.S. government on Thursday, January 26. A study guide will be sent home on Monday, January 23. Please have your child complete the study guide and submit it the following day. We will grade the study guide and return it with the students for further reviewing for the test.

We sent home a permission slip for the field trip to Freedom Songs with Bill Brickey and Friends at the Old Town School of Folks Music. Please return the slip with payment by Friday, January 27so that we can secure the visit.

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:
– M.O.Y. TRC assessments.

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 3: Reading Across a Topic Session 15: Finding, Thinking, and Talking about What Is the Same and What Is Different
Learning Activities
When reading many books on the same topic, strong readers find similarities and differences.
Shared Reading: George Washington Carver by Cynthia Kennedy Henzel A-Z Reading Levels L and O
Targeted Reading Strategy
– Retell
Objectives
– Use the reading strategy of retelling to understand and remember a timeline of events
– Identify elements of a biography
– Fluently read the diphthong /ou/ sound
– Recognize proper nouns: names of people
– Identify and create compound words

Content Words:
– agriculture (n.) the science of farming and raising livestock
– famous (adj.) well known
– fertilizer (n.) a natural or chemical substance that promotes plant growth
– inventor (n.) a person who creates, designs, or builds something that did not exist before
– professor (n.) a college or university teacher
– segregated (adj.) kept apart based on group differences, such as race

Enrichment
– Civil War (n.) a war between the citizens of the same country
– Congress (n.) the national legislative body of a country
– nutrients (n.) a substance that provides nourishment essential for growth and maintenance

Writing Workshop
– Students discuss at table groupings additional information about Dr. Carver from their own reading to contribute to the graphic organizers.
-Students continue to read and add information onto their graphic organizers.
– Teachers circulate, guide, and/or pose questions to support students, noting which students are ready for independent writing and those who may need additional support.

Day 2:
Reading Workshop
Bend 3: Reading Across a Topic
Session 16: Readers Retell Topics, Not Just Books
Learning Activities (Day 1)

Strong readers retell knowledge about the topic, using their own words and key words.
Shared Reading: George Washington Carver by Cynthia Kennedy Henzel
Students read independently using skills they’ve learned.

Writing Workshop
Read Aloud: George Washington Carver An Innovative Life by Elizabeth MacLeod pages 4-7

– Students discuss at table groupings additional information about Dr. Carver from their own reading to contribute to the graphic organizers.
-Students continue to read and add information onto their graphic organizers.

Day 3:
Reading Workshop
Bend 3: Reading Across a Topic
Session 16: Readers Retell Topics, Not Just Books
Learning Activities (Day 2)

Strong readers retell knowledge about the topic, using their own words and key words.
Shared Reading: George Washington Carver by Cynthia Kennedy Henzel

Students read independently using skills they’ve learned.

Writing Workshop
Read Aloud: George Washington Carver An Innovative Life by Elizabeth MacLeod pages 8-13
– Students discuss at table groupings additional information about Dr. Carver from their own reading to contribute to the graphic organizers.
– Students continue to read and add information onto their graphic organizers.
– Teachers circulate, guide, and/or pose questions to support students, noting which students are ready for independent writing and those who may need additional support.

Day 4:
Reading Workshop
Bend 3: Reading Across a Topic
Session 17: Getting Ready for the Celebration
Learning Activities
Museum Celebration of Learning

Shared Reading: George Washington Carver by Cynthia Kennedy Henzel
Students read independently using skills they’ve learned.

Writing Workshop
Read Aloud: George Washington Carver An Innovative Life by Elizabeth MacLeod pages 14-17
– Students discuss at table groupings additional information about Dr. Carver from their own reading to contribute to the graphic organizers.
-Students continue to read and add information onto their graphic organizers.

Day 5:
Parent Read Aloud

Spelling Test

Word Study
Spelling Words: (The following words will be tested on Thursday, February 2.)
change, off, play, spell, air, bend, send, mind, offend, sand, land, draw, object, feature, label, steps

Shared Reading: George Washington Carver by Cynthia Kennedy Henzel
Students read independently using skills they’ve learned.

Writing Workshop
Read Aloud: George Washington Carver An Innovative Life by Elizabeth MacLeod pages 18-21

Questions:
Where did George attend school?
What subjects did he most enjoy?
Why was his interest in plants so important?

