Week of March 22

Dear Parents and Caregivers,

This is a reminder that the third-quarter-parent/teacher conferences will take place on Thursday, April 16. If you haven’t signed up for the third quarter parent/teacher conferences, please do so. The sign-up schedules are posted outside the front door of rooms 103 and 106. Parents, who do not sign up by April 2, will be assigned the time slots available! We will be sending home the finalized schedule on April 2.

The second grade classes will be visiting the Peggy Notebeart Museum as part of the FOSS Insect Unit on May 8. We will send home permission slips as soon as we receive the approval from CPS.

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.

Word Knowledge: Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 27 (Different words will be given each day.)
Rhyming: Teacher says a real word. Students make nonsense rhyming words from it.
Onset Fluency: Teacher says the word. Students repeat the word, and then isolate the beginning onset.
Ex: T: kite S: /k/
Blending: Basic sight word review
Teacher says individual phonemes. Students listen and then say the whole word.
Identifying Final and Medial Sounds: Teacher reads the word series. Students say the requested sound (varies by day).
Tues & Wed: Final Sound, Thurs & Fri: Medial Sound
Segmenting: Basic sight word review
Teacher says the word. Students repeat the word and chop it into phonemes. Ex. T: too, S: too; t-oo
Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ (underlined word) to /*/ and the word is?
Ex. T: waterfall, S: waterfall, T: change the/fall/ to /melon/ and the word is? S: watermelon
* Use sounds
Adding Phonemes: Teacher says the rime. Students repeat the rime. 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. 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):
– Sharing: Students share their journal writing entries or something that is meaningful to them.
– Group Activity: “Over In The Meadow” from Sing a Song of Poetry by Fountas and Pinnell p.209-210 and You Tube, Barefoot Books

Differentiated Instruction:
– 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
Listening Centers: Mentor Texts Chickens by Gail Gibbons; Mercy Watson to the Rescue by Kate DiCamillo
Word Study: Word Sorts: Adding -ing to Words With VC and VCC Patterns
Word Study: Beginning-Middle-End, Finding Phonemes in Sound Boxes
Word Building with Fry Spelling Words
Math Center: Finding Differences
Students work in pairs to find the difference between a 2-digit number and a multiple of 10.
Technology Center:
a. Students practice reading levels two-five sight words
c. A.R. on Mini-iPads
d. Kindle books related to the Guided Reading Themes and Stories embedded sight words.

Day 1:
Morning meeting
Morning Message: Today is Monday, March 23, 2015. We will begin creating our own maps of our new chosen town.
Inquiry Question: Why do we need map keys to make our maps effective? Share what you know with a classmate!

Reading
Unit 5–Series Reading and Cross-Genre Reading Clubs
Part Two: Even When Readers Think We Know How a Series Will Go, We Are Ready to Be Surprised
“Readers, we know that characters, like people, aren’t always one way—even if they are often predictable. This is because characters are complex. Today I want to teach you that as we talk and learn about characters, we can use this knowledge to challenge and revise our all-or-nothing thinking. Instead of saying, ‘Pinky always,’ we might say, ‘Sometimes he ____________.’
Tip: “When we notice our character acting in a way we don’t agree with or are confused by, we can sort out our thinking in a partnership conversation. We might say things like, ‘I disagree with what Jamaica did,’ or ‘I don’t know what Maria means by ____________,’ or ‘Why does Harry think that is important?’ ”
– Students read independently and/or with a partner using strategies they’ve learned.

Writing
Interactive Read-Aloud
George and Martha: Split Pea Soup by James Marshall
Unit 3 Opinion
Bend 2 Raising the Level of Our Letter Writing
Session 8: Reading Closely to Generate More Writing
Minilesson
Connection: Use an example to illustrate the importance of close reading. Name the teaching point.
Teaching: Demonstrate by looking back at an important part of the touchtone text. Highlight the fact that you pause to attend closely to what’s in the text, saying or writing what you notice. Make it clear that noticing is not enough. Instead, writers need to ask, “What new ideas does this give me?” Debrief by explaining to students how you notice new details and incorporated them into your planning.
Active Engagement: Give students an opportunity to try the same work using the touchstone text.
Link: Remind students that they should be working toward the goal of writing more about their opinions, and that close reading of their books can give them more ideas to write about. Prompt them to think back to all the strategies they’ve learned to make their writing powerful.
Students continue to write more letters, applying what they’ve learned from the writing workshop.

Day 2:
Morning Meeting
Morning Message: Today is Tuesday, March 24, 2015. We will continue to explore 3D shapes?
Inquiry Question: What are the characteristics of 3D shapes? Share what you know with a classmate!

Reading
Unit 5–Series Reading and Cross-Genre Reading Clubs
Part Two: Even When Readers Think We Know How a Series Will Go, We Are Ready to Be Surprised
“Since we know characters don’t always act predictably, we can expect to be surprised now and then by things they do and say. Today I want to teach you that we can read our series on the lookout for those surprising moments—when a character acts out of character. When we see a character acting in a surprising way, we can pause and do some big thinking, jotting on a Post-it what we notice that is different and why we think that this is so.”
– Students read independently and/or with a partner using strategies they’ve learned.

Writing
Interactive Read-Aloud
George and Martha: The Flying Machine by James Marshall

Unit 3 Opinion
Bend 2 Raising the Level of Our Letter Writing
Session 8: Reading Closely to Generate More Writing
Students continue to write more letters, applying what they’ve learned from the writing workshop.
Conferring and Small-Group Work: Linking Details and Ideas

Day 3:
Morning Message
Morning Message: Today is Wednesday, March 25, 2015. We will learn how rectangles can be partitioned into equal squares.
Inquiry Question: Why is it important to divide a rectangle into square? Share what you know with a classmate!

Reading
Unit 5–Series Reading and Cross-Genre Reading Clubs
Part Two: Even When Readers Think We Know How a Series Will Go, We Are Ready to Be Surprised
“Readers, you know how when we come to the end of a book, we know some of our work is just beginning? Well, today I want to teach you that when we end a book, we can reflect, asking, ‘What was the whole book about?’ and ‘Was the author trying to teach us something?’ Then we might go back and find evidence in the book that the author really was trying to teach that lesson.”
– Students read independently and/or with a partner using strategies they’ve learned.

Writing
Interactive Read-Aloud
George and Martha: The Tub by James Marshall

Unit 3 Opinion
Bend 2 Raising the Level of Our Letter Writing
Session 9: Gathering More Evidence to support Each of Our Opinions
Mini-lesson
Connection: Congratulate students on the close reading work they did yesterday. Name the teaching point.
Teaching: Let students know that you are aware that they are noticing details and using them to come up with an opinion. But now, they need to take it to the next level and search for even more details to support each of their opinions. Demonstrate taking an idea or opinion from a section of a letter and returning to a book to collect related details and evidence. Debrief, describing the process you followed to gather more details and evidence from the text.
Active Engagement: Ask students to join you in supporting a new opinion.
Link: Add on to the anchor chart and remind students of the importance of using strategies outlined on it.
Students continue to write more letters, applying what they’ve learned from the writing workshop.

Day 4:
Morning Meeting
Morning Message: Today is Thursday, March 26, 2015. We will begin reading and discussing living things and their environment.
Inquiry Question: How do living things benefit from their environment? Share what you know with a classmate!

Reading
Unit 5–Series Reading and Cross-Genre Reading Clubs
Part Three: Readers Grow Smart Ideas by Looking Across Different Series, and We Use the Smart Work of Club Members to Push Our Thinking
“Today I want to remind you that when we meet with club members, we don’t only think about our current series, we think about all the series books we have read, and we think about the patterns in those books. We can think about the types of characters, the types of problems, even the messages the different authors might be teaching. We can talk with our club, thinking ‘What is the same in these series?’ and ‘What is different?’ ”
– Students read independently and/or with a partner using strategies they’ve learned.

