Dear Parents and Caregivers,
There is no school for students, teachers and staff on Monday, May 25 in observance of Memorial Day.
The second grade annual picnic will take place the last day of student attendance, June 19. We will send home additional information regarding the picnic on a slip of paper. If you are interested in assisting, please return the slip by June 9.
The World Language Assembly will be held Friday, June 12 at 9:15a.m. in the Murray gym. Please join us as we celebrate a year of learning in World Languages.
Independent Reading (30-35 minutes at the beginning of each day). Differentiated instruction is provided at this time as well as throughout the lessons.
Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Rhyming (Words change daily)
– Teacher says the words. Students repeat the words. Students do mouth closed if the words rhyme, or mouth open if they do not rhyme.
Onset Fluency (Words change daily)
– Teacher says the words. Students repeat the words. Students do hands together if the words begin with the same blend, hands apart if they do not begin with the same blend.
Blending (Words change daily)
– Teacher says the syllables. Students listen and then say the whole word.
Ex. T: /spu-ge-te/ S: spaghetti
Identify Final and Medial Sounds (Words change daily)
– Teacher says the word in regular voice. Students repeat the word and say whether the blend is at the beginning, middle or end of the word.
Segmenting (Words change daily)
– Teacher says the whole word. Students repeat the word and segment it into chunks or syllables.
Substituting (Words change daily)
– Teacher says the word. Students repeat the word. Teacher says change the /*/ to /*/ and the word is? *Use sounds
Adding Phonemes (Words change daily)
– Teacher says word. Students repeat the word. Teacher says add /*/ at the beginning/end and the word is? *Use sounds
– Teacher says the word. Students repeat the word. Teacher says without the /*/ and what is left? *Use sounds
Building Classroom Community based on CHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D. and The Morning Meeting Book by Roxann Kriete
Reading and Writing Workshops: Based on Common Core Reading & Writing Workshop, A Curriculum Plan for The Reading Workshop and Units of Study in Opinion, Information, and Narrative Writing by Lucy Calkins and Colleagues from The Reading and Writing Project
Morning meeting (daily):
– Greeting: Students greet each other in a language of choice.
– Sharing: Students share what they have written about their insects or something that is meaningful to them.
– Group Activity: Read “I Hear Thunder” from Sing a Song of Poetry by Fountas and Pinnell p. 128
– TRC EOY Assessment
– Guided writing: teachers circulate the room to assist students
– Guided Reading: Students work in small groups under the scaffolding of the teacher or an NSP student from the University of Chicago (Close Reading is included)
– Writing conferences
– Working in pairs
– Allowing extended time
– Using graphic organizers
– Drawing pictures to support writing
Reading Centers: Kindle books about insects
Science Center: Observing and noting mealworms’ and crickets’ behavior
Technology Center: A.R. on mini-iPads
Memorial Day (No School)
Morning Message: Today is Tuesday, May 26, 2015. We will read and discuss the importance of Memorial Day.
Inquiry Question: Why is it important to honor our soldiers? Share your answer with a classmate.
R.E.A.C.H End of Year Assessment for Reading
Awesome Ants by Rus Buyok (A-Z Reading)
Focusing on Writing Interesting Facts
– Students share what they have written about the uniqueness and/or interesting facts about their insects to their assigned partner.
– Students continue to compose the chapter about the uniqueness or interesting facts of their insects.
Morning Message: Today is Wednesday, May 27, 2015. We will read and discuss national holiday, the Fourth of July.
Inquiry Question: Why do Americans celebrate the Fourth of July? Share what you know with a classmate!
NWEA Math Room 103 (9-12)
Insect Life Cycle by Chuck Garofano (A-Z Reading)
Focusing on Writing an Introduction
Introductions—Addressing and Audience
Ask students to recall the beginning of a favorite movie, book, or even a poem or song. Tell them that the writer did his or her very best to make that introduction memorable and powerful for the audience. Tell students that today is the day they will do the same. Today is the day they will craft introductions that are fun and engaging for their audience. “Today I want to teach you that writers give their information books an introduction. When writing introductions, writers try to get the reader’s attention so they can highlight important information about a topic.” Project samples of introduction pages and explicitly model to students how to write them.