– Students discuss at table groupings additional information about Dr. Carver from their own reading to contribute to the graphic organizers.
-Students continue to read and add information onto their graphic organizers.

Math
Lesson 5-7 Open Numbers Lines (2 Days)
Open Numbers Lines
Students use open number lines as a tool for solving number stories.

Goals:
– Reflect on your thinking as you solve your problem.
– Compare the strategies you and others use.
– Make connections between representations.

Vocabulary: open number line

Lesson 5-8 Change-to-More Number Stories
Students solve change-to-more number stories.
Vocabulary: change-to-more number story, change diagram

Goals:
– Make sense of your own problem.
– Compare the strategies you and others use.
– 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.

Lesson 5-9 Parts-and-Total Number Stories
Students solve parts-and-total number stories.
Vocabulary: parts-and-total diagram, total, parts-and-total number story

Goals:
– Make sense of your own problem.
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– 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.

Science
Interactive Read Aloud: Landforms by Rose Brooker from Reading A to Z
Read and discuss different types of landforms in United States.
Targeted Reading Skills: Summarize and Identify Main Idea and details

Looking at Earth’s Surface: Landforms

Lesson Goals
1. Record ideas about the features that make up Earth’s surface.
2. Observe, describe, and compare characteristics of various landforms.

Looking at Earth’s Surface: Bodies of Water

Lesson Goals
1. Use observations from a globe to quantitatively describe how much of the Earth’s surface is covered in water
2. Explain how the water that covers most of Earth’s surface and can be a liquid or solid.
3. Observe and describe the characteristics of various bodies of water.

Social Studies
Integrated with Language Arts

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

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Week of January 16

Dear Parent and Caregivers,

The science Rotational Unit Test is postponed until Friday, January 20 to allow students more time to review. A study guide, however, was sent home on Monday, January 9. Please have your child refer to the study guide to review for the test.

We sent home a permission slip for the field trip to Freedom Songs with Bill Brickey and Friends at the Old Town School of Folks Music. Please return the slip with payment A.S.A.P so that we can secure the visit.

Balanced Literacy
Independent Reading (30-35 minutes at the beginning of each day). Differentiated
Differentiated Instruction/Formative Assessments:
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: Martin Luther Ling Jr. Day

Day 2:
Reading Workshop
Bend 3: Reading Across a Topic Session 14: Thinking and Rethinking about How Information Is Connected across Books (Day1)
Learning Activities
When reading many books on the same topic, strong readers use a variety of strategies to connect ideas.
Writing Workshop
Unit Two
Information—Lab Reports and Science Books
Bend III Writing about Forces and Motion in Information Books
Students read independently using skills they’ve learned.
Interactive Read Aloud: How Do They Work? Playgrounds by Wendy Sadler
Session 17 Introductions and Conclusions—Addressing and Audience
Students will craft introductions and conclusions that are fun and engaging for their audience. Students begin writing their introductions and conclusions for their All about Books.

Day 3:
Reading Workshop
Bend 3: Reading Across a Topic Session 14: Thinking and Rethinking about How Information Is Connected across Books (Day 2)
Learning Activities
When reading many books on the same topic, strong readers use a variety of strategies to connect ideas.
Students read independently using skills they’ve learned.

Writing Workshop
Unit Two
Information—Lab Reports and Science Books
Bend III Writing about Forces and Motion in Information Books
Interactive Read Aloud: The Force of Water by Lacy Finn Borgo
Session 17 Introductions and Conclusions—Addressing and Audience
Review yesterday’s lesson. Have a few students share what they have written about introduction and/or conclusion.
Students continue writing their introductions and conclusions for their All about Books.

Day 4:

Reading Workshop
Bend 3: Reading Across a Topic Session 15: Finding, Thinking, and Talking about What Is the Same and What Is Different
Learning Activities
When reading many books on the same topic, strong readers find similarities and differences.
Students read independently using skills they’ve learned.

Writing Workshop
Unit Two
Information—Lab Reports and Science Books
Bend III Writing about Forces and Motion in Information Books
Session 18 Editing – Aligning Expectations to the Common Core
Minilesson
Students will use a checklist to edit a piece of writing. They will work in partnerships to discuss editing strategies.
Students begin editing their own information books.

Day 5:
Parent Read Aloud
Students take the spelling test.

Word Study
Spelling Words: (The following words will be tested on January 27.)
try, kind, hand, picture, again, fast, past, last, contrast, blast, cast, oral, science, data, record, magnify

Students read independently using skills they’ve learned.