Writing
Interactive Read-Aloud
George and Martha: The Mirror by James Marshall

Unit 3 Opinion
Bend 2 Raising the Level of Our Letter Writing
Session 9: Gathering More Evidence to support Each of Our Opinions
Students continue to write more letters, applying what they’ve learned from the writing workshop.
Conferring and Small-Group Work: Using the Classroom Environment to Teach

Day 5:
Morning Meeting
Morning Message: Today is Friday, March 27, 2015. We will read and discuss the impact that people have on the environment.
Inquiry Question: How can people have an effect on the environment? Share what you know with a classmate!

Parent Read Aloud

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

Spelling Test

Word Study
Spelling Words:
drink, think, sink, stink, wink, thank, bank, drank, honk, blank, shrink, sphere, cube, pyramid, prism, rectangular

The above words will be tested on Thursday, April 2.

Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Writing
Unit 3 Opinion
Bend 2 Raising the Level of Our Letter Writing
Session 10: Why is the Author Using a Capital Here?
Mini-lesson
Connection: Let writers know that as their writing becomes more complex, so too does their use of capitals.
Teaching and Active Engagement: Provide questions to guide the class inquiry. In this case, “Why is the author using a capital letter here?”
Guided Inquiry: Set writers up to read apart of a letter about a book, letting them know that they should listen and read along, thinking about the inquiry question. Read through the mentor text a second time, reminding students of the guiding question and pushing them toward closer examination. Pull the students back together and challenge them to think about the difference uses of capitals across the writing. Remind them of the inquiry question and get them working to answer it with a partner. Add the students’ observations to the class chart.
Link: Send students off to revise, edit, and work on their letters, keeping in mind all the strategies they have learned so far.
Students continue to write more letters, applying what they’ve learned from the writing workshop.

Math
Lesson 8-5 Attributes of 3-Dimensional Shapes (2Days)
Students sort and compare 3-dimensional shapes according to their attributes.

Goals:
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Make sense of the representations you and others use.
– Use clear labels, units, and mathematical language.

1. Warm Up
Math Talk: Mental Math and Fluency
Pose facts one at a time. Students explain how they find the sum or difference.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Turn to journal page 193. Record the measurement of your wrist size in centimeters on a stick-on note. Then look at the base-10 thousand cube. Find examples of other cubes around the room.

Describing Cubes (Whole Class/Small Group/Partner)
Math Message Follow-Up: On the Class Data Pad, list examples of cubes that students found.
Distribute a centimeter cube to each partnership. Have students share with their partners what they notice about the cube. After a few minutes, bring the class together to discuss students’ observations. Expect them to note the following:
– There are six flat surfaces, or faces.
– All the faces are the same size.
– Each face is a square.
Ask students to point to each of the six faces on their cubes. Revisit the examples of cubes listed on the Class Data Pad, asking volunteers to confirm that each item fits description of a cube.

Discussing Attributes of 3-dimensional Shapes (Whole Class/Small Group)
Use your models of 3-dimensional shapes to point out the following attributes:
– Cylinders, cones, and spheres all have curve surfaces.
– Rectangular prisms, cubes, pyramids, cylinders, and cones all have flat surfaces called faces.
– An edge of a cube, a prism, or a pyramid is a line segment where two faces meet.
– An edge of a cone or a cylinder is a curve where a flat face meets a curved surface.
– A vertex on a 3-dimensional shape such as a cube, a prism, or a pyramid is a point at which at least 3 edges meet. (The plural of vertex is vertices.)
– The apex of a cone is the point that is opposite the flat face.
Draw students attention to the faces, edges, and vertices on the base-10 thousand cube. Have partners take turns running their fingers along the edges of their centimeter cubes and pointing out the faces and the vertices.

Comparing 3-dimensional Shapes (Whole Class/Small Group)
Explain to students that they are going to make a Shape Museum so they can examine different kinds of shapes. Help them set up the museum by placing the items they brought from home near the corresponding name cards. Shapes that do not fit into any of the six categories are placed near the “other” card. Add some of your own items to the museum.

Display models of pairs of shapes as specified below. As you display each pair, ask: How are these alike? How are they different? Samples observations that students might have include the following:
Cube and Rectangular Prism
– They have the same number of faces, vertices, and edges.
– Each face on both shapes has 4 sides and 4 angles.
– All of the faces of the cube are squares.
– The faces of the rectangular prism can be squares or rectangles.
– Rectangular prisms that have all square faces are called cubes. A cube is a special kind of rectangular prism.
Cube and Cylinder
– The cylinder can roll when push. The cube can’t.
– The cylinder has a curved surface. The cube doesn’t.
– The cylinder has 2 flat faces. The cube has 6 flat faces.
– The cube’s faces are squares. The flat faces on the cylinder are circles.
Cube and Pyramid
– Most of the faces of a pyramid are triangles. (Sometimes one of the faces is not a triangle.) All of the faces of a cube are square.
– A cube and pyramid both have vertices where edges come together. A pyramid has a special vertex called an apex where the triangle faces come together.
Cube and Cone
– The cone can roll when pushed. The cube can’t.
– The cone has a curved surface and 1 flat face in the shape of a circle. The cube has 6 flat faces that are all squares.
– The cone has a point, or apex, opposite the circular face. The cube has 8 vertices.
As time allows, compare and contrast other pairs of shapes.

Differentiate: Adjust the Activity
To help students describe the faces of 3-dimensional shapes, have them select a 3-dimensional shape and trace all of its flat faces on paper. They identify the shapes of the faces, record the names on the paper, and then use that information to describe the 3-dimensional shape. For example, a cube has 6 faces that are all squares.
Over the next several days, allow small groups of students to visit the Shapes Museum. Have them examine the shapes and describe them in terms of their attributes.

Assessment Check-In
Expect most students to be able to describe a cube as having 6 equal-size square faces. If students struggle describing a cube by its attributes, have them trace the faces of a cube on paper as suggested in the Adjusting the Activity note.

Summarize
Have students share one or two things they learned about 3-dimensional shapes.

3. Practice
Drawing a Line Plot (Whole Class/Small Group/Partner)
With the class, organize and display the stick-on notes wrist measurements in order from smallest to largest. Explain that students will draw line plots to show all the wrist measurements for the class.
Distribute copies of Math Masters, page TA32 to students. Discuss the horizontal scale. The wrist-size data are measurements to the nearest centimeter. The scale should begin with the smallest wrist size in the class, increase in 1-centimeter increments, and end with the measurement of the largest wrist size in the class.
Ask students to suggest a label for the horizontal axis and write it on the same line. Then ask the students to suggest a title for the line plot.
Have students draw Xs on their line plots to represent the class data. Remind them that each X represents one child. Model how to draw Xs one above the other for stick-on notes with the same measurements.

Students complete Math Boxes 8-5, Math Journal 2, p. 201 (Independent/Partner)

Lesson 8-6 Partitioning Rectangles, Part 1
Students use manipulatives to partition rectangles into same-size squares.

Goals:
– Reflect on your thinking as you solve your problem.
– Keep trying when your problem is hard.
– Make sense of others’ mathematical thinking.
– Use tools effectively and make sense of your results.

1. Warm Up
Math Talk: Mental Math and Fluency
Display place value exercises. Have students explain how they found the answers.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Take 20 centimeter cubes. Complete Problem 1 on journal page 202.