Students begin writing their introductions for their Insect Books.
Morning Message: Today is Thursday, May 28, 2015. We will brainstorm and discuss making a prediction based upon a familiar scenario.
Inquiry Question: How do you make a prediction? Share what you know with a classmate!
NWEA Math Room 106 (9-12)
Butterflies and Moths by Kira Freed (A-Z Reading)
Focusing on Writing a Conclusion
Conclusions—Addressing and Audience
Ask students to recall the ending of a favorite movie, book, or even a poem or song. Tell them that the writer did his or her very best to make that conclusion memorable and powerful for the audience. Tell students that today is the day they will do the same. Today is the day they will craft conclusions that are fun and engaging for their audience. “Today I want to teach you that writers give their information books a conclusion. When writing conclusions, writers try to get the reader’s attention so they can highlight important information about a topic.”
– Explain to students that the conclusion paragraph is much like a conclusion sentence; it ends your exposition by summing up the points you made earlier.
Project samples of conclusion pages and explicitly model to students how to write them.
Students begin writing their conclusions for their Insect Books.
Morning Message: Today is Friday, May 29, 2015. We will use prior knowledge to predict an outcome.
Inquiry Question: If you hear a rumbling noise and look up to see dark clouds in the sky, what can you predict will happen? Share what you know with a classmate!
Parent Read Aloud
happiness, thankfulness, usefulness, thoughtfulness, forgetfulness, helpfulness, cheerfulness, brightness, carelessness, childishness, craziness, listen, speak, read, write, apply
The above words will be tested on Friday, June 5.
Conferencing and Editing
– Review Peer Conferencing (revising) – What it is and steps for conferencing: Review the “TAG” method: Tell 1 thing you like about the story, Ask 1 question, Give 1 suggestion
1. Read and listen
2. Compliment author
3. Question and suggestion (“W” questions written on sticky notes – who, what, when, where, why questions), students make their writing better by answering those questions and adding more details to the writing in red revising pen.
– Students confer with peers.
Review the lesson on Reread During Editing
– Using a writing sample, teachers model the focus point (After I finish a piece of writing, I will reread even more carefully! I am going to reread to check carefully for mistakes in spelling, capitalization, punctuation, and grammar. This kind of rereading is called proofreading. Proofreading is a time when we read to edit or fix mistakes.)
– Students utilize the checklist to edit their research papers.
“Emily’s Day at the Beach”
– Students work in partnerships to complete a timeline of events from 9:00 A.M. – 4:00 P.M.
1. Warm Up
– Students complete the Self-Assessment to reflect on their progress in Unit 9.
– Students complete the Unit 9 Assessment to demonstrate their progress on the Common Core State Standards covered in this unit.
Items reflect mastery expectations to this point.
– Use addition and subtraction to solve 1-step number stories.
– Model 1-step problems involving addition and subtraction.
– Know all sums of two 1-digit numbers automatically.
– Express an even number as a sum of two equal addends.
– Find the total number of objects in a rectangular array.
– Express the number of objects in an array as a sum of addends.
– Understand 3-digit place value.
– Represent whole numbers as hundreds, tens, and ones.
– Count by 5s, 10s, and 100s.
– Read and write number names.
– Read and write numbers in expanded form.
– Record comparisons using >, <, or =.
– Add within 100 fluently.
– Subtract within 100 fluently.
– Add multi-digit numbers using models or strategies.
– Subtract multi-digit numbers using models or strategies.
– Measure the length of an object.
– Measure to determine how much longer one object is than another.
– Solve problems involving bills and coins.
– Partition shapes into equal shares.
– Describe equal shares using fraction words.
– Describe the whole as a number of shares.
– Recognize that equal shares of a shape need not have the same shape.
Solving the Open Response Problem
This open response problem requires students to apply skills and concepts from Unit 9 and earlier units to determine two 2-digit numbers that will produce the largest sum.