Phonemic Awareness Progress Check

Writing Workshop
Deeper, More Powerful and Thoughtful Revision
– Students reread their “All About Books” to check for errors.
– Students utilize the checklist to edit their “All About Books”.
– Explain to students that not only do writers edit their work, they also prepare it for publication. Model to students how to fancy up their writing.
– Students recopying their writing. They illustrate important parts of their “All About Books.”

Math
Lesson 5-4 (Day 2)
Coin Calculations
Students make purchases and practice making change.

Goals:
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Make connections between representations.
– Use tools effectively and make sense of your results.

Lesson 5-5 Exploring Arrays, Time, and Shapes (2 Days)
Students make arrays, match clock faces to digital notation, and construct shapes on Geoboards.

Goals:
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Look for mathematical structures such as categories, patterns, and properties.

Vocabulary: array

Lesson 5-6 Mentally Adding and Subtracting 10 and 100
Students develop strategies for mentally adding and subtracting 10 and 100.

Goals:
– Compare the strategies you and others use.
– Look for mathematical structures such as categories, patterns, and properties.
– Create and justify rules, shortcuts, and generalizations.

Vocabulary: mental addition, mental subtraction

Science
Read Balance and Motion: Things That Spin, Rolling, and String in Motion

Students work in small groups to complete review worksheets from forces and motions.
Engineering Design
Balloon-Powered Cars
Inquiry Question:
Does the shape of the front of the car affect the distance the car travels?

Science Notebook:
Students jot down pertinent notes such as materials, procedure and inquiry question.
They illustrate the observation.
Students write to explain how the shape of the front of the car affects the distance the car travels?
They must incorporate the charted vocabulary and scientific terminology the writing.

Social Studies
Leader in Me Habit 3
Continue to point out examples of leadership in content areas and to reinforce appropriate leadership behavior.

Students use the research notes from previous lesson to continue the final drafts of their state research books. They will identify:
– Name of governor of the state
– The state’s capital
– The state’s population
– The state’s nickname
– The state’s motto
– The state’s date of admission to the union
– The state bird (include a drawing or picture)
– The state flower (include a drawing or picture)
– The state flag (include a drawing or picture)
Students use the Chrome Notebooks to search for:
– Additional interesting facts about the state

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

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Week of January 8

Dear Parent and Caregivers,

Happy New Year! We are looking forward to seeing everyone on Monday, January 9.

The midterm progress reports will be sent home on January 9. Please discuss the progress report with your child, sign the bottom portion and return it promptly. If a conference is requested by a teacher, please contact us via e-mail to schedule an appointment.

Students will take the science Rotational Unit Test on Tuesday, January 17. A study guide will be sent home on Monday, January 9. Please have your child complete the study guide and submit it the following day. We will grade the study guide and return it with the students for further reviewing for the test.

There will be no school on Monday, January 16 in observance of Dr. Martin Luther King 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:
– M.O.Y. TRC 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 Succeedy 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
Unit of Study
Dr. Martin Luther King, Jr.
Shared Reading: Martin Luther King Jr. by Bea Silverberg

Key Question
Why is Martin Luther King Jr. called a great leader?
Targeted Reading Strategy
Summarize

Vocabulary
Academic vocabulary
remember (v.), separate (v.)

Story words
• Civil War (n.), march (n.), minister (n.), refused (v.), rights (n.), separation (n.), slavery (n.)

During this unit students will:
Ask and answer questions
Summarize
Discuss cause and effect relationships
Read to find out more about Martin Luther King Jr.’s life.

Students read independently using skills they’ve learned.

Writing Workshop
Unit Two
Information—Lab Reports and Science Books
Bend III Writing about Forces and Motion in Information Books
Session 14 Studying Mentor Texts
Students will:
– Add a new voice in a different size or color.
– Use arrows to show how something works.
– Use dashes to add definitions.
– Add captions to pictures.

Students continue to write about their experiments.
Students continue to write their information books.

Day 2:
Reading Workshop
Unit of Study
Dr. Martin Luther King, Jr.
Shared Reading: Martin Luther King Jr. by Bea Silverberg
Students will summarize important information in the book.
Students will make a question mark in their book beside any word they do not understand or cannot pronounce.
Students read independently using skills they’ve learned.

