Dear Parents and Caregivers,

We had a good turnout for report card pick-up and parent-teacher conferences. Thank you, parents, guardians, and family members. All of you had to take time out of your busy schedules to come to the conferences, and we sincerely applaud you for your dedication. Without your support for your child’s education, our jobs would not be as exciting and enriching as they are.

Spring break begins Monday, April 18, for students and staff members. Classes resume Monday, April 25.

The science Living Things in Their Environment test will be administered Thursday, April 28. Throughout the week of April 24, students will be reviewing by viewing videos, rereading the chapter and completing homework assignments. Please help your child review by referring to the pages RS 26 – RS 30 that students have completed in class and taken home. Pages RS 31 and 32 will be completed in class on Monday.

The second grade classrooms will take their annual field trip to the Peggy Notebaert Nature Museum on Friday, April 29. The field trip permission slip and payment are **overdue**. Please return them immediately upon returning from spring break if you haven’t already done so. At the museum, students will participate in a workshop entitled “Metamorphosing Monarchs” and visit the butterfly atrium. Students will need to bring a bag lunch from home on the day of the field trip, as we will be eating lunch at the museum. Please label the lunch bag with your child’s name.

**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:

– TRC Progress Monitoring

– 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: Reading A to Z Awesome Ants by Rus Buyok

Word Study: Word Sorts: Adding –ing to Words With VC and VCC Patterns

Spelling Words

Math Center: Making Equal Parts

Students use pattern blocks to make equal parts

Technology Center: A.R. on IPads

Reader’s Theater: Rapunzel

MTSS:

– Letter Name Fluency (Tier 3)

– Intensive Reading Support with Leveled Literacy Intervention Blue System Level D (Tier 3);

Level I (Tier 2)

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

Week 30

Rhyming (Words change daily)

– Teacher gives the rime. Students make rhyming words ending with the given rime.

Ex. T: ack S: black, knack, etc.

Onset Fluency (Words change daily)

– Teacher says the word pair. Students open their eyes if the word pair begins with the same vowel sound. Students close their eyes if the word pair do not begin with the same vowel sound.

Blending (Words change daily)

– Teacher says individual phonemes. Students listen and they say the whole word.

Ex. T: /b-a-k-e-r/ S: baker

Identify Final and Medial Sounds (Words change daily)

– Teacher says the word in regular voice. Students repeat the word and “punCH ouT the sOUnd!”

Ex. T:/yawn/ S: yAWn

Segmenting (Words change daily)

– Teacher says the whole word. Students repeat the word and chop it into phonemes. Example, T: winner S: winner /w-i-n-er/

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 or word part. Students repeat the word or word part. Teacher says add /*/ at the beginning and the word is? *Use sounds

Deleting Phonemes

– Teacher says the word. Students repeat the word. Teacher says without the /*/ and what is left? *Use sounds

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 __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:

– Sharing: Students share their journal writing entries or something that is meaningful to them.

– Greeting: Students greet each other in a language of choice.

– Sharing: Students share what they have written or something that is meaningful to them.

– Group Activity: Sing “Icky Insects” by Silly Bus You Tube

Day 1:

Morning Meeting

Morning Message: Today is Monday, April 25, 2016. We will read and discuss about insects.

Inquiry Question: How are insects important to our environment? Share what you know with a classmate!

Reading

Unit 6 Nonfiction Reading Clubs

Launching The Unit

This part is all about reminding children that they already know a lot about how to read nonfiction and that it’s time to switch from thinking about characters to reactivating that nonfiction mindset. Bring out your old nonfiction charts. Remind children of all they know.

Explain to students about book clubs:

– A reading club is formed around a basket of books that has been collected because the books relate to one another in some way.

– A reading club doesn’t involve a particular task, other than reading and talking about books.

– Reading clubs aren’t a permanent daily structure of every reading workshop period all year, but instead are used a couple times a year for two to four weeks at a time.

– In a reading club, readers partner with other children who are reading at about the same reading level and have the same or similar interests.

– Partners read and talk about texts in their reading clubs, and then they ponder questions, develop ideas, develop theories, celebrate discoveries, and so on.

– The work that students do in reading clubs allows them to become experts on their topics and increases their comfort and familiarity with different kinds of texts and reading strategies.

– Club and partnership work are teacher-supported as the teacher confers with individuals, partners, and club members.