Introducing Partitioning (Whole Class/Small Group/Partner)
Math Message Follow-Up: Display Math Masters, page 225 and have a volunteer cover Rectangle A with centimeter cubes. Ask students to share what they notice about the cubes covering the rectangle.
They may observe that it took 15 cubes to completely cover the rectangle and that the cubes are arranged in rows and columns. Remind students that a rectangle is a 2-dimensional (flat) shape and a cube is a 3-dimensional shape. Ask: What part of each cube actually covers the rectangle? What shape is the face?
Tell students to complete Problem 2 on journal page 202 by drawing squares on Rectangle B to show how they covered Rectangle A with centimeter cubes. Explain that when students draw same-size shapes to cover a shape, they are partitioning, or dividing, the shape into smaller shapes. Have volunteers share their drawings. Identify a drawing that has 3 rows with 5 close-to-same-size squares in each row and ask students what they notice. Guide students to connect the equal rows of squares on Rectangle B to the equal rows of centimeter cubes that covered rectangle A. Have students check that the squares they drew on Rectangle B match the arrangement of centimeter cubes that covered Rectangle A.
Discuss the challenges students faced in Problem 2. Ask: How could you tell if you made a mistake? How did you fix your mistake?

Academic Language Development: Have students activate prior knowledge of the word part to help them understand the terms partition and partitioning. Point out that when they partition a figure, they are dividing it into equal-size parts. This is also called partitioning.

Partitioning Rectangles (Whole Class/Small Group/Partner)
Display a 1-inch square pattern block and Math Masters, page 226. Point to Problem 3. Ask students to think about how they might use a single square pattern block to find the total number of square pattern blocks needed to completely cover Rectangle C. Invite students to share their ideas with a partner and encourage them to make sense of their partner’s ideas.
Distribute a square pattern block to each child. Have them place the pattern block flat on the rectangle. Ask: What part of the pattern block is actually on the rectangle? Tell students to partition the rectangle, they need to draw squares to show where all of the square faces of the blocks would be if they covered the rectangle completely. Explain that their drawings should show where they put their square each time they move it. Demonstrate drawing two or three squares on the display of Math Masters, page 226. Have partners use a single square pattern block to partition Rectangle C into same-size squares.
When they are finished, tell them to count the squares and answer the questions below Rectangle C. Bring the class together. Ask: Into how many squares did you partition Rectangle C? How did you use the square block to help partition the rectangle? Expect strategies to include the following:
– I traced the pattern block multiple times to cover the rectangle.
– I traced a complete row or column of square pattern blocks and then filled in the other rows and columns.
– I traced the square pattern block to fill the space along all four edges of the rectangle and then filled in the middle.
Explain that one way to make partitioning easier is to first draw one row and one column of squares. Demonstrate by placing a square pattern block in the upper-left corner of Rectangle C and tracing a mark along its right edge. Then move the block to align its left with your mark. Continue making marks and moving the block to complete the row, pointing out that there are no gaps or overlaps between the squares. Ask: How many squares will be in each row? Count the spaces to verify that 7 blocks will fit in a row.
Repeat the process for a column, staring in the upper-left corner and tracing marks along the bottom edge of the block. Ask: How many rows will there be? Extend the lines for each row and column until the rectangle is completely partitioned into squares. Ask: How many rows are there? How many squares are in each row? Point out that the number of squares per row is the same as the number of columns. Ask: How many same-sized squares cover the rectangle?

Differentiate: Adjusting the Activity
For students who struggle with partitioning, provide enough square pattern blocks to completely cover the rectangle in Problem 1 on journal page 204. Students count and record the number of pattern blocks they used and then remove the blocks. They then use their recorded numbers as a guideline to partition the rectangle.

Assessment Check-In
Because this is their first exposure to partitioning, do not expect students to accurately partition the rectangles on journal page 204 into same-size squares. Expect their attempts to show evidence of a strategy, such as tracing the pattern block multiple times, drawing rows or columns of squares, or drawing squares along the edges of rectangles. The “squares” each student draws may vary in size and shape. Some students will have a harder time drawing squares in the middle of the rectangle than on the edges.

Summarize
Have students share their strategies for partitioning the rectangles in Problem 1 and 2 into same-size squares.

3. Practice
Playing the Number-Grid Difference Game (Whole Class/Small Group/Partner)
Observe:
– How are students using the number grid to calculate differences?
– Which students are using the calculators to add their five scores?
Discuss:
– How did you decide on the order of the digits in your 2-digit numbers?
– What did you find easy about this game? Challenging?
Students complete Math Boxes 8-6, Math Journal 2, p. 205 (Independent/Partner)

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)

Science
Pre-assessment for the science unit focused on the environment
Introduction to the unit
Vocabulary Introduction
Environment, habitat, adapt, desert, rain forest, grassland, tundra, ocean, pond, food chain, and food web
Not discussing the vocabulary today, but letting the students hear the words they will hear the rest of the unit.
Guiding questions to informally gage schema?
What is a habitat? Ocean? Grassland? Etc.
What types of animals would we experience in each?
Can anyone describe the difference between a food chain and a food web?
Are humans in a food chain or food web?

Students will describe a variety of landscapes using colorful word choices.
Do a photo walk using the smart board and PowerPoint. Show a variety of pictures and have student describe what they are seeing.

Read aloud: “Living Things and Their Environments” Harcourt Science Book
Students will be able to describe the effects people have on the environment.
Intro: Brainstorm the variety of ways in which people have an effect on the environment.
Recognize the effects on people today and predict the effects in the future. People have an effect on the environment.
Read The Lorax by Dr. Seuss
This is a fiction book with non-fiction messages and implications.
As I read discuss the implications of mistreatment of natural resources.
What did we learn about what could happen when natural resources are mistreated?
How can we as a second grade class help reduce how much we waste natural resources?

Social Studies
Students will begin creating their own maps of their new town.
Read Aloud: Me on the Map by Joan Sweeney
The scenario: The students have just bought empty land in which they can do anything they want. They must make a map of their new state/city.

What are some of the key characteristics of a map?
Why do we need all of these parts to make our map effective?
Can anyone predict what might happen if someone did not have all of the parts of a map?
What if it lacked a compass?
A key?
A river, ocean, or, mountain?
Why do people use maps?

I want you to make a map of your new state.
Map must have title
Map must have a map key
Map must have a compass rose
Map must have various landforms labeled on the key

Allow students to volunteer to present what they have already created on their map, and then discuss what that particular student is doing well, and what he/she should add.

Thank you for your support.
Anh Tuan Hoang and LuAnn Lawson

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Dear Parents and Caregivers,

Students will take the Balancing Science Unit Test on Friday, March 20. The study guide will be sent home on Monday, March 16. Please refer to it to help your child prepare for the test.

The third-quarter-parent/teacher conferences will take place on Thursday, April 16. If you haven’t signed up for the third quarter parent/teacher conferences, please do so. The sign-up schedules are posted outside the front door of rooms 103 and 106. Parents, who do not sign up by April 2, will be assigned the time slots available! We will be sending home the finalized schedule on April 3.

The second grade classes will be visiting the Peggy Notebeart Museum as part of the FOSS Insect Unit on May 8th. The permission slips and fees are due April 1st. We are required to pay the museum costs 30 days in advance. The permission slips will be sent home Friday, March 20th.

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.

