Week of September 24

Dear Parents and Caregivers,

The social studies quiz on Anti-Bullying based on class read alouds and discussions will be administered on Friday, September 29. 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 27 and the Unit 1 Open Response on Thursday, September 28. 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 15. 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
– Reading Conferences
– Writing conferences
– Teachers model to students how to sketch their ideas and transform those ideas into written sentences.
– Teachers administer the beginning-of-year TRC (Text Reading and Comprehension)

Word Study
Phonemic Awareness: The Skills That They Need To Help Them Succeed!y Michael Heggerty, Ed.D.
Week 3 (Daily, Different words will be given each day.)

Reading Workshop and Writing Workshop based on A Curriculum Plan for The Reading Workshop and Units of Study in Opinion, Information, and Narrative Writing by Lucy Calkins and Colleagues from The Reading and Writing Project

Day 1:
Morning Meeting

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
Students work in pairs to compare the ending of the stories. Then as a whole class create a chart about what makes for a “good ending”.

Students continue to write their Small Moment narratives

Day 2:
Room 103
NWEA Measure of Academic Progress (MAP) Math Formative Assessment (9 – 10:50)

Room 106 Language Arts Lesson
Morning Meeting

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
Mid-Workshop Teaching
Students will revise their endings and beginnings.
Students continue to write/revise their Small Moment narratives.

Day 3:
Room 106
NWEA Measure of Academic Progress (MAP) Math Formative Assessment (9 – 10:50)

Room 103 Language Arts Lesson
Morning Meeting

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
Mid-Workshop Teaching
Students will revise their endings and beginnings.
Students continue to write/revise their Small Moment narratives.

Day 4:
103 to library at 9:10 – 9:55
REACH B.O.Y. Reading Assessment

Reading Workshop (Room 106)
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.

Writing Workshop (Room 106)
Students continue to write their Small Moment narratives.

Day 5:
Morning Meeting
106 to library 9:10 – 9:55

Spelling Test

Comprehension Quiz

Word Study
Spelling Words: (The following words will be tested on October 6.)
very, after, things, our, just, girl, dirt, shirt, third, thirst, birth, system, produce, consume, life, cycle

Reading Workshop (Room 103)
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.

Writing Workshop (Room 103)
Students continue to write 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)
– Teachers model how to self-assess using the Self-Assessment p. 5
– 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
– Unit 1 Challenge (Optional)
– Students problem solve using calculators (keys 2 and 5 are considered broken); using coins to purchase school items; and using the fewest coins to identify a given amount

(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.

MARS Tasks:
– Fruit 4 Health

Science
1-7 Explaining Why There Are No Chalta Trees
Overview
In this lesson, the class constructs a scientific explanation to answer the Chapter 1 Question: Why aren’t new chalta trees growing in the Bengal Tiger Reserve?

Students learn:
• Data are observations or measurements recorded in an investigation. Scientists use data to learn about things in the real world.
• Scientists write scientific explanations to explain how things work or why something happens.
• A scientific explanation answers a question.
• A scientific explanation is based on science ideas learned through reading and investigating.

Lesson at a Glance
1: Revisiting the Bengal Tiger Reserve
Revisiting the Chapter 1 Question with new information about the chalta trees in the Bengal Tiger Reserve frames the explanatory work students will do in this lesson.
2: Introduction to Concept Mapping
Students engage in the Concept Mapping Routine to articulate the relationships among key science ideas related to how plants grow. Discussing concept maps prepares students for recording their concept maps in Chapter 2. This Critical Juncture activity serves as a formative assessment: It provides teachers the opportunity to assess students’ learning of key unit content before proceeding with the unit.
3: Writing a Scientific Explanation
Composing a scientific explanation through shared writing enables students to answer the Chapter 1 Question about why no new chalta trees are growing in the Bengal Tiger Reserve. The introduction of topic sentences and supporting ideas helps students structure the components of their explanation.

2-1 Exploring Plant Parts
Overview
In this lesson, students are introduced to the new Chapter Question, Why aren’t the chalta seeds getting what they need to grow? Students observe images of roots and leaves of a variety of plants and draw and measure one example of each. Students consider how a plant’s roots and leaves might help the plant get what it needs to grow. Students begin to think of a plant as a system composed of interdependent parts that help it meet its needs. The purpose of this lesson is to invite students to consider what they already know about plant parts and to begin thinking about what role those parts play in the plant system.

Students learn:
• Roots are plant parts that are underground.
• Leaves are the flat, green plant parts that grow above ground.
• Roots and leaves look different on different plants.

Lesson at a Glance
1: Discussing Plant Parts
Students consider what they have learned about the Bengal Tiger Reserve thus far and are introduced to their next Chapter and Investigation Questions.
2: Exploring Roots and Leaves
Students activate and expand their prior knowledge about plant parts as they observe images of roots and leaves from a variety of plants and consider what role these parts play in the plant system.
3: Measuring Roots and Leaves
Students deepen their knowledge about the diversity of plant parts and strengthen their measurement skills as they carefully observe and measure roots and leaves.
4: Debriefing Plant Parts
Students connect their ideas about plant part function to the structures they just observed as they discuss their initial ideas about how a plant uses its roots and leaves to get what it needs to grow. This activity provides an opportunity for an On-the-Fly Assessment of students’ initial understanding that a plant is a system composed of different parts that work together to help the plant live.