– Reading clubs are in addition to, not instead of, daily independent reading.

Assign students into clubs.

During conversations, mentor children in the kind of independent talk they will initiate in their club. When mentoring students’ conversations, exemplify the kind of independent thinking that students are expected to do as they read.

– Students read independently or with a partner.

Interactive Read-Aloud: __Insects__ by Melissa Stewart

Questions to guide the read-aloud

– What are the characteristics of an insect?

– What is unique about an insect?

– How do insects travel?

– Are insects important to our environment? Why?

– Teachers present the rubric to explain expectations for the insect All-About Books.

(Discussion points used the following day to model note taking for insect research projects.)

– Students work in pairs to view books on insects.

Day 2:

Morning Meeting

Morning Message: Today is Tuesday, April 26, 2016. We will continue to discuss animal adaptation.

Inquiry Question: How do animals survive in the desert? Share what you know with a classmate!

Reading

Using the read aloud to review with students that when we read nonfiction texts independently, we don’t just roar on, tearing through the text at the speed of a Ferrari. We pause quickly and often to collect our understanding. We think, “What have we learned so far?” or “What was this part about?” and hold this information in our mind as we move forward in the book. Of course, when readers stop to recollect what we’ve just read, we are likely to be more mindful, also, of what ought to come next. Tell students they need to learn to categorize text into sections to make sense of the sections, and teach them how to make mental containers as they read and drop the information they learn into the various categories.

– Students read independently or with a partner.

Writing

Insects Research (All About Book)

Interactive Read-Aloud: __Bugs Are Insects__ by Anne Rockwell p.1-15

– Using a graphic organizer, teachers model how to take notes for chapter one, which is what is an insect and its characteristics.

– Teachers review the rubric to explain expectations for writing the characteristics of insects for their All-About Books.

– Students collaborate in pairs to read and discuss the characteristics of insects, and to generate ideas for their writing (Chapter One: Characteristics of Insects).

-Students work independently to take notes on the characteristics of insects.

Day 3:

Morning Meeting

Morning Message: Today is Wednesday, April 27, 2016. We will build equal groups and arrays and write number models for them.

Inquiry Question: How does making equal groups or arrays help you write addition models?

Share your thinking with a classmate!

Reading

Unit 6 Nonfiction Reading Clubs

Part One: We Know How to Be Strong Nonfiction Readers, and Now We Can Do That with Our Club

This part is all about reminding children that they already know a lot about how to read nonfiction and that it’s time to switch from thinking about characters to reactivating that nonfiction mindset. Bring out your old nonfiction charts. Remind children of all they know.

“Today I want to teach you that we need to come to our clubs prepared to talk about our topics. One way we can do this is to really listen to the text. We don’t just read with explaining voices; nonfiction readers, in fact, actually explain the text to ourselves as we go along—we pause after a few words and explain whatever we’ve read to ourselves, using our own words if we can. It’s almost like the explaining voice in our head is a real teacher who makes sure we understand each section before moving on. Then we will be ready to explain and talk in our clubs about our topic.”

– Students read independently or with a partner.

Writing

Insects Research (All About Book)

Interactive Read Aloud: __Bugs Are Insects__ by Anne Rockwell p.16-33

– Using a graphic organizer, teachers model how to take notes for chapter one; what are the specific characteristics of each student’s chosen insect.

– Teachers review the rubric to explain expectations for writing the characteristics of insects for their All-About Books.

– Students collaborate in pairs to read and discuss the characteristics of each student’s chosen insect, and to generate ideas for their writing (Chapter One: Characteristics of each student’s chosen insect).

– Students work independently to take notes on the characteristics of their chosen insects.

Day 4:

Morning Meeting

Morning Message:

Today is Thursday, April 28, 2016. We will continue to read, discuss and take notes about the insect we’ve chosen for our research.

Inquiry Question: How do the characteristics of your chosen insect help the insect survive and thrive in its environment? Share what you know with a classmate!

Reading

Unit 6 Nonfiction Reading Clubs

Part One: We Know How to Be Strong Nonfiction Readers, and Now We Can Do That with Our Club

“Today I want to teach you that we need to come to our club ready to talk about the main ideas about our topic. We can figure out the main idea by noticing the who and what of the page or part. This helps us name the subject and the action as we read. To find the main idea, we can think, ‘What’s the relationship between the who and the what?’ and ‘How can I say this main idea as a sentence?’ ”

– Students read independently or with a partner.