Word Knowledge: Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 26 (Different words will be given each day.)
Rhyming: Teacher says a real word. Students make nonsense rhyming words from it.
Onset Fluency: Teacher says the word. Students repeat the word, and then isolate the beginning onset.
Ex: T: kite S: /k/
Blending: Basic sight word review
Teacher says individual phonemes. Students listen and then say the whole word.
Identifying Final and Medial Sounds: Teacher reads the word series. Students say the requested sound (varies by day).
Tues & Wed: Final Sound, Thurs & Fri: Medial Sound
Segmenting: Basic sight word review
Teacher says the word. Students repeat the word and chop it into phonemes. Ex. T: too, S: too; t-oo
Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ (underlined word) to /*/ and the word is?
Ex. T: waterfall, S: waterfall, T: change the/fall/ to /melon/ and the word is? S: watermelon
* Use sounds
Adding Phonemes: Teacher says the rime. Students repeat the rime. 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. 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):
– Sharing: Students share their journal writing entries or something that is meaningful to them.
– Group Activity: Read the poem “The Brook” from Sing a Song of Poetry by Fountas and Pinnell p.54

Differentiated Instruction:
– 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
Listening Centers: Mentor Texts Chickens by Gail Gibbons; Mercy Watson to the Rescue by Kate DiCamillo
Word Study: Word Sorts: Adding -ing to Words With VC and VCC Patterns
Word Study: Beginning-Middle-End, Finding Phonemes in Sound Boxes
Word Building with Fry Spelling Words
Math Center: Finding Differences
Students work in pairs to find the difference between a 2-digit number and a multiple of 10.
Technology Center:
a. Students practice reading levels two-five sight words
c. A.R. on Mini-iPads
d. Kindle books related to the Guided Reading Themes and Stories embedded sight words.

Day 1:
Morning meeting
Morning Message: Today is Monday, March 16, 2015. We will discuss earth’s most valuable resource—water.
Inquiry Question: How and why is water important for all living things? Share what you know with a classmate!

Reading
Inter Active Read Aloud: Mercy Watson Goes for a Ride by Kate DiCamillo Chapter 1-6
Unit 5–Series Reading and Cross-Genre Reading Clubs
Part One: Readers Figure Out How a Series Goes, Noticing Patterns and Predicting What Will Happen
“Readers, we already know that series are full of patterns. Today I want to teach you that when we pay close attention to those patterns, we can use them to predict what will happen next in the story. We can say, ‘I bet this means that ____________ will ____________.’ ”

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

Writing
Unit 3 Opinion
Bend 1 Letter Writing: A Glorious Tradition
Session 3: Writers Generate More Letters (Developing New Opinions by Looking at Pictures)
Mini Lesson
Connection: Gather students and recall an image from your shared story. Choose a scene that is portrayed in a picture rather than in the words of text. Go back to the text to show that the scene you recall wasn’t created through the printed words. Name the teaching point.
Teaching: Go back to the picture in the text and study it closely. Debrief, highlight your use of the pictures to help you develop and support a new opinion.
Active Engagement: Give students a chance to try this work in their own books.
Link: Reiterate that this strategy is one of several they have learned for generating ideas about books.
Conferring and Small-Group Work: Assessing and Teaching Your Writers Using the Opinion Writing Checklist.
Students continue to write letters to offer their opinions about characters, favorite parts, pictures, titles, and covers from books they’ve read.

Day 2:
Morning Meeting
Morning Message: Today is Tuesday, March 17, 2015. We will continue to explore maps and globes to identify landforms and water sources.
Inquiry Question: How are maps and globes useful in your daily lives? Share what you know with a classmate!

Reading
Inter Active Read Aloud: Mercy Watson Goes for a Ride by Kate DiCamillo Chapter 6-10
Unit 5–Series Reading and Cross-Genre Reading Clubs
Part One: Readers Figure Out How a Series Goes, Noticing Patterns and Predicting What Will Happen
“Today I want to teach you that when we are preparing to work with our club mates, one thing we can do is look over our Post-its and ask ourselves, ‘Will this help me talk well about the book?’ or ‘Is this Post-it important to understand the book?’ Then we collect the Post-its that will help us talk long and strong about the book.”

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

Writing
Unit 3 Opinion
Bend 1 Letter Writing: A Glorious Tradition
Session 4: Writers Make Their Letters about Books Even Better by Retelling Important Parts
Mini Lesson
Connection: Gather some intriguing sentences, ones that are sort of cliffhangers, and then read them aloud to your writers. Name the teaching point.
Teaching: Demonstrate how to explain more to your reader by retelling important parts that are connected to your opinion. Return to one of the sentences you just read as an example. Slow down your demonstration, really showing what it looks like to recall important parts and retell them.
Active Engagement: Invite your writers to do this work by first planning the opinion they’ll write about today. Next, prompt writers to rehearse that part of the story they will retell, with a partner.
Link: Reiterate that explaining information to readers is always one way to write better, and remind students that talking and listening to a writing partner really helps with this work. Then send them off to write.
Conferring and Small-Group Work: Continuing to Teach from Information Gathered and Further Helping Writers with Retelling
Students continue to write letters to offer their opinions about characters, favorite parts, pictures, titles, and covers from books they’ve read.

Day 3:
Morning Message
Morning Message: Today is Wednesday, March 18, 2015. We will apply a strategy to discover which of five sealed canisters contains six marbles.
Inquiry Question: What strategy can you employ to identify a canister with the greatest amount of marbles? Share what you know with a classmate!

Reading
Inter Active Read Aloud: Mercy Watson Goes for a Ride by Kate DiCamillo Chapter 10-14
Unit 5–Series Reading and Cross-Genre Reading Clubs
Part One: Readers Figure Out How a Series Goes, Noticing Patterns and Predicting What Will Happen
“Today I want to teach you that when we read on our own or work with a partner, we think about how different books in the series go together. We can ask, ‘Did one happen first?’ ‘Did the character learn something in one book that he or she uses in the next?’ ‘Do other characters come back?’ We can talk about the things that are the same and different or how parts in the different books fit together.”
Tip: “Just like in everyday conversations, we work hard to make sure we understand what our partner is saying. As he or she talks we listen actively, and if we don’t understand something, we ask, ‘What do you mean?’ Or if we want to understand our partner’s thinking more deeply, we might say, ‘Why do you think that is important?’ ”

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

Writing
Unit 3 Opinion
Bend 1 Letter Writing: A Glorious Tradition
Session 5: Keeping Audience in Mind
Minilesson
Connection: Engage students in a quick shared inquiry about where their letters should live. Reiterate what has been said so far, and transition from the idea of where letter lives to the idea of a specific audience. Name the teaching point.
Teaching: Using your read-aloud text, engage students in thinking about what a letter might sound like to someone who has already read the book. Emphasize how you think about what you would probably talk about if you were together. Reinforce the work you just did by saying it again as a series of steps.
Active Engagement: Give students a chance to try this work, setting them up with a letter to someone who hasn’t read the book.
Link: Prepare students for independent work by giving them a few moments to decide on the specific audience they’ll be addressing, considering how that choice will affect the content of their letter.
Conferring and Small-Group Work: Drawing on Three Teaching Resources for Strong Writers
Students continue to write letters to offer their opinions about characters, favorite parts, pictures, titles, and covers from books they’ve read.

Day 4:
Morning Meeting
Morning Message: Today is Thursday, March 19, 2015. We will identify and discuss attributes of quadrilaterals.
Inquiry Question: What are parallel sides of quadrilaterals? Share what you know with a classmate!

Reading
Interactive Read-Aloud: The Day The Crayons Quit by Drew Daywalt p. 1 – 15
Unit 5–Series Reading and Cross-Genre Reading Clubs
Part Two: Even When Readers Think We Know How a Series Will Go, We Are Ready to Be Surprised
“Today I want to teach you that when we finish a chapter or a chunk of text, we can stop and make sure we are accumulating the story. One way we can do this is to ask ourselves, ‘What is going on with my character so far?’ or ‘What do I know about my character so far?’ ”
Tip: “We can keep track of our thoughts by jotting them on a Post-it or using a graphic organizer, such as a T-chart.”
– Students read independently and/or with a partner using strategies they’ve learned.