2-2 A Plant Is a System
Overview
Students read to gather more information about how a plant is a system with different parts that help it grow. Students are introduced to the book, A Plant Is a System, about plant structures and their functions. Partners read with the purpose of finding out how the plant’s parts work together as part of a system to help the plant grow. Students use their Investigation Notebooks to record what they learn about the function of different parts of a plant. Students engage in the Plant Growth Body Model, a kinesthetic model about the role that leaves and roots play in the process of plant growth.
Students learn:
• Plants have leaves that get sunlight. Plants have roots that get water from the soil.
• A plant is a system with parts that help it get the things it needs to grow.
• Every part in a plant has a particular job.

Lesson at a Glance
1: Setting a Purpose or Reading
This is an introduction of A Plant Is a System and the teacher explains the purpose for reading this book—to find out how a plant’s parts work together to help it grow—which prepares students to focus their thinking while reading this book with a partner in the next activity.
2: Partner Reading
Working with a partner to read A Plant Is a System and record the functions of different parts of a plant helps students instantiate the purpose for reading. This activity provides an opportunity for an On-the-Fly Assessment of students’ ability to read with a purpose.

Social Studies
Leader in Me
Habit 1
Be Proactive
Choose Your Weather
You choose you moods and actions. A weather analogy can help to describe your mood.
When you are proactive, you choose your weather. You don’t let others’ moods affect your mood.
Stop and Think
Leaders stop and think. They decide when it is important to talk to a grown-up.
If someone might get hurt, find a grown-up on the double. But keep your mouth closed tight, if you plan to get someone in trouble.

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

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Week of September 17

Dear Parents and Caregivers,

We extend our sincere gratitude to those who participated in the Back-to-School night. Your insight and inquiries about the education of your child are valuable to us as we continue to plan and implement the second grade curriculum.

Students will be administered the math Combinations of 10 Quiz on Thursday. Please review the following addends, which equal 10: (10 + 0, 9 + 1, 8 + 2, 7 + 3, 6 + 4, 5 + 5)

Please join the Murray Team and Aramark volunteers on Saturday, September 23rd from 8:30am to 2pm, for a day of service to help spruce up the school grounds. Projects will include gardening, general cleaning of campus grounds and playground enhancements. Beverages and lunch will be provided.

Balanced Literacy
Independent Reading (30-35 minutes at the beginning of each day). Differentiated instruction is provided at this time as well as throughout the lessons.
Differentiated Instruction/Formative Assessments:
– Working in pairs
– Allowing extended time
– Using graphic organizers
– Drawing pictures to support writing
– Reading Conferences
– Writing conferences
– Teachers model to students how to sketch their ideas and transform those ideas into written sentences.
– Teachers administer the beginning-of-year TRC (Text Reading and Comprehension)

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

Reading Workshop and Writing Workshop based on A Curriculum Plan for The Reading Workshop and Units of Study in Opinion, Information, and Narrative Writing by Lucy Calkins and Colleagues from The Reading and Writing Project

Day 1:
Morning Meeting

Reading Workshop
Readers Keep Tabs on Comprehension
Learning Activities
Readers Keep Tabs on Comprehension by:
THINKING about the story
Stopping to retell BIG events in order
Asking, “What’s happened so far?”
Going back and rereading
Stop, Think, then Retell

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 1: Discovering Small Moments That Matter
In this session, teach student that one way they can learn to write meaningful, beautiful stories is to study the craft of mentor authors.
Interactive Read Aloud: Owl Moon by Jane Yolen

– Students work with a partner to brainstorm topics from everyday moment for their Small Moment narratives.

Conferring and Small-Group Work: Cultivating Independent Writers
– While students brainstorm, and take notes for their Small Moment narratives, teacher holds small group and one-on-one conferences with students.

Share: Organizing Ongoing and Finished Writing Projects

Day 2:
Morning Meeting

Reading Workshop
Second Graders Can Mark Their Thinking with a Post-It
Learning Activities
Second Graders Can Mark Their Thinking with a Post-It by:
Sharing thinking with a partner
Stopping and jotting a word or two while reading
Jotting notes on post-its that are thoughts worth sharing
Jotting ideas to talk about later
Making a picture, symbol, happy/sad face, or ?/! to remember ideas for later

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 2: Capturing Story Ideas (Tiny Topics Notepads)
In this session, teach students that writers capture everyday moments and save them as possible story ideas to write later.
Interactive Read Aloud: Owl Moon by Jane Yolen
Mini Lesson: Capturing Story Ideas
– Connection: Students will be reminded to watch for little things that could become stories and to record these in their Tiny Topics notepads.
– Active Engagement: Students will think back over their day to find a small moment that could become a story, then jot it down to write about later
– Students jot their ideas for their stories on Topics notepads. They discuss their ideas with a partner in preparation for the Small Moment narratives.

Day 3:
Morning Meeting

Reading Workshop
Second Graders Roll Up Their Sleeves to Figure Out Tricky Words, Drawing on Everything They Know
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”
Conferring and Small-group Work: Supporting Elaboration Before and After Students Write

Teacher models a Small Moment Narrative through a think aloud and a shared writing.

Day 4:
Room 103 to library (9:10 – 9:55)

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 3: Stretching Out Small Moments
Interactive read aloud: The Leaving Morning by Angela Johnson

Mini Lesson: Stretching Out Small Moments
– Connection: Match students with long-term writing partners. Tell about one student
– Active Engagement: Students will take an idea from their notepads and grow it into a story, telling the story to a partner.
Students begin writing their Small Moment narratives.

Day 5:
Room 106 to library (9:10 – 9:55)

Spelling Test

Spelling Words: (The following words will be tested on September 29.)
live, me, back, give, most, saw, law, raw, jar, straw, draw, country, ocean, title, motion, change

Phonemic Awareness Quiz

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: 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.