Writing

Insects Research (All About Book)

Interactive Read-Aloud: __Bugs and Other Insects__ by Bobbie Kalman and Tammy Everts p. 4-5

– Teachers model to students how to elaborate on the notes we have taken to write a paragraph about their insect’s characteristics.

– Students discuss/practice with a partner how they would elaborate their notes.

– Using their notes, students begin composing a paragraph about their insect’s characteristics.

Day 5

Today is Friday, April 29, 2016.

**Spelling Words:**

(The following words will be tested on Friday, May 6.)

*badly, madly, quickly, weekly, daily, sadly, gladly, proudly, softly, loudly, bravely, pattern, describe, extend, simple, determine*

Field Trip to Peggy Notebaert Nature Museum

**Math**

**Lesson 8-7** Partitioning Rectangles, Part 2

Students partition rectangles into same-size squares.

Goals:

– Reflect on your thinking as you solve your problem.

– Make sense of the representations you and others use.

1. Warm Up

Math Talk: Mental Math and Fluency

Pose one fact at a time. Students explain how they find the answer.

Daily Routines

Have students complete daily routines.

2. Focus

Math Message: Take one square pattern block. Complete Problem 1 on journal page 206.

Partitioning Strategies (Whole Class/Small Group/Partner/Independent)

Math Message Follow-Up: Have students share their strategies for partitioning the rectangle in problem 1 on journal page 206 into same-sized squares. Display a drawing that shows equal rows with equal numbers of close-to-same-size squares in each row.

Have students run a finger along each row on their rectangles. Ask:

– How many rows does your drawing have?

– How many squares are in each row? Have students check that they have the same number of squares in each row.

– Where are the columns? Point to them.

– How many columns are there?

– Why does this rectangle have 2 columns? Count the squares in the first row aloud while pointing to each square: 1, 2. Point out that each square in the first row is at the top of a new column. Count the columns aloud as you run your finger down the columns from top to bottom: 1, 2.

– How many squares are in each column?

– Why does this rectangle have 3 squares in each column? Count the squares in the first column. Point out that each square is at the beginning of a row.

Draw students’ attention to the picture of the square to the right of the rectangle in Problem 2 on journal page 206. Explain that they will use the picture to help them figure out how many squares of that size are needed to cover the rectangle. Have students imagine that they are picking up the square and using it to partition the rectangle the same way they used the square block to partition the rectangle in Problem 1. As students work, check to make sure that they are drawing the same number of squares in each row and that the squares are about the same size.

Ask students to share their strategies for determining how many squares are needed to cover the rectangle. Some students may have visually estimated how many squares will fit in one row and one column, while others may have used their fingers or marks on paper to help them estimate. Ask: How were you able to make sure that your squares were the same size?

Invite volunteers who drew equal rows of close-to-same-size squares to demonstrate how they drew their size squares.

Have students complete Problem 3. Bring the class together to share their strategies.

Differentiate: Adjusting the Activity

If students struggle drawing the same number of squares in each row in Problem 3, suggest that they draw one row of squares at the top of the rectangle and then the first square on the left in each of the other rows. Then have them place their fingers on the first square in each row and run their fingers across the rectangle to help visualize each row. Ask: How many rows are there? How many squares should there be in each row?

Partitioning into Same-Size Squares (Whole Class/Small Group/Partner/Independent)

Draw students’ attention to journal page 207. Point out that there are no pictures to show the size of the squares that are supposed to cover each rectangle. Instead, students are given the number of rows and the number of squares in each row.

Display a rectangle and say: I have to partition this rectangle into 2 rows with the same-size squares in each row. Suppose I make each row this tall. (Make a mark too low.) Will two rows fill up the rectangle? What about here? (Make a mark too high.) Where should the mark be? Make a mark halfway between the top and bottom edges of the rectangle and draw a line to partition it into 2 equal rows. Say: Now I have to draw 3 squares in each row. Invite a volunteer to make marks for the squares in the top row. Ask: How can we check to make sure that these squares are the same size?

Before students begin work on journal page 207, ask them what they should think about as they partition the rectangles. Expect responses to include the following ideas:

– All the squares should be the same size.

– There should be the same number of squares in each row.