Writing Workshop
Interactive Read Aloud: All About Kites by Elizabeth Austin Chapter 1 and 2

Unit Two
Information—Lab Reports and Science Books
Bend III Writing about Forces and Motion in Information Books
Session 15 Using Comparisons to Teach Readers
Minilesson
Students will understand how to tell a story that illustrates how using a comparison can help readers understand something that is unfamiliar to them.

Students continue to write their information books.

Day 3:

Reading Workshop
Unit of Study
Dr. Martin Luther King, Jr.
Shared Reading: Martin Luther King Jr. by Bea Silverberg
Reflect on the Comprehension Skill: Cause and Effect
Students read independently using skills they’ve learned.

Writing Workshop
Interactive Read Aloud: All About Kites by Elizabeth Austin Chapter 3
Unit Two
Information—Lab Reports and Science Books
Bend III Writing about Forces and Motion in Information Books
Session 15 Using Comparisons to Teach Readers
Conferring and Small-Group Work—Conferring to Ensure Students Have Grasped the Essentials of the Unit
Students continue to write their information books.

Day 4:

Reading Workshop
Unit of Study
Dr. Martin Luther King, Jr.
Shared Reading: Martin Luther King Jr. by Bea Silverberg
Build Skills
Phonics: Identify r-controlled vowels
Students read independently using skills they’ve learned.

Writing Workshop
Interactive Read Aloud:All About Kites by Elizabeth Austin Chapter 4

Unit Two
Information—Lab Reports and Science Books
Bend III Writing about Forces and Motion in Information Books
Session 16 Showing Hidden Worlds with Science Writing
Students will understand how to slow things down by writing lots of steps for one moment.
They will apply, from now on, these or any other invented strategies to help them convey information about their topic, and forces and motion, to their readers.
Students continue to write their information books.

Day 5:
Parent Read Aloud

Word Study
Spelling Words: (The following words will be tested on January 20.)
try, kind, hand, picture, again, fast, past, last, contrast, blast, cast, oral, science, data, record, magnify

Reading Workshop
Unit of Study
Dr. Martin Luther King, Jr.
Shared Reading: Martin Luther King Jr. by Bea Silverberg
Word Work: Synonyms
Students read independently using skills they’ve learned.

Writing Workshop
Unit Two
Information—Lab Reports and Science Books
Bend III Writing about Forces and Motion in Information Books
Session 16 Showing Hidden Worlds with Science Writing
Students discuss examples of writing that are “hidden story”.
Students continue to write their information books.

Math
MARS Pre-Assessment “Pocket Money”
The task challenges a student to demonstrate fluency in adding and subtracting whole numbers. A student must understand whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers. A student must be able to communicate mathematical reasoning using words, numbers and/or pictures.

Lesson 5 – 1
Playing Beat the Calculator
Students play Beat the Calculator to develop fact power by using mental strategies to add two 1 – digit numbers.

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

Vocabulary: addition fact, fact power

Lesson 5-2
Using Coins to Buy Things
Students will review coin equivalencies and make different combinations of coins for the same amount of money.

Goals:
– Solve problems more than one way.
– Create mathematical representations using numbers, words, pictures, symbols, gestures, tables, graphs, and concrete objects.
– Make mathematical conjectures and arguments.
– Use tools effectively and make sense of your results.

Vocabulary: equivalencies

Lesson 5-3
Counting Up with Money
Students will find coin combinations to pay for items and make change by counting up.

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

. They take turns being the customer and the clerk. Each child records a few transactions

Lesson 5-4 (Day 1)
Coin Calculations
Students make purchases and practice making change.

Goals:
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Make connections between representations.
– Use tools effectively and make sense of your results.

Science
Engineering Design

Review the five steps of the Engineering Design Process
ASK: What is the problem? How have others approached it? What are your constraints?
IMAGINE: What are some solutions? Brainstorm ideas. Choose the best one.
PLAN: Draw a diagram. Make lists of materials you will need.
CREATE: Follow your plan and create something. Test it out!
IMPROVE: What works? What doesn’t? What could work better? Modify your designs to make it better. Test it out!

Bridge challenge
Using only two sheets of paper, build a strong bridge that will reach across a 6-inch gap. The bridge must be at least 3 inches wide.