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

Writing
Unit 3 Opinion
Bend 1 Letter Writing: A Glorious Tradition
Session 6: Using a Checklist to set Goals for Ourselves as Writers
Minilesson
Remind students the importance of the work of final revisions and edits. “Today I want to teach you that when writers are ready to share their writing, they give it one last read, looking for ways to make it even better. They use all they have learned ever to make their writing the best it can be!”
– Begin with a shared reading of the Opinion Writing Checklist, giving students opportunity to turn, talk, and process the various criteria they’ll be self-assessing. Demonstrate to students how to read through their writing, looking for places where they have, or have not, done various things on the checklist. Have students work with a partner to offer feedback and suggestions for revision.
– Confer with students in small groups or one-on-one to provide support for their revisions.
Students continue to write letters to offer their opinions about characters, favorite parts, pictures, titles, and covers from books they’ve read.

Day 5:
Morning Meeting
Morning Message: Today is Friday, March 20, 2015. We will edit and revise the Open Response project during math.
Inquiry Question: What are the advantages of revising an Open Response problem? Share what you know with a classmate!

Parent Read Aloud

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

Spelling Test

Word Study
Spelling Words:
back, stack, pack, dock, lock, quack, sack, snack, quick, neck, check, circle, square, rectangle, triangle, plane

The above words will be tested on March 27.

Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

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

Writing
Unit 3 Opinion
Bend 2 Raising the Level of Our Letter Writing
Session 7: Writing about More than One Part of a Book
Minilesson
Connection: Welcome students to the new bend by praising the work they’ve already done. Invite students to recall what they already know about getting started with writing, and encourage them to think about what it looks like when they do their best. Gather students’ ideas on a chart and then share them, capturing the major lessons you hope they took from Bend 1. Name the teaching point.
Teaching: Invite students to recall some of the ways they developed opinions about books from Bend 1. Explain that they have graduated to a point where they can write about more than one opinion in a single letter. Debrief by walking students through the steps you took to plan your new letter.
Active Engagement: Invite writers to keep going with the work you started together, coming up with more opinions they might write about. Call the students back together, sharing some of what you heard.
Link: Ask students to plan for the sections of their own letters before heading off to work independently.
Conferring and Small-Group Work: Supporting Writers in Paragraphing
Students continue to write letters to offer their opinions about characters, favorite parts, pictures, titles, and covers from books they’ve read.

Math
Lesson 8-1 Attributes of 2-Dimensional Shapes
Students describe the attributes of 2-demensional shapes.

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

1. Warm Up
Math Talk: Mental Math and Fluency
Post facts one at a time. Students explain how they find sum or difference.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Look at your Shape Cards. Pick one shape with 3 sides and another shape with 4 sides. Be prepared to describe the shapes.

Describing Shapes (Whole Class)
Math Message Follow-Up: First discuss the 3-sided shapes. Ask:
– Which Shape Cards have 3 sides?
– Describe a 3-sided shape.
Display Shape A and point to the sides and the angles.
– What do we call 3-sided shapes?
Next discuss the 4-sided shapes. Ask:
– Which Shape Cards have 4 sides?
– Describe a 4-sided shape.

Have students look at the Two-Dimensional Shapes poster and locate the 4-sided shapes. Explain that all 4-sided shapes belong to a family of shapes called quadrilaterals.
Have students find the Shape Cards that have 5 sides. Have students describe a 5-sided shape. Have students look at the Two-Dimensional Shapes poster and locate the 5-sided shapes. Explain that all 5-sided shapes are called pentagons. Repeat with the 6-sided shapes. Have students locate the 6-sided shapes and explain that they are called hexagons. Tell students that they will explore other shape attributes.

Discussing Attributes (Whole Class)
Ask students to examine their Shape Cards to find things that are the same about all the shapes. Expect answers such as:
– All the shapes are made up of straight sides (line segments).
– Any two sides that meet form an angle. All the shapes have angles.
– The point at which two sides of a shape meet is called the vertex.

Explain that another attribute some shapes have is parallel sides. Have students place a ruler on blank paper and draw lines along its top edge and its bottom edge. Explain that the two line segments are parallel because they are the same distance apart.
Tell students to place a pencil on the top line segment. Have them slowly slide it down toward the bottom line segment without turning or angling it at all. Have them repeat the action starting at the bottom segment and sliding the pencil to the top segment. Explain that because the pencil can be slid from one segment to the other without any turning or angling, they are parallel.
Display Shape G and have students practice to see if the sides are parallel.
Discuss real-world examples of parallel line segments, such as railroad tracks, shelves on bookcases, and so on. Ask students to identify examples of parallel lines or parallel line segments from the classroom or the hallway.
Display shape K. Ask volunteers to point the sides that are parallel. Have students work as partners to examine all of the 4-sided shapes and sort the shapes into two piles: shapes that have parallel sides and shapes that do not have parallel sides. Students share their results.
Display Shape K. Ask students to look at all of the angles and point out the angles that form a square corner. Explain that the name for this type of angles is a right angle.

Working in partnerships, students find and then sort all of the 3- and 4-sided shapes into two piles: shapes with right angles and shapes that have no right angles. Students share their results. Have students point to all of the right angles on each shape.

Assessment Check-In
Observe as students sort shapes according to whether or not they have parallel sides and whether or not they have right angles. Expect that most students will be able to sort the shapes according to whether or not they have right angles. Some may need to use an index card.

3. Practice
Playing Subtraction Top-It (Small Group)
Math Reference Book, pp. 170-172
Differentiated: Make counters or a number line available for students as needed.

Observe
– Which students automatically know the differences?
– What strategies are the remaining students using to determine the differences?
Discuss
– How did you figure out the differences?
– How did you know which comparison symbol to write on the record sheet?

Students complete Math Boxes 8-1, Math Journal 2, p. 195 (Independent/Partner)

Lesson 8-2 Playing Shape Capture
Students identify shapes that have certain attributes while playing the game Shape Capture.

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

1. Warm Up
Math Talk: Mental Math and Fluency
Post facts one at a time. Students explain how they find sum or difference.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Display Shape Cards A and K
In your journal, describe the shapes using the following words: side, angle, vertex, parallel, and right angle.

Identifying Attributes (Whole Class)
Math Message Follow-Up: Ask students to share their descriptions of Shape A, making sure they use the words side, vertex, angle, parallel, and right angle as suggested in the Math Message.
If no students mention the lengths of Shape A’s side, ask: What do you notice about the lengths of the sides? You or a volunteer can measure the lengths of the sides to show that they are the same length. Ask: What is the name of the shape?

Have students share their descriptions of Shape K. Ask: What is the name of the shape?
Explain that today students will identify shapes that have specified attributes.

Academic Language Development
Provide sentence frames for students to use to describe shapes:
– This is a ______.
– It has ___ sides.
– It has ___ vertices.
– It has ___ angles.
– It has ___ pair(s) of parallel sides.
– It has ___ right angle(s)

Differentiate: Adjusting the Activity
To support students who struggle to identify shapes with specified attributes, provide cards that illustrate each attribute.

Demonstrating and Playing Shape Capture (Whole Class/Small Group/Partner)
Math Journal 2, Activity Sheet 13

Have students carefully cut apart the Attribute Cards from Activity Sheet 13 in their journals. Students will identify attributes of shapes as they play Shape Capture. The game is played with two players or two teams of two players each. Each partnership or group will use one set of Shape Cards and one set of Attribute Cards.
Play several rounds of Shape Capture with the class to help students learn the rules. Consider displaying a set of Shape Cards while the students arrange their shapes on their desks.

Observe
– Which students can correctly find the shapes with specified attributes?
– Which students are checking the other team or player’s selections?

Discuss
– How did you check to be sure the other team or player was capturing shapes that matched the Attribute Cards?
– Which shapes were easier to capture? Why? Which shapes were harder to capture? Why?

Summarize
Using their Shape Capture record sheet for reference, have students choose one Attribute Card and name the shape(s) they captured.