– There should be the same number of squares in each column.

Circulate as students complete journal page and check that they are drawing the correct number of rows with the same number of squares in each row. Encourage them to help each other check whether their squares are the same size.

Differentiate: Common Misconception

Watch for students who partition their rectangles into too many rows or one too many columns. Suggest that they run their fingers along each row or column as they count. As they adjust their drawings, have them check that the squares are the same size.

Assessment Check-In

Expect that most students will be able to partition the square in Problem 1 into two rows with two same-sized squares in each row and count the total number of squares. If students struggle making the same-size squares, suggest that they use a square pattern block as a reference.

Summarize

Have students discuss their strategies for partitioning the rectangles in on journal page 207 into same-size squares.

3. Practice

Solving Addition Problems (Partner/Independent)

Math Journal 2, p. 208

Students add 2-and 3-digit numbers. As needed, encourage them to draw open number lines, use base-10 blocks, or use the number grids or number lines on the inside back covers of their journals.

Students complete Math Boxes 8-7 (Independent/Partner)

**Lesson 8-8** Equal-Groups and Array Number Stories

Students solve number stories about equal groups and arrays.

Goals:

– Make sense of the representations you and others use.

– Make connections between representations.

– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.

1. Warm Up

Math Talk: Mental Math and Fluency

Pose one fact at a time. Students explain how they find the answer.

Daily Routines

Have students complete daily routines.

2. Focus

Math Message: Jermaine bought 3 packs of gum. There are 5 sticks of gum in each pack. How many sticks of gum did he buy? Draw pictures to help find the answer.

Discussing Equal Groups and Arrays (Whole Class/Small Group)

Math Message Follow-Up: Ask students to share their drawings and solution strategies. Expect a variety of representations, including drawings of groups, arrays, or tallies. Strategies may include counting the objects in the picture by 1s, counting by 5s, adding 5s, or doubling 5 and then adding 5 more.

Ask: What do these drawings have in common? Tell student that groups with the same number of objects in them are called equal groups. Stories that involve finding the total number of objects in sets of equal groups are called equal-groups number stories. Ask volunteers to explain how their drawings show the equal groups from the story.

Ask students to suggest number models for the Math Message problem. Some students may suggest 5 + 5 + 5 = 15. Ask: How does this number model show what is happening in our drawings?

Some students may suggest the number model 3 x 5 = 15 to represent the story. If so, explain that this is a multiplication number model and that multiplication as an operation involves finding the number of objects in equal groups or rows. Explain that when students solve equal-groups number stories, they are doing multiplication.

Write 5 + 5 + 5 = 15 and, if someone suggest it, 3 x 5 = 15. Have students practice reading the number models as “3 groups of 5 each is 15 in all.”

Look for students who drew arrays to represent the Math Message problem. Ask them to share their drawings, or, if no one drew and array, sketch one yourself. Remind the class that a rectangular array is an arrangement of objects or symbols in rows and columns. Point out that an array is one way to represent equal groups because all of the rows have the same number of objects and all of the columns have the same number of objects. Ask: How are the equal groups from the gum problem represented in this array? The equal groups in this problem could be represented by either the rows or the columns n an array, depending on whether students drew 3 rows of 5 or 3 columns of 5. But students should recognize that the number story calls for 3 groups of 5 each, not 5 groups of 3 each. The number model 5 + 5+ 5= 15 is more appropriate for this problem than 3 + 3 + 3 + 3 + 3 =15.

Explain that many real-life objects are arranged in arrays. Pose the following number story: There are 2 rows of eggs in a carton. There are 6 eggs in each row. How many eggs are there in all? Ask student to draw a picture and solve.

Ask volunteers to share their drawings and answers. Expect most students to draw an array like the one shown in the margin. Ask: What number model could we write for this story and drawing? How could we read this number model?

Differentiate: Adjusting the Activity

Have students sketch the array, circle each row, and write 6 at the end of each row. This may help students see how 6 + 6 = 12 represents the array.

Tell students that the egg problem is an example of an array number story, which is one kind of equal-groups number story. In an array story the equal groups can be either the rows or the columns.

Tell students that they will solve and write number models for more equal-groups and array number stories. Although it is not important for students to be able to distinguish between equal-groups and array number stories, it is important that they have experience with both.