The focus of this task is GMP3.1: Make mathematical conjectures and arguments.
Teachers distribute p. 68-69 and read the directions aloud.
Teachers then model how to lay and rearrange the cut-out numbers on the empty squares.
Students should use whatever strategy they prefer to find the numbers that have the largest sum.
Students use the second page to show how they know they have found the numbers that have the largest sum.
Discussing the Problem
After students complete their work, invite a few students to explain how they knew they found the largest sum.
3. Look Ahead
Math Boxes 9-12
– Students complete the mixed practice on journal p. 249.
Integrated with language arts for the whole week
– Insects need air, water, and space.
– Insects have characteristic structures and behaviors.
– The life cycle of the beetle is egg, larva, pupa, and adult, which produces eggs.
– The life cycle of the cricket is egg, nymph, and adult, which produces eggs.
– Observe mealworm larvae, pupae, and adults over time.
– Describe and record changes in mealworm structure and behavior over time.
– Observe cricket nymphs, and adults over time.
– Describe and record changes in cricket structure and behavior over time.
-Students will design and create a habitat for their research insect. They will utilize a shoe box, white Model Magic, construction paper, glue, scissors, watercolors, etc.
Independence and Memorial Days
Interactive Read Aloud (on the Smart Board): Memorial Day by Ann Weil
* Explain the significance of various national celebrations.
* Sequence early American history.
* Identify places that remind us of our history.
– Ask students what other national holiday is coming up?
– Explain to students that Memorial Day was held to honor people who died in the Civil War. The Civil War was fought between two parts of the United States. Some of the states of the South wanted to start their own country. The states in the North fought to keep the country together. The North won, but many soldiers on both sides died.
– On Memorial Day, we remember men and women who fought in all of the wars for this country. People visit cemeteries and leave flowers and flags.
– Ask students to share with each other what they and their family might do on Memorial Day.
Interactive Read Aloud: Fourth of July by Alan M. Ruben
* Explain the significance of various national celebrations.
* Sequence early American history.
* Identify places that remind us of our history.
– Review that a colony is a place ruled by another country.
– Show the 13 colonies on a map and recall that they were ruled by the England and that the colonists had to obey English laws.
– Explain to students that the colonists were not always happy about this and so they signed the Declaration of Independence. Independence is being free from rule by another country.
– Colonists said that they should have freedom, or the right to make their own choices, but the English King did not agree.
– Discuss the American Revolution (fought for six years).
– Discuss important landmarks of the American Revolution such as Independence Hall.
Skills: Predict a Likely Outcome
– Recognize the importance of knowing the past to predict the future.
– Follow steps for making a prediction.
Ask students to imagine they are on the playground. They hear a rumbling noise and look up to see dark clouds in the sky. Lightning flashes, thunder claps, and a teacher carrying an umbrella comes outside and begins rushing them indoors. Ask students what they think will happen next. Explain that they have just predicted an outcome.
Why It Matters
People can use what they learn from the past to predict the future, or tell what they think will happen.
What You Need to Know
List the following steps on the Smart Board for students to follow to predict a likely outcome.
Step 1: Think about what you already know.
Step 2: Find new information.
Step 3: Tell what you think will most likely happen next.
Step 4: Check whether what you predicted does happen.
Read aloud Step 1 through 4. Illustrate the steps by reminding students of the prediction they made earlier. “First, We thought about what we already knew about rainstorms. We identified a pattern – dark clouds roll in; lighting flashes and there is thunder. Next, we found new information – a teacher carrying an umbrella rushed the children indoors. Finally, we made a prediction about what would happen next.”
Explain that in this case, we could not check our prediction because the story was make-believe. Ask students to give the kinds of prediction we can check.
Explain that not all predictions turn out to be correct. Sometimes there are clouds but it doesn’t rain. Still it is a good idea to use what you know about clouds causing rain and take your umbrella just in case. Many stories have surprise endings and your prediction doesn’t come true. Still, making predictions as you read helps you pay attention and think about what you are reading.
Thank you for your support.
Anh Tuan Hoang and LuAnn Lawson