Math
Lesson 1-8 My Reference Book, Quarters and Math Boxes
Students investigate My Reference Book and are introduced to the quarter and Math Boxes

Goals:
– Use tools effectively and make sense of your results.
– Look for mathematical structures such as categories, patterns, and properties.

Vocabulary: quarter, Math Boxes

Lesson 1-9 Even and Odd Number Patterns
Students explore even and odd numbers using concrete and visual models.

Goals:
– Make mathematical conjectures and arguments.
– Look for mathematical structures such as categories, patterns, and properties.
– Create and justify rules, shortcuts, and generalizations.

Vocabulary: quarter, Math Boxes

Lesson 1-10 Skip-Counting Patterns (2 Days)
Students skip count on calculators and number grids and look for place-value patterns in their counts.

Goals:
– Look for mathematical structures such as categories, patterns, and properties.
– Use structures to solve problems and answer questions.

Lesson 1-11: Comparing Numbers and Home Links
Overview: Students discuss the meaning of the , and = symbols and use the symbols to record comparisons of numbers, money amounts, and subtraction expressions.

Goals:
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Use clear labels, units, and mathematical language.

Science
1-4
Overview
In this lesson, students develop an understanding that different kinds of plants live in different habitats. Students compare maps of the Bengal Tiger Reserve sample study site from 1995 and 2015. They discover that although various new trees have grown during that time period, no new chalta trees have grown, which leads to the question, Why aren’t new chalta trees growing in the Bengal Tiger Reserve? Students use the reference book to learn more about the different kinds of plants that live in the broadleaf forest habitat. They also read and write about the different kinds of plants in another habitat of their choosing. Finally, the class discusses two key concepts to reinforce how scientists study habitats and habitat diversity. The purpose of this lesson is for students to discover and begin to investigate the central problem that frames their investigation throughout the unit: new chalta trees are not growing in the Bengal Tiger Reserve.

Students learn:
• One way scientists study habitats is by observing the plants in them over time.
• There are many types of habitats. Each habitat has many different kinds of plants and animals.

2: Discussing the Data from the Sample Study Site
Discussing the data from the sample study site enables students to observe that although some new trees are growing, there are no new chalta trees growing. Introduction of the Chapter 1 Question frames the work that students will do for the remainder of the chapter.

3: Reading About the Broadleaf Forest
Students read about the broadleaf forest in the reference book to familiarize themselves with some of the plants and animals that live in the habitat of the Bengal Tiger Reserve.

4: Investigating Different Habitats
Students read and write about plants that live in another habitat to understand that different habitats have different kinds of plants and animals. Students discuss their findings with a partner, which serves as an opportunity for an On-the-Fly Assessment of students’ understanding of habitat diversity.

1-5
Overview
In this lesson, students continue to discuss what has changed in the Bengal Tiger Reserve and how new trees have appeared on the 2015 map. They are introduced to the next Investigation Question, How do new plants grow? Students engage in a hands-on investigation of how seeds of various plants are similar and different. They then read a section in Handbook of Habitats to deepen their understanding of seeds and how plants grow. Finally, students sort different stages of a plant’s growth to solidify their understanding of how a seed can become a full-grown plant. The purpose of this lesson is for students to gain experience with seeds so they can begin to explain how new plants grow.

Students learn:
• Seeds come in a variety of shapes, sizes, and colors.
• First seeds sprout, and then they grow to become full-grown plants.
• Plants make seeds that can grow into new plants.

Lesson at a Glance
1: New Trees in the Bengal Tiger Reserve
As students investigate the Bengal Tiger Reserve Sample Study Site Maps, they are invited to consider where new plants come from. A new Investigation Question initiates seed and plant investigations.

2: Observing Seeds
Students observe a variety of seeds to make note of the ways that seeds from different plants are similar and different. Students sort the seeds by size, which provides an opportunity for an On-the-Fly Assessment of students’ ability to think about relative size when categorizing objects.

3: Reading About Seeds
Students deepen their understanding of seeds and how new plants grow as they read a section of Handbook of Habitats.

4: Sequencing Plant Growth
As students sequence a series of images depicting a plant’s growth, they consolidate their understanding of how a seed becomes a new plant and leverage core vocabulary.

1-6
Overview
In this lesson, students investigate what seeds need to sprout and grow. First, students plant their own radish seeds and consider how they might investigate whether these seeds need sunlight and water to grow. Students then engage in the Water Investigation. They are introduced to the Think-Draw-Pair-Share discourse routine to make predictions about what will happen to seeds that get water and to seeds that do not. Students are provided with images of both kinds of seeds, and discover that seeds need water to sprout. Next, students engage in the Sunlight Investigation. They predict what will happen to seeds that are grown with and without sunlight for 3 days and 3 weeks, and are introduced to the practice of measurement. They discover that seeds will sprout even if they do not get sunlight, but only seeds that get light will grow into full-grown plants. Students reflect on the results of their investigation and consolidate their thinking as they are introduced to a new key concept. The purpose of this lesson is for students to construct an understanding of what seeds need to become full-grown plants and to engage in the practice of measurement.

Students learn:
• Seeds will sprout if they get enough water; they do not need sunlight to sprout.
• Only the seeds that get enough water and sunlight will grow into full-grown plants.
• Measuring allows scientists to compare results from their investigations.

Lesson at a Glance
1: Preparing for Seed Investigations
Students access prior knowledge and experience about what seeds need to grow as they reflect on the previous lesson and plant their own radish seeds.