Solving Equal-Groups and Array Number Stories (Whole Class/Small Group/Partner)

Pose number stories involving equal groups or arrays of objects. Tell students to work with their partners and use drawings to model and solve each problem. After each number story, have volunteers share their strategies. Then work as a class to write an addition (and, if appropriate, a multiplication) number model to represent the number story. As students share number models, guide them to practice reading the number models aloud. They should use language such as the following:

– 3 equal groups of 2 is 6.

– 2 columns of 4 each is 8 all together.

– 3 rows of 7 each makes 21 in all.

Suggested number stories:

– Your family has 3 bicycles. Each bicycle has 2 wheels. How many wheels are there in all?

Sample Strategies:

– Make or draw 3 groups of 2 and count the objects by 1s.

– Skip count by 2s, moving from group to group: 2, 4, 6.

Provide additional samples. After the class has solved them, have students work in partnerships or small groups to complete journal page 210. Students should draw a picture or an array to model each number story. Encourage them to make quick, simple sketches using dots or Xs. Then find the total number of objects and write a number model.

Assessment Check-In

Expect that most students will be able to correctly solve the number stories on journal page 210 using drawings and be able to write addition number models. If students struggle finding the totals, suggest that they use counters to model number stories before drawing their pictures.

Summarize

Have students share with a partner one strategy they can use to find the total number of objects in equal groups or arrays.

3. Practice

Playing Beat the Calculator (Small Group)

Observe:

– Which facts do students know from memory?

– Which students need additional support to play the game?

Discuss:

– What strategies did you use to solve the facts you did not know?

– Why is it helpful to know addition facts?

Students complete Math Boxes 8-8 (Independent/Partner)

**Lesson 8-9** More Equal Groups and Arrays

Students build equal groups and arrays and write number models for them.

Goals:

– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.

– Make sense of the representations you and others use.

– Make connections between representations.

1. Warm Up

Math Talk: Mental Math and Fluency

Pose subtraction problems. Students explain how they use ballpark estimates to help them find the answer.

Daily Routines

Have students complete daily routines.

2. Focus

Math Message: Complete Problem 1 on journal page 212. Share your number story with a partner.

Sharing Number Stories (Whole Class/Small Group)

Math Message Follow-Up: Invite students to share their number stories and drawings. Some students may have written equal-groups stories and others may have written arrays stories. For example:

– Amy has 3 bags of apples. There are 4 apples in each bag. How many apples does Amy have in all? She has 12 apples.

Make sure a variety of stories and drawings are shared. If no one drew an array to represent their story, choose one story and ask students how they might represent it with an array.

Ask students to compare a drawing showing equal groups that are not represented in an array (such as the drawing for the apple story) with a drawing of an array. Ask: How are these drawings similar? Do both pictures match the number model? How can you tell?

If your class used multiplication number model in Lesson 8-8, ask students to suggest a multiplication number model that matches the drawings. Ask: How can we read the number model in words?

Tell students that solving number stories like these depends on being able to think about equal groups. For more practice with this, they will use counters to build equal groups and arrays and then write number models to represent them.

Building Equal Groups and Arrays (Whole Class/Small Group)

Math Journal 2, p. 212

Distribute 36 counters to each student and one die and one slate to each partnership. Explain the following directions:

1. Partner A rolls the die. This is the number of groups, rows, or columns.

2. Partner B rolls the die. This is the number in each group, row, or column.

3. Partner A uses counters to make equal groups (not arranged in an array) to match the numbers. Partner B uses counters to make an array to match the numbers.

4. Partner A find the total number of counters in the equal groups, and Partner B finds the total number of counters in the array. Partners compare their totals to make sure they are the same.

5. Partner A writes a number model on the slate to match the counters. Partner B reads the number model in words.

6. Partners switch roles and repeat the activity.

Model a sample round for the class.

Sample Round

– Partner A rolls a 2. Partner B rolls a 3.

– Partner A makes 2 groups of 3 counters each. Partner B makes an array with 2 rows of 3 counters each.

Partner A writes 3 + 3 = 6 or 2 x 3 = 6 on the slate. Partner B reads the number model aloud as “2 groups of 3 is 6 all together.” Circulate and observe as students build equal groups and arrays and write and read the number models. As appropriate, guide them to skip count or add to find the total number of counters rather than counting by 1s. Encourage students to read the number models using language about equal groups (or rows or columns). They should say “2 groups of 3 is 6 all together” rather than “3 plus 3 is 6” or “2 times 3 is 6.” Using equal groups language helps students build a conceptual foundation for multiplication.

