Dear Parents and Caregivers,

The social studies quiz on Anti-Bullying based on class read alouds and discussions will be administered on Friday, September 30. A study guide will be sent home on Monday to help students prepare.

Additionally, students will take the Math Unit 1 assessment on Wednesday, September 28 and the Unit 1 Open Response on Thursday, September 29. Please refer to the graded homework to help your child review. The following concepts will be assessed: Counting by ones, Determining placements of numbers on the number line and number grid, Calculating amount of coins, Skip-counting by 2s, 5, 10s, and 25s, Using relation symbols such as , and = correctly, and Finding unknown quantity such as 7 + ___ = 10

Parent-teacher conferences/Report card pick up for the first quarter is Wednesday, November 9. The sign-up schedules are posted outside of rooms 103 and 106. Please make your appointment as time slots are provided on a first-come, first-served basis. Additionally, the sign-up sheets for Second Grade Parents Weekly Read Alouds are posted next to the conference sheets.

**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.

– Teachers administer the beginning-of-year TRC (Text Reading and Comprehension)

Word Study

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

Week 3 (Daily, Different words will be given each day.)

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: Today is Monday, September 26, 2016. In math, we will explore base-10 blocks, area, and dominoes.

Inquiry Question: How do base-10 blocks help you understand place value? Share your thinking with a classmate.

Reading Workshop

Second Graders Roll Up Their Sleeves to Figure Out Tricky Words, Drawing on Everything They Know (Day 2)

Learning Activities

Second Graders Roll Up Their Sleeves to Figure Out Tricky Words, Drawing on Everything They Know by:

Checking the picture and thinking, “What word would make sense here?”

Using what’s happening in the story to figure out the word

Looking through the WHOLE word, part by part

Looking for a word inside a word

Taking a guess

Covering up the word and asking, “What word would make sense here?”

Looking at the first and last letters of the word

Independent Reading

– Students read independently using strategies they’ve learned.

Writing Workshop

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

Session 4: Writing with Details

Interactive read aloud: Review __The Leaving Morning__ by Angela Johnson

Mini Lesson: Writing with Details

– Active Engagement: Challenge writers to zoom in on a small moment in their own stories, writing with details. Offer suggestions as they work.

Students continue to write their Small Moment narratives.

Day 2:

Morning message: Today is Tuesday, September 27, 2016. We will discuss using multiple strategies when reading.

Inquiry Question: Why is it important to use many strategies when reading? Share your thinking with a classmate.

Reading Workshop

Readers Use More Than One Strategy at a Time

Learning Activities (Day 1) Readers Use More Than One Strategy at a Time by:

Rereading a sentence to see what word probably goes there

Checking the word by rereading the first chunk

Asking, “Does it look right?” then rereading

Asking, “Does it make sense?” then rereading

Independent Reading

– Students read independently using strategies they’ve learned.

Writing Workshop

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

Session 5: Letter to Teachers; Revising with the Masters; Crafting Powerful Endings

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

Mini Lesson: Revising with the Masters

Students will discuss the settings of the whole-class mentor texts and explain how they transport the readers to a place and sets the stage for what’s to come. Students will work in pairs to compare the ending of the stories.

Students continue to write their Small Moment narratives

Day 3:

Morning message: Today is Wednesday, September 28, 2016. We will discuss in detail the properties of liquids.

Inquiry Question: Why might knowing properties of liquids help you in your daily life? Share your thinking with a classmate.

Reading Workshop

Readers Use More Than One Strategy at a Time

Learning Activities (Day 2)

Readers Use More Than One Strategy at a Time by:

Rereading a sentence to see what word probably goes there

Checking the word by rereading the first chunk

Asking, “Does it look right?” then rereading

Asking, “Does it make sense?” then rereading

Independent Reading

– Students read independently using strategies they’ve learned.

Writing Workshop

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

Session 5: Letter to Teachers; Revising with the Masters; Crafting Powerful Endings

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

Students will understand when they revise, they need to focus on whole sections of their stories at a time. In addition to endings, writers revise beginnings. They think, “Have I set up my story the way I want it to? Does it set the stage for what’s to come? Does it create the mood or tone I want? Does it hook readers, making them want to read on?” Students can also revise the most exciting, or sad, or revealing part, making sure to slow down and stretch that part out.