2: Water Investigation
Students are introduced to the Think-Draw-Pair-Share discourse routine as they predict and analyze seed investigation results to conclude that seeds need water to sprout.

3: Sunlight Investigation
Students predict and analyze seed investigation results to conclude that seeds do not need sunlight to sprout. They are introduced to the practice of measuring.

4: Measuring and Reflecting on Plant Growth
Students practice measuring with a partner, analyze their results, and consolidate their understanding as they reflect on what plants need to grow. This activity provides an opportunity for an On-the-Fly Assessment of students’ ability to use a measurement tool to take accurate measurements.

Social Studies
Leader in Me
The Physical Environment
When the classroom is clean, organized, and the walls say positive things, you are able to learn better.
What would happen if the classroom were unorganized?
What can you add to the walls that would be inspiring?
Class Mission Statement
A Class Mission Statement helps us identify our most important purposes.
These questions will help us get started on our class mission statement:
Why do you go to school?
How can we make our class strong?
How can you contribute?

Interactive Read Aloud:
Read and discuss with students Enemy Pie by Eric Munson.
– During this time, break and have students turn knee-to-knee to share their impressions of the characters.
– Teachers chart strategies utilized in the story to stop bullying. Students are encouraged to add strategies to the chart. The chart will serve as a model for how to behave appropriately.

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

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

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Week of September 10

Dear Parents and Caregivers,

Thank you so much for all your support to make the first week of school an awesome one!

Please make sure your child is doing his/her homework each night and returning it the next morning to the classroom. Homework is 10 percent of the grade, and it is an important learning experience of second grade. The graded homework provides us with valuable insight to inform instructional planning and implementation.

Each night your child is required to read any book for 30 minutes under your guidance. Please assist your child logging his/her reading information on the Second Grade Reading List. The list will be due the following Monday and each week thereafter. Math worksheets are assigned each night, except the night after a math Unit Progress Check. Students are also required to write a minimum of one half-page to a page journal entry in their composition books nightly during the weekdays. You can always check your child’s homework assignments on the blog.

Murray is having a Back-to-School pep rally on Tuesday, September 12. Each class is asked to dress in the same color on that day. Please have your child wear a black top to represent the second graders.

Back to School Night is Tuesday, Sept. 12 beginning at 6:00pm. We look forward to seeing you.

Balanced Literacy
Independent Reading (30-35 minutes at the beginning of each day).
– Reading Conferences
– Writing conferences
Phonemic Awareness: The Skills That They Need To Help Them Succeed!y Michael Heggerty, Ed.D.
Week 1, p. 1 (Different words will be given each day.)
Letter Naming: “The letter is___”; “Sound is___”
Rhyming: Teacher reads word pairs. Students do “Thumbs Up” if the words rhyme, or “Thumbs Down” if they do not rhyme.
Blending: Teacher says two words with a pause between them. Students repeat the words with a pause, and then say the compound word.
Reading Workshop and Writing Workshop based on A Curriculum Plan for The Reading Workshop and Units of Study in Opinion, Information, and Narrative Writing by Lucy Calkins and Colleagues from The Reading and Writing Project

Day1:
Morning Meeting
Reading Workshop
Bend 1: Taking Charge of Reading
Session 1: Readers Choose HOW to Read
Learning Activities
Readers Choose HOW to Read by:
Prepare a chart “Readers GROW Like Beanstalks!” Be sure to add the strategy “Decide HOW to Read” to the chart
Refer to First Grade Chart “Reading Partners Work Together”
Choosing what to read (a just-right book)
Practicing different ways/voices to read (scary, sing-songy, slowly, with excitement, like a news reporter, sad, in a funny voice, in your head)
Thinking deeply about the words on the page before moving on to the next page

Independent Reading
– Teachers review how to use second grade personal libraries and reading logs.
– Teachers reteach how to select a “just right” book.
– Students select books and read independently.
– Share our experiences, expectations, and input.
– Preview the day’s activities.
– Review routines for a successful classroom.

Writing
Students continue to write their personal narratives.

Day 2:
Morning Meeting
Introduce:
– Classroom helpers

Reading Workshop
Bend 1: Taking Charge of Reading
Session 2: Second Grade Readers Take a Sneak Peek to Decide HOW a Book Wants to be Read
Learning Activities
Second Grade Readers Take a Sneak Peek to Decide HOW a Book Wants to be Read by:
Display the chart titled “Readers GROW Like Beanstalks!” Be sure to add the strategy “Give the book a sneak peek” to the chart
Model this lesson with interactive read aloud Katie Woo has the Flu by Fran Manushkin
Looking at the book cover
Looking at the blurb on the back of the book
Looking at the table of contents
Looking at a few pages inside the book

Independent Reading
– Students read independently using strategies they’ve learned.

Writing
Editing
– Teachers model on chart paper how to edit (capitals, periods, and fixing up spelling).
– Teachers provide a passage on Smart Board. We all work together to edit the passage.
– Students work in pairs to read, discuss and assist each to edit their writing.
– Students begin to edit their personal narratives independently.

Day 3:
Morning Meeting
Reading Workshop
Bend 1: Taking Charge of Reading
Session 3: Readers Get Stronger by Reading a Lot!
Learning Activities
Readers Get Stronger by reading A LOT by:
Display the chart titled “Readers GROW Like Beanstalks!” Add the strategy “Read more and MORE!” to the chart
Prepare a stamina chart titled “Readers Read More and MORE! Growing Stamina Every Day!”
Distribute reading logs to students plus one to display
Spotlight Books: Fly Guy, Frog and Toad, Cam Jansen, Dragon, Katie Woo
Setting goals for their reading
Reading more each day
Reading longer each day
Sharing reading goals with a reading partner
Deciding how much to read each day

Independent Reading
– Students read independently using strategies they’ve learned.