When students have several chances to practice both roles, tell them to each record their final set of equal groups, their final array, and the matching number model on the bottom of journal page 212. If students write multiplication number models, ask them to also write addition number models and discuss the connections between the two number models with their partners.

Differentiate: Adjusting the Activity

If students struggle to build the arrays, provide a 6-by-6 grid with rows and columns labeled. After the first roll, students place the first counter in each row. After the second roll, they fill in each row with the correct number of counters.

Assessment Check-In

Expect that most students will be able to use counters to create arrays, draw them on journal page 212, and record addition number models. If students struggle to write addition number models, encourage them to circle each row or each column in their arrays to highlight the idea of equal groups. Then help them connect the groups to the equal addends in their number models.

Summarize

Have students use counters to solve the following problem and share their answers. Ask: Which will have more counters – an array with 3 rows and 5 in each row or an array with 5 rows and 3 in each row?

3. Practice

Playing Basketball Addition (Small Group)

Observe:

– Which students can add the numbers to find the total score?

– Which students need additional support to play the game?

Discuss:

– Which numbers did you choose to add first? Why?

– Can you use another strategy to add the numbers?

Students complete Math Boxes 8-9 (Independent/Partner)

**Lesson 8-10** Playing Array Concentration

Students play Array Concentration to practice finding the total number of objects in arrays and writing corresponding number models.

Goals:

– Make connections between representations.

– Use mathematical models to solve problems and answer questions.

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

1. Warm Up

Math Talk: Mental Math and Fluency

Pose addition and subtraction facts one at a time. Students answer orally and explain how they find the answer.

Daily Routines

Have students complete daily routines.

2. Focus

Math Message: Work with a partner. Suppose there are 12 desks in a classroom. Use your counters to find at least two ways to put the desks in rows with the same number of desks in each row. Draw your arrays on journal page 214. Write an addition number model for each array.

Arranging Desks (Whole Class/Small Group)

Math Message Follow-Up: Remind students that when they arrange things in equal rows, they are making arrays. Ask volunteers to share their arrays and number models. If students wrote multiplication number models, ask them to suggest addition models as well.

Record student’s arrays and number models. Ask students to continue sharing answers until no one has a different answer to share. Then have students look at all the number models. Ask: How are these number models alike? Focus the discussion on the idea that there are several different ways to arrange the 12 desks in equal rows.

Have students use their counters to arrange the desks in equal rows of 5. Ask: Can we make equal rows of 5? Why or why not? What would a number model for this arrangement look like? Does this number model have addends that are all equal? Is this arrangement an array? Ask: Did we find all the different ways to arrange 12 desks in equal rows? How could we check? If no one mentions it, suggest the following strategy: check whether we can make rows of 1, then rows of 2, then rows of 3, and so on, until we have all possible arrays for 12.

Work together as a class to find any missing arrays and add them to the class list. Students can record additional arrays on journal page 214. Remind them to check that in each array, all the rows have the same number of desks. They should also check that in each number model, all the addends are equal.

Tell students that they will play a game to practice finding how many objects are in arrays and writing corresponding number models.

Discussing the Array Cards (Whole Class/Small Group/Partner)

Have each partnership cut out one set of Array Connection Number Cards and one set of Array Concentration Array Cards. Tell students to write an N on the back of each number card and an A on the back of each array card to help them keep the two decks separate.

Have students find the array card that says “2 by 3” at the bottom. Ask them what they think “2 by 3” might mean. If no one suggests it, explain that this is a short way to describe and array that has 2 rows and 3 columns.

Academic Language Development: To reinforce students’ understanding and use of the phrase ___ by ___ (for example, 3 by 2) to describe the rows and columns in an array, have them work in pairs to label everyday objects laid out in arrays. For example, give students different-size muffin pans that they might label 3 by 2, 3 by 4, or 4 by 6 (depending on the size.) Provide sentence frames that students can use to describe their arrays: “My ___ has an array of ___ by ___. My ___ has ___ rows and ___ columns.”

Next, have students find the 4-by-5 array card. Ask students to share strategies for finding the total number of dots in the array.

Sample strategies:

– Count all the dots by 1s to get 20.