Students continue to write/revise their Small Moment narratives.

Day 4:

Morning message: Today is Thursday, September 29, 2016. We will investigate the different characteristics of look-alike liquids.

Inquiry Question: How can you distinguish between four clear, colorless liquids based on the way they look on a brown paper towel? Share your thinking with a classmate.

REACH B.O.Y. Reading Assessment

Students continue to write their Small Moment narratives.

Day 5:

Morning message: Today is Friday, September 30, 2016. In math, we will explore place value.

Inquiry Question: Why is it important to understand place value? Share your thinking with a classmate.

Reading Workshop

Readers Notice That Some Beginnings and Endings Can be Read in a Snap!

Learning Activities

Readers Notice That Some Beginnings and Endings Can be Read in a Snap! by:

Checking if the word sounds right

Noticing lots of words with the same beginnings (prefixes ex: pre/un)

Noticing lots of words with the same endings (suffixes ex: ing/ly/ed/er/s/es)

Using the strategy “Look, Read, Spell, Write, Look, Read”

Independent Reading

– Students read independently using strategies they’ve learned.

Spelling Test

Comprehension Quiz

Word Study

**Spelling Words:** (The following words will be tested on October 7.)

*very, after, things, our, just, girl, dirt, shirt, third, thirst, birth, system, produce, consume, life, cycle*

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

Writing Workshop

Students continue to write/revise their Small Moment narratives.

**Math**

Lesson 1-12 Exploration Exploring Base-10 Blocks, Area, and Dominoes

Overview: Students count by 100s and 10s to find the value of base-10 “buildings,” use shapes to cover rectangles, and sort dominoes according to the number of dots.

Goals:

– Make sense of the representations you and others use.

– Use tools effectively and make sense of your results.

– Think about accuracy and efficiency when you count, measure, and calculate.

Math Games and Review

Students play Fishing for 10 and Quarter-Dime-Nickel-Penny Grab

Lesson 1-13 Unit 1 Progress Check (Day 1)

– Students complete the Self-Assessment

– Students complete the unit Assessment to demonstrate their progress on the Common Core State Standards covered in this unit: counting coins, placing numbers on a number line, skip counting, relational signs (> , < , = ), Finding Equivalent names for numbers, determining odd and even numbers

(Day 2): Assess: Solving the Open Response Problem

This open response problem requires children to apply skills and concepts from Unit 1 to represent numbers on number lines. The focus of this task is: Create mathematical representations using numbers, words, pictures, symbols, gestures, tables, graphs, and concrete objects.

Lesson 2–1 Grouping by 10s

Vocabulary: total, trade

Students explore place –value concepts as the play The Exchange Game with money and practice grouping by 10s using $1, $10, and $100 bills

Goals:

– Make connections between representations.

– Use tools effectively and make sense of your results.

– Think about accuracy and efficiency when you count, measure, and calculate.

**Science**

Review for Solids Chapter Test

Review the KWL chart and the charted information from the explorations in class.

Solids Chapter Test

Liquids

– Students work in pairs to discuss “What I know about liquids.” They will take notes to share for our KWL chart.

Interactive Read Aloud: __Liquid Matter__ by Sally Walker (pages 24 – 30)

Exploration: Look-alike liquids

Question to investigate

Can you distinguish between four clear, colorless liquids based on the way they look on a brown paper towel?

– Students discuss in small groups to review what they have learned from the science explorations.

– Each student will write and illustrate a lab report in their Science Notebooks to explain similarities between the known and unknown liquids. They write a hypothesis stating what the unknown liquid is.

**Social Studies**

Students take quiz about bullying.

Students continue designing their “Anti-Bully” Poster Project.

Expectations:

– Poster must have a central message addressing against bullying

– The central message must be printed clearly and correctly

– Poster must include illustrations with related secondary messages

– The poster must be colored neatly with color pencils

– The final product must be neat in its entirety

Thank you for your support.

Keniesha Charleston and Anh Tuan Hoang