Assessment Check-In
Have students draw three shapes on an Exit Slip – one with 3 sides, 3 vertices, and 3 angles; one with at least 1 right angle; and one with at least 1 pair of parallel sides.

3. Practice
Practicing with Fact Triangles (Small Group/Partner)
Math Journal 2, pp. 250-253

Students complete Math Boxes 8-2, Math Journal 2, p. 196 (Independent/Partner)

Lesson 8-3 Comparing Triangles, Pentagons, and Hexagons
Students build and compare various polygons.

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

1. Warm Up
Math Talk: Mental Math and Fluency
Students make a ballpark estimate for each sum and explain how they find the answer.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Using your straws and twist ties, make at least two different 3-sided shapes.

Comparing Triangles (Whole Class)
Math Message Follow-Up: Display some examples of students’ triangles. Ask: What do these shapes have in common? What name describes all of these shapes?

Compare some of the different triangles, focusing on the sides and the angles. Be sure to display one triangle with a right angle and one with all equal-length sides and discuss these attributes Have students describe each triangle’s attributes and then discuss the differences between the triangles.

Explain to students that another attribute all the triangles share is that they are all polygons. As you discuss these traits of polygons, point them out on one or more straw triangles:
– Polygons are made up of all straight sides (line segments).
– The sides of the polygon do not cross.
– Polygons are “closed” figures: you can trace their sides and come back to where you started without retracing or crossing any part.

Ask students to trace their straw-and-twist-tie triangles and confirm that they meet all the criteria to be polygons. Display some examples of nonpolygons and discuss why these shapes are not polygons.

Students should be able to determine why these shapes are not polygons. Have a volunteer trace some of the shapes with a finger. For shapes made up of two polygons, ask: Can you return to the starting point without retracing or crossing any part of the shape? Is this a polygon?

Comparing Pentagons and Hexagons (Whole Class/Small Group)
Math Journal 2, p. 197
Students work with partners to use their straws and twist ties to build 5- and 6-sided polygons as directed on journal page 197. Then each student draws his/her polygons on the page.
When students have finished drawing the polygon, ask: What is the name for any 5-sided polygon? What is the name for any 6-sided polygon? Which of the shapes you drew are polygons? How do you know? Have students trace the sides of each shape on their journal page with their fingers to be sure that all their polygons are closed, have straight sides, and have sides that do not cross.
Display two different straw-and-twist-tie pentagons made by students, making sure to choose examples that have different attributes. As a class, compare and contrast the shapes based on their attributes. Encourage students to examine the number of angles, the number of vertices, the number of sides, side lengths, the number of right angles, and the number of parallel sides.
Guide students to notice the attributes by asking the following questions:
– How are these two pentagons alike?
– How are they different?
Differentiate: Adjusting the Activity
If students struggle comparing and contrasting polygons, provide them with sentence frames in which they fill in the attributes that the shapes do or do not share:
– These two shapes are alike because they both have ___.
– They are different because ___.
Allow students to practice in small groups before the large-group discussion.

Assessment Check-In
Expect that students can build 5- and 6-sided polygons and draw them on journal p. 197. Some students may be able to compare and contrast the polygons. If students struggle building or drawing pentagons and hexagons, refer them to My Reference Book, page 123.

Summarize
Students describe the attributes of various polygons.

3. Practice
Playing Target to 200 (Small Group)
Math Masters, pp. G19-G20
Have students play Target to 200 to apply their understanding of place value.

Observe
– Which students are correctly representing their numbers with base-10 blocks?
– Which students seem to have a strategy for deciding whether to make 1 1- or 2-digit number? To add or subtract their numbers?
Discuss
– How did you decide what number to make? Whether to add or subtract?
– How did you know when to make an exchange?

Students complete Math Boxes 8-3, Math Journal 2, p. 198 (Independent/Partner)

Lesson 8-4 Drawing and Reasoning About Quadrilaterals (2 Days)
Day 1: Students draw quadrilaterals with given attributes.
Day 2: The class discusses solutions, and students revise their work.
Goals:
– Keep trying when your problem is hard.
– Make mathematical conjectures and arguments.
– Look for mathematical structures such as categories, patterns, and properties.

1. Warm Up
Math Talk: Mental Math and Fluency
Students make a ballpark estimate for each sum and explain how they find the answer.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Look at journal page 199. Discuss the questions with a partner.

What Is a Quadrilateral? (Whole Class)
Math Message Follow-Up: As partners discuss their ideas about the shapes, suggest they look for attributes that are common to all of the quadrilaterals. Have students share their ideas about/check for attributes of quadrilaterals (four sides, four angles, and four corners, etc.)
Have students examine the shapes to identify more attributes of quadrilaterals such as four straight sides, figures must be closed. Add these attributes to chart.
When you are satisfied with your list of attributes, help students see that all the quadrilaterals have all (and not just some) of the attributes. Review each of the shapes in the second group and ask students to explain why each of these shapes is not a quadrilateral.
Give each partnership a square pattern block. Ask: What is the name of the angles in this shape? Review how to use the square pattern block or the corner of a sheet of paper to decide whether and angle is a right angle.
Tell students that they are going to draw their own quadrilaterals and write about their attributes.

Academic Language Development
As you use the vocabulary, regularly use gestures and point to diagrams, objects, and written words that are connected with the vocabulary.

Solving the Open Response Problem (Independent)
Distribute the problem and a sheet of dot paper. Read Problem 1 as a class. Tell students to make drawings for Juan’s garden on the dot paper. Remind students to use their square pattern block or the corner of a piece of paper to check their drawings for the number of right angles.
When most students have created drawings for Juan’s garden, hand out a second copy of dot paper. Read Problem 2 as a class. Have students make drawings for Linda’s garden on the second page of dot paper. Tell students that they should expect to make several drawings before they find one that may work for Linda. Provide extra dot paper to students who need it. Read Problem 3 as a class. Tell students that they should move on to Problem 3 only after they have created one or more successful drawings for Linda. Remind students that they may use the list of quadrilateral attributes from the Math Message as they write their explanations for Problem 3.
Observe students as they work. Encourage them to create multiple drawings that fit Juan’s or Linda’s plan. Expect on Day 1 that only some students will successfully create shapes that satisfy Problem 2. During the reengagement discussion on Day 2, students will discuss successful examples and have time to complete a drawing and write an argument for Problem 3.

Differentiate: Adjusting the Activity
Students who have difficulties writing their explanations may need more structure. Consider using one or more of these sentence frames: “My shape is right for Linda because it is a ___.” “It is a ___ because it has ___ sides” “It has ___ vertices.” “It has ___ right angles.”
Partners can work together to examine each other’s shapes and share ideas, but students should complete their own drawings and arguments.

Summarize
Ask: Why do you think it is important to keep trying and not give up when your problem is hard?

Getting Ready for Day 2
Planning a Follow-Up Discussion
1. Review Problem 1 and display a child’s drawings for Juan’s plan. Select work that has shapes that do and do not work for Juan’s plan. Ask:
– What needs to be true about drawings that fit Juan’s plan?
– How can we check to see whether a shape has four angles?
– Which of these drawings do you think will work for Juan’s plan? Explain why you think they work.
– Which of these drawings do you think will not work for Juan’s plan? Explain why you think they won’t work.
Display examples of successful, unsuccessful, and incomplete drawings. Ask:
– What needs to be true about drawings that fit Linda’s plan?
– It looks like this student decided that several of these shapes don’t work. Do you agree? Why or why not?
– How could we change one of the drawings that doesn’t work to make it work?
– This student didn’t cross out two of the shapes. Do you think one or both of these drawings work for Linda’s garden? Why or why not?
Display a student’s successful shape for Problem 2 and response to Problem 3. Consider using a response that is incomplete to generate more discussion. Ask:
– What do you think about this student’s explanation?