– Skip count by 5s as you point to each row: 5, 10, 15, 20. Or add 5s as you point to each row: 5 + 5 + 5 + 5 = 20.

– Add 4s as you point to each column: 4 + 4 + 4 + 4 + 4 = 20.

Ask: Which strategies might help you find the total fastest? Why?

Introducing and Playing Array Concentration (whole Class/Partner)

Playing Array Concentration provides practice finding the total number of objects in arrays and writing corresponding addition number models. Play a few sample rounds to introduce the game. Students play the game in partnerships.

Observe:

– What strategies are students using to find the total number of dots in each array? Which students have efficient strategies?

– Which students need support to understand and play the game?

Discuss:

– How did you find the number of dots? Is there a faster way?

– How do you know your number model matches the array?

Assessment Check-In

Expect that most students correctly match number cards add array cards and write correct addition number models for the arrays on Math Masters, page G13. If students struggle matching the arrays to the number cards or writing number models, have them copy the array onto a sheet of paper and mark rows, columns, or individual dots as they count to help them keep track.

Summarize

Have students share the arrays for which they easily found the total numbers of dots and the arrays for which they had to use strategies to find the totals.

3. Practice

Solving Subtraction Problems (Partner/Independent)

Students complete Math Journal 2, p. 215. Students use strategies to subtract. As needed, encourage them to choose and use tools such as base-10 blocks or the number grids or the number lines on the inside back covers of their journals.

Math Boxes 8-9 (Independent/Partner)

**Science **

Review for Unit Test

What are Food Chain and Food Webs?

Students work with a partner to read pages 172 to 179 from their Science Book and complete the Lesson Quick Study RS 31 – RS 32.

Questions:

What is always at the beginning of the food chain?

What is a producer?

What is a consumer?

How might a food web be disrupted if one species in the food web is removed? What would happen?

Student watch and discuss “Desert Adaptations” from You Tube by MesquiteScience

“How do animals survive in the desert?” by You Tube BBC Earth Unplugged

Questions:

What are the characteristics of a desert?

How have plants and animals adapted to living in deserts?

Student watch and discuss

“Exploring the Coral Reef: Learn about Oceans for Kids” by You Tube by Free School

“Food Chain and Food Web Lesson” from You Tube Turtlediary

Questions:

How do ocean animals stay safe?

How have plants and animals adapted to living in the ocean?

How do coral reefs help fish to survive?

Living Things in Their Environment Test

**Social Studies **

Using Tables:

Objective: Students will understand the characteristics of tables. Also, students will create their own table.

A table is a chart that is used in many non-fiction texts to organize information.

It is important to know how to read these tables.

Tables have many characteristics! Show a chart on the Smart Board. Begin teaching about the characteristics of the chart.

The title shows what information can be found on a table. It is important to look at all of the titles on charts because sometimes a chart can tell more than one thing.

To read a chart you must down the column and across the row.

Have students go back and work with their learning partners to work with a chart. They must answer these questions:

What is the title of the table?

What does the table show?

How is the information organized?

Write something you learned from the table.

Using Map Scales

Objectives:

– Recognize that maps can be different sizes.

– Define map, scale

– Use a scale to find real distances.

Display two United States maps that are different sizes. Ask children to describe the differences between the maps. Then have them tell how maps are different from the actual areas that they show.

Why It Matters:

Explain that maps not only show where places are located, they also can tell the distances between places. Ask children why it would not be practical to make a map that is as large as the area it shows. Explain that distances and places on maps are smaller than their real sizes and that a map scale can tell you how much smaller.

What You Need to Know:

Explain to children that once they know how far apart two places are on a map, they can find out how far apart they are in real life. Emphasize that a map scale can show them that a certain distance on the map stands for longer, real distance on Earth. For example, 1 inch on a map might stand for 1 mile on land. Point out that not all map scales are the same size. You can use the scales on the two United States maps you displayed as an example.

Why might 1 inch stand for 10 miles on one map and for 100 miles on another map?

Emphasize the importance of marking accurately when using a scale strip. Remind children to distinguish between miles and kilometers on the map scale.

Students play continents and oceans games from http://www.sheppardsoftware.com/World_Continents.htm

Oceans and Continents Quiz

Students identify names of oceans and continents from a given map.

Thank you for your support.

Anh Tuan Hoang