Writing
Launching the Writer’s Workshop (Lucy Calkins)
Mini-Lesson 1: Introduce writer’s workshop
– Discuss what an author is, discuss what writer’s workshop is
– Discuss rules of WWS and post in classroom:
Speak at a level 1 voice
Use quiet feet when walking
Conference only during assigned time.
Work really hard and use your time wisely!
Put everything away properly
Word Study: Word Walls (Whole-group instruction)
– Introduce the word walls. Explain to students that word walls are collections of words that support the development of students’ independent and strategic reading and writing. Word walls are a helpful visual record of their learning that can also serve as a quick reference when they get “stuck” on a word while reading or writing. When used effectively, word walls can be the core of a systematic phonics and spelling program.
– Students continue to edit their personal narratives independently.

Day 4:
Morning Meeting
Reading Workshop
Bend 1: Taking Charge of Reading
Session 4: Readers Read in Longer Phrases, Scooping up Snap Words
Read in Longer Phrases, Scooping Up “Snap” (words they can read right away) Words by:
Model this lesson with Katie Woo Has the Flu
Display the chart titled “Readers GROW Like Beanstalks!” Be sure to add the strategy “Read in BIGGER Scoops” to the chart
Display a copy of the nursery rhyme, book, or song “There Was an Old Lady Who Swallowed a Fly”
Not only reading one word at a time
Finding words they can read easily and right away (in a snap)
Using “snap” words to read in bigger scoops
Noticing “snap” words help us read more, faster, and smoother
Scanning words with your eyes
Reading phrases to a partner together, fast, and smoothaway) Words
Independent Reading
– Students read independently using strategies they’ve learned.

Writing
Mini Lesson: How writing workshop looks and sounds.
Teachers and students make the following chart together as a class and keep it posted.
– Looks like:
Writers are all at different parts of the writing process.
Some writers work at their desks.
Teachers conduct conferences with students.
Some students publish their best work.
Some writers conduct conferences in the peer corners.
Some writers illustrate their published pieces.
Some writers look for a new idea to write about.
– Sounds like:
Students write silently.
Teachers and students use quiet voices during conferences.
Students use soft feet to move from place to place.

– Students continue to edit or publish their personal narratives independently.

Day 5:
Morning Meeting

Reading Comprehension Quiz

Independent Reading
– Students read independently using strategies they’ve learned.

Students take the spelling test.

Word Study
Spelling Words: (The following words will be tested on September 22.)
little, work, know, place, years, rain, mail, wait, paint, chant, paid, history, goods, services, pitch, volume
Teacher display the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Writing
Unit 1 Narrative, Bend 1: “Studying the Masters for Inspiration and Ideas”
Session 1: Discovering Small Moments That Matter
In this session, teach student that one way they can learn to write meaningful, beautiful stories is to study the craft of mentor authors.
Interactive Read Aloud: Owl Moon by Jane Yolen
Mini Lesson:
– Connection: Remind students of the materials and routines of writing workshop and give them a chance to practice gathering. Create a drumroll around the unit and remind students of all they learned about writing stories last year.
-Teaching: Introduce students to the master writers they will be studying, and read the beginning of a book by each one, pointing out how each story topic matters to its writer. Brainstorm with students possible ways that Jane Yolen and Angela Johnson—and any author—might come up with a Small Moment story that matters. Tell students that Jane Yolen and Angela Johnson probably use a notepad to record the little details that later become stories.
– Active Engagement: Share the tiny notepad ideas with students. Then ask them to think of a Small Moment story idea and to tell that topic to the person sitting next to them. Suggest that they try to name why this moment matters. Ask writers to get started by telling the beginning of one story to their partner.
– Link: Remind students that master writers can influence them. Direct them to begin writing and, as they work, name aloud the ways they do so efficiently.
Students begin writing one of the many Small Moment narratives for this unit.

Math
Lesson 1-4 Class Number Scroll
Students make a class number scroll from 0-1, 00 using place-value strategies.

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

Lesson 1-5 (2 Days) Open Response and Reengagement
Number Grid Puzzles
Day 1: Open Response
Students use patterns to solve and open response problem.

Goals:
– Compare the strategies you and others use.
– Look for mathematical structures such as categories, patterns, and properties.
– Use structures to solve problems and answer questions.

Day 2: Students discuss selected solutions and explanations and revise their work.
Reengagement
2b. Focus
Setting Expectations
Students share ideas about how to respectfully discuss their own and other students’ work. They review the problem from Day 1 and discuss what a full response needs to include.

Reengaging in the Problem
Students share their solutions to the number-grid puzzle and discuss explanations of how to find two of the numbers.

Revising work
Students improve the clarity and completeness of their explanations. 3. Practice

Lesson 1-6 Equivalent Names for Numbers
Students use addition and subtraction to write equivalent names for numbers. They reinforce place-value concepts by skip counting on calculators.

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

Vocabulary: equivalent names

Lesson 1-7 Playing Fishing for 10
Students build fact fluency by finding combinations of 10.

Goal:
– Use structures to solve problems and answer questions.

Science
1-2
Overview
Students read to gather more information about how to study a habitat. They are introduced to the book My Nature Notebook, about a girl who observes many changes in a forest habitat behind her home. The teacher introduces the strategy of setting a purpose for reading and identifies the purpose for reading My Nature Notebook: to find out different ways to study a habitat. Students are introduced to the Investigation Notebooks they will use throughout the unit. Partners read the text together and use the Investigation Notebooks to record the different ways the girl in the book studies the forest habitat. The class reflects on what they have learned about how to study a habitat and compares plants in the forest habitat in the book to plants they have seen in their own lives. The purpose of this lesson is for students to identify different ways to study a habitat and to begin to think about the different kinds of plants in different habitats.