Day 2: Reengagement

2b. Focus
Setting Expectations (Whole Class)
Review the open response problem from Day 1. Ask: What do you think a complete answer to this problem needs to include?
Tell students that they are going to look at others’ work, decide if the shapes work for Juan’s and Linda’s gardens, and think about the explanations. Point out that shapes and explanations will be different. Some explanations will be correct and complete, and others will need more work. Remind students that they should help each other draw shapes that work and write explanations. That shape works because ___. I would add ___.

Reengaging in the Problem (Whole Class/Partner)
Students reengage in the problem by analyzing and critiquing other students’ work in pairs and in whole group discussion. Have students discuss with partners before sharing with the whole group. Guide this discussion based on the decisions you made in Getting Ready for Day 2.

Revising Work (Partner/Independent)
Pass back students’ work from Day 1. Before students revise anything, ask them to examine their drawings and arguments and decide how to improve them. Ask the following questions one at a time. Have partners discuss their responses and give a thumbs-up or thumbs-down based on their own work.
– Did you try to draw several shapes that will work for Juan’s plan?
– Did you circle one shape that worked for Juan’s garden?
– Did you try to draw several shapes that will work for Linda’s plan?
– Did you circle one shape that worked for Linda’s garden?
– Did you write how you know your circled shape for Problem 2 works for Linda’s plan?
– Is your explanation clear enough that your partner can understand it?

Tell students they now have a chance to revise their work. Tell them to add to their earlier work using colored pencils or make additional drawings on a new sheet of dot paper, instead of erasing their original work.

Assessment Check-In
Collect and review students’ revised work. Expect students to improve their drawings and explanations based on the class discussion.

Summarize: Ask students to reflect on their work and revisions. Ask: What did you do to improve your work?

3. Practice

Students complete Math Boxes 8-4, Math Journal 2, p. 200 (Independent/Partner)

Science
Where Are the Six Marbles?
– Students apply a strategy to discover which of five sealed canisters contains six marbles.
– Students discuss the importance of the weight of the empty canister in solving this problem.
Ask:
– What could you find out about the six marbles that would give you information to help you solve the problem?
– How could you compare the canisters to find out the one that has six marbles?
– How could you use the Unifix Cubes to find the canister that has six marbles.

Ask students to share which canister they think has the six marbles. Ask them to describe the reason for their decisions. What did they learn about the canisters and the marbles that led them to conclude that a specific canister contain the six marbles?
Ask students to discuss how the weight of the canister affected both their strategies and their results.
Challenge: How could you find out how many marbles are in each canister?

Review for the Balancing and Weighing Unit Test
– Students utilize the beam balance and the equal arm balance to complete the study guide to prepare for the unit test.
Students utilize the beam balance and the equal arm balance to review the following concepts for the Balancing and Weighing Unit Test.
– On a beam balance, balance is dependent on the amount of mass of an object, the relative lengths of the arms of the beam, and the location of the fulcrum.
– Weighing is the process of balancing an object against a certain number of standard units.
– The weight of an object is not determined by its size.
– Equal volumes of different foods will not all have equal weights; equal weights of different foods will not all have equal volumes.

Balancing Unit Test

Social Studies
Shared Reading The Force of Water by Lacy Finn Borgo
Book Summary
The Force of Water teaches the reader about earth’s most valuable resource—water. The book explains how water changes our planet’s surface, how it changes form as it moves through the water cycle, and how and why it is important to living things. Photos and other visual aids support the text.
Targeted Reading Strategy
– Ask and answer questions
Objectives
– Use the reading strategy of asking and answering questions
– Identify main ideas and details
– Recognize and understand the use of bold print
– Arrange words in alphabetical order
Vocabulary
– Content words: deltas, floodplain, groundwater, irrigate, pollute, nutrients, recedes, sediment,
tributaries, watershed, water vapor, massive, transport
Before Reading
Build Background
– Ask students to tell what they already know about water. Ask them if they have ever heard the term “water cycle” and, if so, to explain how it works.
– Create a KWL chart on the board and give students the KWL worksheet. Work together to fill in the first column (K) with things students know about water. As a group, brainstorm some things students would like to know about the topic and have students fill in the second column (W) of their worksheets. Write some shared ideas on the class chart, as an example.
Introduce the Reading Strategy: Ask and answer questions
– Model asking questions while looking at the table of contents.
– Think-aloud: When I’d like to know more about a topic, I can use the section titles in the table of contents to think of questions I’d like to have answered. For example, the section after the introduction is titled “Water on the Move.” This makes me wonder what happens to water once it has soaked into the ground. (Write your question in the (W) column of the KWL chart and invite students to add it to their worksheets.)
– Have students share any questions they have based on the table of contents or the covers of the book and add these to the second column (W).
– Have students preview the rest of the book. Show students the title page, photos, diagram, map, graphs, and captions. Draw students’ attention to the map on page 7. Encourage students to use all of these resources to think of questions to add to their KWL chart.
– Show students the glossary. Review or explain that a glossary is an alphabetized list of words from the text with their definitions. Some glossaries, such as this one, also contain page numbers that tell where the reader can find each word in the book. Tell students that they can use the glossary to find the answers to some of their questions. For example, they can look at the glossary to find where in the book they should go to learn more about sediment. Ask students to tell which page mentions sediment (8).
– As students read, encourage them to use other reading strategies in addition to the targeted strategy presented in this section.
Introduce the Vocabulary
– Model how to apply word-attack strategies. Have students find the word tributaries on page 6. Tell students that they can look at the letter the word begins with and then use what they know about syllables and vowels (one vowel sound per syllable) to sound out the rest of the word. Remind students to look for clues to the word’s meaning in the sentence that contains the unfamiliar word, as well as in sentences before and after. Point out that in this book, they may also look to the photos for clues to find meaning.
– Remind students of the other strategies they can use to work out words they don’t know. For example, they can use what they know about letter and sound correspondence to figure out the word. They can look for base words, prefixes and suffixes, and other word endings. They can use the context to work out meanings of unfamiliar words.
– Remind students that they should check whether unfamiliar words make sense by rereading the sentence.
Set the Purpose
– Read the story together on the Smart Board to find answers to their questions about water.

Lesson 3: Maps and Globes
Objectives:
– Identify major landforms and bodies of water, including continents and oceans, on maps and globes.
– Compare maps and globes.
– Use a globe to find the poles, the cardinal directions, and the equator.
Vocabulary: continents, cardinal directions, equator, globe
Geography: Have students take turns locating Africa, Antarctica, Asia, Australia, Europe, North America, and South America on the map. Ask them to identify the continent in which we live. Point out islands that are near the continents. Explain that islands are usually considered to be part of the continent they are closest to. Provide examples such as Great Britain and Europe and Japan and Asia. Ask “Which is the largest continent? Which is the smallest?’
Help students locate the Pacific, Atlantic, Indian, and Arctic Oceans on the map. Explain that almost three-fourths of Earth’s surface is covered with water and that most of that water is salt water. Help students determine that the Pacific Ocean is the largest of the four oceans and the Arctic is the smallest. Explain that the Pacific Ocean is also the deepest ocean in the world. Ask “Why is a map such as this one so useful?”
Display a globe and a world map. Ask students to compare and contrast the images of the continents and oceans shown on the globe and a map. Have them compare the colors used on the globe and map. Invite students to name the continents and oceans shown on the globe.

Next, help students locate the North Pole and the South Pole on the globe. Remind them that east is the direction where the sun appears every morning, and west is where the sun sets each evening. Invite students to use their fingers to trace the symbol for the equator around the globe. Emphasize that this line only appears on maps and globes. Have students put a finger on any area north of the equator. Explain that most of the world’s dry land and most of its people are in this part of the world. Then have them put a finger on any area south of the equator. Explain that only two continents, Australia and Antarctica, lie completely within this area. Ask “What are the two things you can learn about Earth from looking at a globe?”