Social Studies
Unit of Study
Dr. Martin Luther King, Jr., integrated with language arts

Shared Reading: Martin Luther King Jr. by Bea Silverberg
– Students collaborate in small groups to discuss and present the following focus questions:
Compare and Contrast
How was life different for
African Americans before Martin Luther King worked to get unfair laws changed?
Analyze
Do you think that all people in the United States have equal rights today? Explain.
Evaluate
What changes do we see today, as a result of Martin Luther King Jr. working to make the laws fairer?
Fact or Opinion
Martin Luther King Jr. was a very brave person. Is this statement a fact or an opinion? How do you know?
Classify Information
How can you tell that this book is a biography?

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

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Week of December 18

Dear Parent and Caregivers,

Students will take the math Unit 4 Written Assessment and the math Unit 4 Cumulative Assessment on Wednesday, December 21 and Thursday December 22 respectively. Please refer to the graded homework and the listed goals below to assist your child’s review for the assessments.
– Understand 3-digit place value.
– Read and write numbers in expanded form.
– Compare and order numbers.
– Add multiple numbers using models or strategies.
– Measure the length of an object.
– Select appropriate tools to measure length.
– Tell and write time using analog and digital clocks.
– Use A.M. and P.M.
– Know all sums of two 1-digit numbers automatically.
– Determine whether the number of objects in a group is odd or even.
– Express an even number as a sum of two equal addends.
– Count by 1s.
– Mentally add 10 to and subtract 10 from a given number.
– Represent whole numbers as lengths from 0 on a number-line diagram.
– Solve problems involving coins and bills.
– Read and write monetary amounts.

The Winter Assembly for K-4 will be held Thursday, December 22, from 1:00 to 2:00 p.m. in the gym. Please have your child wear a green top (t-shirt, turtleneck, dress shirt, blouse, dress, etc.) on that day. We look forward to seeing you there.

The holiday luncheon for the second grade students will take place on Friday, December 23. The announcement was sent home on December 12. Please submit payment by Monday, December 19.

We extend our best wishes during this time of year and wish you a happy 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

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

Practice for the Winter Assembly

Day 1:
Reading Workshop

Bend 2: Learning the Lingo of a Topic
Session 11: Talk the Talk and Walk the Walk! Using Lingo to Teach Others
Learning Activities (Day 1)
Readers talk the talk and walk the walk. Strong readers use lingo to teach others.
● Students share their new knowledge with their partners or small groups.
Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop
Unit Two
Information—Lab Reports and Science Books
Bend III Writing about Forces and Motion in Information Books

Read-Aloud: Inclined Planes by Valerie Bodden

Session 12 Drawing on All We know to Rehearse and Plan Informational Books
Minilesson
Students will think of a topic they could teach others, and then ask partners to have a go at describing each section of their booklet to other.
Students begin drafting their information books, focusing on how to organize information by creating a table of content for their books.

Day 2:

Reading Workshop

Bend 2: Learning the Lingo of a Topic
Session 11: Talk the Talk and Walk the Walk! Using Lingo to Teach Others
Learning Activities (Day 2)
Readers talk the talk and walk the walk. Strong readers use lingo to teach others.
● Students share their new knowledge with their partners or small groups.
Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop
Unit Two
Information—Lab Reports and Science Books
Bend III Writing about Forces and Motion in Information Books
Session 13 Tapping Informational Know-How for Drafting
Minilesson
Students begin drafting their information books, tucking in reminders about how to write informational texts and how to connect their writing to the science they have been learning.
Students continue to draft their information books.

Day 3:
Reading Workshop

Bend 3: Reading Across a Topic
Session 13: Nonfiction Readers Add Information across Books
Learning Activities (Day 1)
When readers have a couple books on one topic, strong readers stop and think how the new information connects to the first book.
Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop
Unit Two
Information—Lab Reports and Science Books
Bend III Writing about Forces and Motion in Information Books
Session 14 Studying Mentor Texts
Students will use authors as mentors, finding, in published works, a technique that can help the with their current writing.
Students continue to draft their information books.

Day 4:
Reading Workshop

Bend 3: Reading Across a Topic
Session 13: Nonfiction Readers Add Information across Books
Learning Activities (Day 2)
When readers have a couple books on one topic, strong readers stop and think how the new information connects to the first book.

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

Due to the winter assembly, the math Unit 4 Cumulative Assessment will take place in the morning during language arts time.