Students learn:
• Scientists study habitats in multiple ways.
• Setting a purpose before reading can help readers focus their attention.

1-3
Overview
In this lesson, students study a habitat and the plants that grow there. Using My Nature Notebook as a model for how to investigate, students choose outdoor sample study sites in which they can observe plants. Students observe their study site and record the kind of plants they see. Finally, students use their new understanding of the relationship of a sample study site to a habitat as they view a map of the Bengal Tiger Reserve sample study site. The purpose of this lesson is for students to observe a sample study site to see real plants in their habitats, and to begin to apply this understanding to thinking about the Bengal Tiger Reserve.

Students learn:
• A sample study site is a small part of a larger area.
• Scientists can use sample study sites to investigate the plants and animals in a habitat.
• A map identifies key features of a place.
• A map key identifies what the symbols on a map mean.

1-4 Part 1
Overview
In this lesson, students develop an understanding that different kinds of plants live in different habitats. Students compare maps of the Bengal Tiger Reserve sample study site from 1995 and 2015. They discover that although various new trees have grown during that time period, no new chalta trees have grown, which leads to the question, Why aren’t new chalta trees growing in the Bengal Tiger Reserve? Students use the reference book to learn more about the different kinds of plants that live in the broadleaf forest habitat. They also read and write about the different kinds of plants in another habitat of their choosing. Finally, the class discusses two key concepts to reinforce how scientists study habitats and habitat diversity. The purpose of this lesson is for students to discover and begin to investigate the central problem that frames their investigation throughout the unit: new chalta trees are not growing in the Bengal Tiger Reserve.

Students learn:
• One way scientists study habitats is by observing the plants in them over time.
• There are many types of habitats. Each habitat has many different kinds of plants and animals.

Social Studies
Students make invitations to invite their parents to our Back-to-School Night.
Leader in Me
The 7 Habits Overview and The Emotional Environment
The 7 Habits will help you be more effective. How well do you know the habits?
What makes a classroom an inspiring place?
When you feel good at school, you can learn better. You can help everyone feel happy.
Leader in Me The Physical Environment
How do we organize our physical environment?
When the classroom is clean, organized, and the walls say positive things, you are able to learn better.

Interactive Read Aloud: Bully B.E.A.N.S. by Julia Cook
– Chart students’ ideas of what is considered bullying.
– Read and discuss the book with students. During this time, break and have students turn knee-to-knee to share their impressions of the characters.
– Students predict and write how the bully B.E.A.N.S. will be utilized to stop the bullying.
– Students work in pairs to brainstorm strategies for stopping bullying.
– Teacher charts strategies utilized in the story to stop bullying. Students are encouraged to add strategies to the chart. The chart will serve as a model for how to behave appropriately.
Interactive Read Aloud: Read and discuss with students A Bad Case of Tattle Tongue by Julia Cook
– During this time, break and have students turn knee-to-knee to share their impressions of the characters.
– Teacher charts strategies utilized in the story to stop bullying. Students are encouraged to add strategies to the chart. The chart will serve as a model for how to behave appropriately.

– Teacher introduces the Anti-bullying Poster Project
Rubric:
The slogans or statements are organized to showcase the central message
Message shows evidence of understanding the topic of Anti-Bullying
Illustration supports the message
Writing conventions (capitalization, punctuation, spelling)

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

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Week of September 3

Dear Parents and Caregivers,

Welcome to the 2017-18 school year. We are looking forward to an exciting year of learning in second grade.

In the future, this weekly update and other information will be posted online on our blog at: murraysecondgrade.wordpress.com. Please check our blog weekly for lesson plans, schedules and announcements. If you wish to be notified of blog updates, in the upper right corner of the blog page, please click on the box under the Email Subscription heading.

In order to save paper and to make sure you get the latest updates, we will not send home a printed copy of the blog each week.

Please be cognizant of the following information about the beginning of the school year:

On the first day of school, students and parents are expected to gather at 8:30 a.m. in the schoolyard. On subsequent days, unless we are experiencing inclement weather, your child is expected to line up at 8:45 a.m. near the outside door leading to room 106. This door is in the center of the old building, facing the playground. We, of course, will be there to greet your child as we line up to enter the building. Instruction will begin promptly.

A free breakfast will be served each day in the classroom from 8:45 to 8:55. Please support your child’s education by arriving on time everyday. At the end of the day, students will be dismissed from the room 106 door adjacent to the playground at 3:40 p.m. For safety reasons, please be consistent about who is picking up your child at the end of the school day.

Lunch is free for all students. If your child is bringing a lunch to school, he/she must have it upon arrival.

Last but not least, please have your child turn in the summer packet that was distributed at the end of the previous school year.

If you have any question or comment, please email us at athoang@cps.edu or kncharleston@cps.edu.