Day 5:

Reading Workshop Integrated with Social Studies
Shared Reading: A-Z Reading World Holidays by Cecelia Maeson
After Reading
– Students will provide examples of how Hanukkah and Kwanzaa are alike and different.
Students read independently and/or with a partner using strategies they’ve learned.

Students work in pairs to reflect on their learning and set goals for 2017.

Writing Workshop
Unit Two
Information—Lab Reports and Science Books
Bend III Writing about Forces and Motion in Information Books
Students continue to draft their information books.

Math
Lesson 4-10 The Centimeter
Students are introduced to the centimeter as a standard unit of a length.

Goals:
– Use tools effectively and make sense of your results.
– Use an appropriate level of precision for your problem.
– Create and justify rules, shortcuts, and generalizations.

Lesson 4-11 Matching Facts with Strategies, Measuring a Path, Exploring Arrays.
Students match subtraction facts with strategies, measure a path in inches and centimeters, and explore arrays.

Goals:
– Compare the strategies you and others use.
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Look for mathematical structures such as categories, patterns, and properties.

Lesson 4-12 Unit 4 Progress Check

Goals:
– Understand 3-digit place value.
– Read and write numbers in expanded form.
– Compare and order numbers.
– Add multiple numbers using models or strategies.
– Measure the length of an object.
– Select appropriate tools to measure length.
– Tell and write time using analog and digital clocks.
– Use A.M. and P.M.
– Make sense of the representations you and other use.
– Use tools effectively and make sense of your results.
– Explain your mathematical thinking clearly and precisely.
– Use an appropriate level of precision for your problem.

Day 1: Administer the Unit Assessments.
Day 2: Administer the Cumulative Assessment.

Lesson 4-12 Unit 4 Cumulative Assessment

Goals:
– Know all sums of two 1-digit numbers automatically.
– Determine whether the number of objects in a group is odd or even.
– Express an even number as a sum of two equal addends.
– Count by 1s.
– Mentally add 10 to and subtract 10 from a given number.
– Represent whole numbers as lengths from 0 on a number-line diagram.
– Tell and write time using analog and digital clocks.
– Solve problems involving coins and bills.
– Read and write monetary amounts.
– Explain your mathematical thinking clearly and precisely.
– Look for mathematical structures such as categories, patterns, and properties.
– Create and justify rules, shortcuts, and generalizations.

Science
Rollers
Rolling Spheres
Investigation Summary
Students continue to work with the flexible runways to make the rolling marbles do tricks. As a culminating experience, students work together as a class to connect the runway sections to make one long runway through which a marble can roll nonstop.

Social Studies
Shared Reading: A-Z Reading World Holidays by Cecelia Maeson
Vocabulary
– Content words: Chinese New Year, Christmas, dreidel, Hanukkah, Holi, kinara, Kwanzaa, menorah, mkeka, New Year, Ramadan, traditions
. Explain that people around the world celebrate different holidays and that they have special ways of celebrating, called traditions.
– Students work in small groups to discuss what they already know about the holidays listed in the table of contents.

– Students read to find out how holidays around the world are celebrated and how.

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

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Dear Parents and Caregivers,

A second quiz for the social studies Government Unit will be administered on Thursday, December 15. A study guide will be sent home on Monday, December 12. Please refer to it to assist your child to prepare for the quiz.

The winter holiday luncheon for the second grade students will take place on Friday, December 23. The cost for lunch is $6.00 for each student. We will send home a form on Monday, December 12. Please return it with payment (cash only) by Monday, December 19.

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

Practice for the Winter Assembly

Day 1:

Reading Workshop
Bend 2: Learning the Lingo of a Topic (Day 1)
Session 9: Solving Words Takes Strategic and Flexible Thinking
Learning Activities
When readers are stuck on a keyword, they try different strategies to unlock it.

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

Writing Workshop
Interactive Read Aloud: Do-4U the Robot Experiences Forces and Motion by Mark Weakland
Unit Two
Information—Lab Reports and Science Books
Bend II Writing to Teach Others about Our Discoveries
Session 10: Designing and Writing New Experiment
Students will design, conduct, and write up new experiments and continue to write about their experiments.

Day 2:

Reading Workshop
Bend 2: Learning the Lingo of a Topic (Day 2)
Session 9: Solving Words Takes Strategic and Flexible Thinking
Learning Activities
When readers are stuck on a keyword, they try different strategies to unlock it.