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:
– Guided and paired writing
– Small groups guidance for selecting classroom library books for students’ personal libraries
– Working in pairs
– Allowing extended time
– Using graphic organizers
– Drawing pictures to support writing
Writing conferences:
– Reinforce what helps produce good writing and celebrate students’ ideas with positive feedback.
– Students share their work-in-progress to the whole-class.
– Teachers administer the TRC (Text Reading and Comprehension)

Reading Workshop and Writing Workshop based on A Curriculum Plan for The Reading Workshop and Units of Study in Opinion, Information, and Narrative Writing by Lucy Calkins and Colleagues from The Reading and Writing Project

Day 1:
Labor Day

Day 2:
Whole Class:
Morning meeting:
– Establish meeting rules with students utilizing the rules listed on chart paper.
– Greeting: “Say your name and when you do, we will say it back to you!” call and response
– Sharing: Students share their favorite experience this summer.
– Group Activity: Apples, Peaches, Pears, and Plums
Students chant the words: “Apples, peaches, pears, plums, Tell me when your birthday comes.” Students chant their birthdays in response.
Morning message: Today is Tuesday, September 5, 2017. Welcome to second grade. We are excited to begin our learning journey with you!
– Assign lockers; students bring school supplies and place in desks.
– Teachers model how to decorate their name tags.
Independent Activity:
– Students decorate their name tags to be used for the first week of school and field trips.
Whole Class Activity
– Establish classroom rules, routines and expectations. Discuss and model appropriate behavior for learning.
Introduce and organize:
– Reading and writing folders
– Texts and supplies in desks
– Personal library containers
– Model to students how to optimize the use of the classroom library. (The manner in which books are organized: genres, levels, etc.)
– Students begin selecting books to read independently.

Interactive Read Aloud: Wemberly Worried by Kevin Henkes

Anchor Text:
Vocabulary: radiators (heaters), bolts (a threaded metal pin designed with a head at one end and a movable nut at the other), jungle gym (monkey bars), especially (primarily or particularly)

– Read and analyze characters. Teachers and students also discuss the “Big Idea” or theme of the story to guide students to make connections from text to self. The Big Idea might include: Different children worry about different things. Adults can help ease a child’s anxieties. Worry does not improve or resolve a situation.
(“We do”, whole class)
– Students discuss in pairs their feelings about the first day of school. (“We do”, partners)
– Volunteers share out their collaboration. (“We do”, whole class)
– Ask questions to ensure students understand the story.

Day 3:
Whole Class:
Morning meeting:
– Establish meeting rules with students.
– Greeting: “Say your name and when you do, we will say it back to you!” call and response
– Sharing: Students share their favorite experience this summer.
– Group Activity: Apples, Peaches, Pears, and Plums
Morning message: Today is Wednesday, September 6, 2017. We will share the homework entries from our writing journals.
– Share our experiences, expectations, and input.
– Preview the day’s activities.
– Review routines for a successful classroom.
Independent Reading
– Teachers model what independent reading looks like and how to use second grade personal libraries and reading logs.
– Teachers model how to select a “just right” book.
– Students take turns selecting books to read independently or in pairs
Differentiated Instruction:
– Teachers meet with small groups to guide for selecting just right classroom library books for independent reading and using the students’ personal libraries.
Anchor Text: Whole Class
Interactive Read Aloud: Amelia Bedelia’s First Day of School by Herman Parish
(“We do”, whole class)

Writing
Prewriting, Thinking aloud, Drafting:
– Teachers model orally and chart notes on how to write a narrative about oneself.
Paired Activity:
– Students work in pairs to begin a graphic organizer to support their narrative writing.
– Teacher circulates the room to ensure students understand the assignment.

Homework Writing Journal
Present to students how to utilize their writing journal for homework:
– Name on the front of the book
– Date each entry
– Skip a line for each entry
– A topic is assigned one day and a free choice the next
– Write at least half a page, no skipping lines

Day 4:
Whole Class:
Morning meeting:
– Establish meeting rules with students.
– Greeting: “Say your name and when you do, we will say it back to you!” call and response
– Sharing: Students share their favorite experience this summer.
– Group Activity: Apples, Peaches, Pears, and Plums
Morning message: Today is Thursday, September 7, 2017. We will make connections between our lives and the theme of the read aloud.
Independent Reading
– Teachers review how to use second grade personal libraries and reading logs.
– Teachers reteach how to select a “just right” book.
– Students select books and read independently.
– Share our experiences, expectations, and input.
– Preview the day’s activities.
– Review routines for a successful classroom.
Anchor Text:
Interactive Read Aloud: Chrysanthemum by Kevin Henkes
Modeled Writing
Talking out the story before writing:
– Students share knee-to-knee their personal experiences about worrying or share information about themselves that they would like other students to know.
– Students work in pairs to complete a graphic organizer to support their writing.
Writing the stories:
Independent Activity
– Students begin their personal narratives.
– Students share their work-in-progress to the whole-class.

Day 5
Whole Class:
Morning meeting:
– Establish meeting rules with students.
– Greeting: “Say your name and when you do, we will say it back to you!” call and response
– Sharing: Students share their favorite experience this summer.
– Group Activity: Apples, Peaches, Pears, and Plums
Morning message: Today is Friday, September 8, 2017. We will review skip counting, explore math toolkits.

Word Study
Spelling Words: (The following words will be tested on September 15.)
over, new, sound, take, only, car, park, hard, barn, card, shark, family, compare, contrast, timeline, map
Teacher display the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Independent Reading
– Teachers review how to use second grade personal libraries and reading logs.
– Teachers reteach how to select a “just right” book.
– Students select books and read independently.
– Share our experiences, expectations, and input.
– Preview the day’s activities.
– Review routines for a successful classroom.
Anchor Text: Getting Ready for Second Grade Amber Brown by Paula Danziger
Independent Writing:
– Students continue to write their personal narratives.
– Students share their work-in-progress to the whole-class.