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

Writing Workshop
Unit Two
Information—Lab Reports and Science Books
Bend II Writing to Teach Others about Our Discoveries
Session 10: Designing and Writing New Experiment
Students continue to write about their experiments.

Day 3:

Reading Workshop
Bend 2: Learning the Lingo of a Topic (Day 1)
Session 10: Rereading Like Experts
Learning Activities
Once readers unlock keywords, strong reads reread more fluently to help understand information.
– Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop
Unit Two
Information—Lab Reports and Science Books
Bend II Writing to Teach Others about Our Discoveries
Session 10: Designing and Writing New Experiment
– Share: Comparing results
Students will recreate the experiments of the best catapult from each group to see if the winning results can be repeated—and see if the lab reports can be followed. They will write down their ideas and hypotheses about why these two catapults shot farther than all the others and to connect these ideas to their own experiments and continue to write about their experiments.

Day 4:

Reading Workshop
Bend 2: Learning the Lingo of a Topic (Day 2)
Session 10: Rereading Like Experts
Learning Activities
Once readers unlock keywords, strong reads reread more fluently to help understand information.

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

Reading Comprehension Quiz

Read-Aloud: Inclined Planes by Valerie BoddenWriting Workshop

Unit Two
Information—Lab Reports and Science Books
Bend II Writing to Teach Others about Our Discoveries
Session 11: Editing—Domain-Specific Language
Students will draw attention to the shared class topic, forces and motion, and together, generate a list of domain-specific words and edit their writing.

Day 5:

Parent Read Aloud

Students take the spelling test.

Word Study
Spelling Words: (The following words will be tested on January 13.)
ask, when, men, read, need, short, core, sport, report, port, escort, solid, liquid, gas, size, texture

Independent Reading

Writing Workshop
Unit Two
Information—Lab Reports and Science Books
Bend III Writing about Forces and Motion in Information Books

Session 12 Drawing on All We know to Rehearse and Plan Informational Books

Students will think of a topic they could teach others, and then ask partners to have a go at describing each section of their booklet to other. They will begin drafting their information books, focusing on how to organize information by creating a table of content for their books.

Math
Lesson 4-6 Using Base-10 Blocks to Show a Number (Day 2)
The class analyzes explanations and drawings, and students revise their work.

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

Lesson 4-7 Playing Target
Students use base-10 blocks to model addition and subtraction of multi-digit numbers.

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

Lesson 4-8 How Big Is a Foot?
Students measure objects with a foot-long foot.

Literature Link: Read How Big Is a Foot? by Rolf Myler

Goals:
– Use tools effectively and make sense of your results.
– Use an appropriate level of precision for your problem.
– Use clear labels, units, and mathematical language.

Lesson 4-9 The Inch
Students are introduced to the inches as a standard unit of a length.

Goals:
– Make mathematical conjectures and arguments.
– Make sense of others’ mathematical thinking.
– Use clear labels, units, and mathematical language.
Game Day

Playing Addition Top-It

Playing Salute!
Students play Salute! to practice addition by solving for a missing addend, which is an important strategy for developing fluency with addition and subtraction facts.

Playing Target!

Telling Time
Students work with an assigned partner to take turns practice telling time using plastic analogue clocks.

Science
Rollers
Rolling Spheres
Inquiry Question: How can we make a runway that will keep a marble rolling?
Investigation Summary
– Spheres are round in all directions and roll in all directions.
– A runway must be high at the start and low at the finish for a sphere to roll the complete length.
– Spheres roll down a slope.

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.
They illustrate the observation.

Students work with a partner to discuss how they would write their lab observations.
Students write to explain how they can make a runway that will keep a marble rolling.
They must incorporate the charted vocabulary and scientific terminology the writing.

Working in partnerships, students design runway with loops of different sizes.
Students perform a multiple-trialed experiment and collect data to prove or disprove their hypothesis. Studnets discuss their findings with a partner.
Students write to explain their findings.

Social Studies
Leader in Me
Continue to point out examples of leadership in content areas and to reinforce appropriate leadership behavior.

Shared Reading: The Story of the Statue by Heather Lynn Banks
About the Lesson
Targeted Reading Strategy: visualize
Objectives
– Use the reading strategy of visualizing to understand text
– Identify author’s purpose

Research Project: States
– Teachers will guide students to 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. They will label each state on the U.S.A. map, highlighting their state with color and continue to complete the questionnaire worksheet of the state research.

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

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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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