Math
BOY Math Formative Assessment

What is Math Talk?
Discussion with partners; share out and chart
Lesson 1-1 Numbers All Around
Students explore counts and represent whole numbers as lengths from 0 on a number line.
Goal:
– Use tools effectively and make sense of your results.

Vocabulary: Math Message, number line

Lesson 1-2 Number Lines and Partnership Principles
Students practice partnership principles while solving addition and subtraction number stories and representing whole-number sums and differences on a number line.
Goal:
– Make sense of others’ mathematical thinking.

Vocabulary: number line

Lesson 1-3 Math Tools
Students count tallies and calculate the values of coin combinations.

Goals:
– Use tools effectively and make sense of your results.
– Look for mathematical structures such as categories, patterns, and properties.

Vocabulary: nickel

Science
– Students work in small groups to discuss and chart their expectations for science explorations as well as rules and routines to ensure safety and optimal learning.
– Students share their notes in whole class setting.

– Teacher explains to students that we will be learning about Plant and Animal Relationships. We will work together to observe, gather and discuss data from the world around us in order to understand scientific principles.

– Students work in pairs to discuss “What I know about plants and animals.” They take notes to share for our KWL chart.
– Teacher uses the KWL chart to activate students’ prior knowledge of matter.
– Class shares out and teacher charts the content under the K portion of the KWL chart.

Establish rules and expectations for science explorations (daily).
Interactive Read aloud: A Tree Is a PLANT by Clyde Robert Bulla

I-1 Pre-Unit Assessment

Overview:
Students are introduced to the Plant and Animal Relationships: Investigating Systems in a Bengali Forest unit, and to their role as plant scientists investigating changes in the trees at a Bengal Tiger Reserve in India. To initiate student thinking about habitats, the teacher introduces and models how to use the unit’s reference book, Handbook of Habitats. Pairs explore the book and read an introductory section about diversity within and across different types of habitats. Next, students show their initial ideas by adding to a diagram of a habitat. They identify the parts of a plant, which seeds in the habitat are most likely grow, and how seeds can move from one place to another. Students’ diagrams serve as a pre-unit assessment for formative purposes, designed to reveal students’ initial understanding of unit content prior to instruction. Students’ responses offer a baseline from which to measure growth of understanding over the course of the unit and can also provide the teacher with insight into students’ thinking. The purpose of this lesson is to provide students with an overview of the unit to motivate their learning about Earth’s habitats, and to offer students an opportunity to express their initial ideas about unit content.
Students learn:
• There are many different habitats on Earth.
• Plant scientists study plants and also other living things in a habitat.
• Reflecting on what you understand and don’t understand allows you to prepare to learn new things.

Lesson at a Glance
1: Introducing the Context of the Unit
Students are introduced to the Bengal Tiger Reserve and their role as plant scientists.
2: Introducing Handbook of Habitats
Students initiate their thinking about habitat diversity when they are introduced to the unit’s reference book, Handbook of Habitats. This preliminary use of the reference book prepares students to use the book as a source of secondhand data, just as scientists do, throughout the unit.
3: Diagramming Initial Explanations
Students’ diagrams of the plants and animals in a habitat reveal their initial understanding of the core content of the unit.

Social Studies
Interactive Read Aloud: First Day Jitters by Julie Danneberg
– Why might a person have the jitters before the first day of school?
– How might you help a classmate who has the jitters on the first day of school?
– Teacher takes individual photographic portrait of students and prints the photos to support students with their illustrations and writing of the paragraph about themselves.
– Teacher provides students with prompts or sentence stems for their paragraph such as: What do you love to learn in school? Why? What helps you learn and why?
Examples: chatting with a partner, talking to the teacher, watching a video, doing an activity (Hands on), reading a book, etc.
– Students work in pairs to complete a graphic organizer to support their writing.
– Teacher models a think aloud to support students’ writing.
– Using their graphic organizers from the previous day, students discuss with a partner how they are going to write about themselves.
– Students begin writing their narrative.
– Students continue to write a paragraph about themselves and illustrate it.
– Students share their work in progress with a classmate.
– Students come to the carpet and volunteers share out works in progress.

Leader in Me
• Review the 7 Habits.
• Display leadership quotes.
• Display The 7 Habits of Happy Kids posters in your classroom.
• Introduce The 7 Habits of Happy Kids book.
• Guide students through the Foundation section (habits, paradigms, and principles) of The Leader in Me Activity Guide.
Go over student work book page IV to X
What is a leader?
Students work with a partner to brainstorm and take notes. Students present to class. Teacher charts responses for support in writing.
– Teacher models a think aloud to support students’ writing.
– Students refer to charted responses to support their writing.
They begin writing their responses.

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

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Dear Murray Second Grade parents and students,

We are looking forward to seeing you on the first day of school on September 5, 2017.

If you have not received the summer packet at the end of the last school year, please click on the heading above to access the pages and print them for completion.

Enclosed below is the supply list for the 2017-18 school year. Please enjoy the rest of your summer.

Warm regards,

Ms. Charleston and Mr. Hoang

School supply list:
1 pair of headphones
1 ream of photo copy paper
1 box of crayons (24-count maximum please)
1 package of washable markers (8 count)
1 12-inch/30-centimeter ruler
1 pair of scissors
4 glue sticks
1 set of watercolors including brush
1 set of colored pencils
2 rolls of paper towels
4 boxes of Kleenex
3 large containers of Clorox Wet Wipes
1 container of baby wet wipes
1 box of Ziploc sandwich bags
1 box of quart-sized Ziploc bags
1 4oz bag of Crayola Model Magic White
2 boxes of #2 pencils
1 pocket folder (for homework)
1 pencil case
1 bookbag

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