Thank you for your support.
Anh Tuan Hoang and LuAnn Lawson

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Week of March 8

Dear Parents and Caregivers,

Daylight savings time begins Sunday, March 8 at 2 a.m. Please set your clocks ahead one hour.

The Mid-term Progress Reports will be sent home with the students on Friday, March 13. Please discuss the report with your child and complete the bottom portion to return to us. If we have requested a conference with you, kindly email us to schedule an appointment. Keep in mind that we do teach the before- and after-school programs, and therefore, we cannot meet with you during the following times: Monday, Tuesday, Wednesday, and 7:30 a.m. to 8:00 a.m. and Wednesday and Thursday after school from 3:30-4:30.

The third-quarter-parent/teacher conferences will take place on Thursday, April 16. The sign-up schedules are posted outside of the classroom doors of rooms 103 and 106. Please sign up.

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.

Word Knowledge: Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 25 (Different words will be given each day.)
Rhyming: Teacher says a real word. Students make nonsense rhyming words from it.
Onset Fluency: Teacher says the word. Students repeat the word, and then isolate the beginning onset.
Ex: T: kite S: /k/
Blending: Basic sight word review
Teacher says individual phonemes. Students listen and then say the whole word.
Identifying Final and Medial Sounds: Teacher reads the word series. Students say the requested sound (varies by day).
Tues & Wed: Final Sound, Thurs & Fri: Medial Sound
Segmenting: Basic sight word review
Teacher says the word. Students repeat the word and chop it into phonemes. Ex. T: too, S: too; t-oo
Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ (underlined word) to /*/ and the word is?
Ex. T: waterfall, S: waterfall, T: change the/fall/ to /melon/ and the word is? S: watermelon
* Use sounds
Adding Phonemes: Teacher says the rime. Students repeat the rime. 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. 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):
– Sharing: Students share their journal writing entries or something that is meaningful to them.
– Group Activity: “River” and “Teacher, Teacher” from Sing a Song of Poetry by Fountas and Pinnell p. 223, 255

Differentiated Instruction:
– 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
Listening Centers: Mentor Texts Chickens by Gail Gibbons; Mercy Watson to the Rescue by Kate DiCamillo
Word Study: Word Sorts: Adding -ing to Words With VC and VCC Patterns
Word Study: Beginning-Middle-End, Finding Phonemes in Sound Boxes
Word Building with Fry Spelling Words
Math Center: Finding Differences
Students work in pairs to find the difference between a 2-digit number and a multiple of 10.
Technology Center:
a. Students practice reading levels two-five sight words
c. A.R. on Mini-iPads
d. Kindle books related to the Guided Reading Themes and Stories embedded sight words.

Day 1:
Morning Meeting
Morning Message: Today is Monday, March 9, 2015. We will write to share ideas about characters from our reading.
Inquiry Question: How can you describe or explain a character’s behavior? Share what you know with a classmate!

Reading Workshop
Unit 5–Series Reading and Cross-Genre Reading Clubs
Part One: Readers Figure Out How a Series Goes, Noticing Patterns and Predicting What Will Happen
“Just like sports fans follow our favorite teams and television watchers follow our favorite shows, so, too, readers follow our favorite series. Today I want to teach you that as we read on in a series we carry everything we know about the series with us. We enter each book in the series expecting to reencounter certain things, like a recurring cast of characters or setting.”
Tip: “When we read our series books, we see new things because of all we already know. We notice things that are out of the ordinary or pay attention to the introduction of new characters, new places, or new experiences.”
Independent Reading
– Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop
Unit 3 Opinion
Bend 1 Letter Writing: A Glorious Tradition
Session 1: Writing Letters to Share Ideas about Characters
Interactive Read Aloud: Chapters 1-5 of Mercy Watson to the Rescue by Kate DiCamillo
In this session, teach students that writers are often inspired by their reading and reach out to others to share their ideas about characters.
Mini Lesson
– Connection: Inspire students with energy around letters about books, by first recalling experience with letters and then describe how letters about books bring together two things the love—writing and books. Have at hand a few familiar books with strong characters to visually call to mind some of these beloved characters. Name the teaching point.
– Teaching: Demonstrate one way to get started writing a letter, by recalling opinions you have about a character. Demonstrate how you might begin a letter, recalling what students already learned about opinion writing from prior units of study. Prompt students to explain ideas, and have them join you as you think of some examples to support the idea you’ve grown about your character. Debrief about your steps.
– Active Engagement: Invite students to share their opinions about characters in their own books as a way to plan their writing.
– Model Writing: Share and discuss an example of opinion writing with the class.

Day 2:
Morning Meeting
Morning Message: Today is Tuesday, March 10, 2015. We will describe the physical characteristics of various bodies of water.
Inquiry Question: Describe some bodies of water you know with a partner. Explain how they are alike and different.

Reading Workshop
Unit 5–Series Reading and Cross-Genre Reading Clubs
Part One: Readers Figure Out How a Series Goes, Noticing Patterns and Predicting What Will Happen
“Readers, series books have predictable patterns. Today I want to teach you that when we read a series book, we are on the lookout for those patterns—for how a particular series goes. Does the character usually run into problems right away? Does she tend to act in similar ways? When we notice one, we ask ourselves, ‘Why is this pattern happening?’ ”
Independent Reading
– Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop
Unit 3 Opinion
Bend 1 Letter Writing: A Glorious Tradition
Session 1: Writing Letters to Share Ideas about Characters
Interactive Read Aloud: Chapters 6-12 of Mercy Watson to the Rescue by Kate DiCamillo
Review the purpose of the lesson from yesterday with additional examples.
Shared Writing: Teacher and students work together to write an opinion letter to share ideas about characters.
Link: Invite students to go to it as letter writers. Remind them where to find paper. Most importantly, reinforce that they have a lot to write about.
Students compose letters.
Continue to confer with students as they write.
Conferring and Small-Group Work: Spreading Writing Energy
Give a Mid-Workshop Re-teach the structure of a letter if necessary.

Day 3:
Morning Message
Morning Message: Today is Wednesday, March 11, 2015. We will observe and describe the characteristics of sunflower seeds, split peas, Cheerios, and macaroni.
Inquiry Question: Which weighs more, a cup of feathers or a cup of marbles? Why?

Reading Workshop
Unit 5–Series Reading and Cross-Genre Reading Clubs
Part One: Readers Figure Out How a Series Goes, Noticing Patterns and Predicting What Will Happen
“Today I want to teach you that as we read, we pay attention to certain things, like parts where the main character experiences trouble, seems to change, or experiences a big feeling. We can put Post-its on those parts in our books and ask ourselves, ‘Why is this happening?’ ”
Tip: “We can come up with theories about a character by noticing things like how the character acts, who the character surrounds himself with, and how he deals with trouble and change.”
Independent Reading
– Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop
Unit 3 Opinion
Bend 1 Letter Writing: A Glorious Tradition
Interactive Read Aloud: Chapters 1-3 of Pinky and Rex and the Bully by James Howe
Session 2: Getting Energy for Writing by Talking
In this session, teach students that writers use conversations as rehearsals for writing, and they need to be mindful of their writing energy.
Mini Lesson
Connection: Recount for students the conversations you’ve heard them have across the day about books. Give students some feedback on how often they talk but then don’t really get to write. Then invite them to think about how to get better at getting to writing. Name the teaching point.
Teaching: Let students know that you want to help them get better at truly rehearsing for writing. Alert them to the trickiness of maximizing their energy for writing. Give an “anti-demonstration,” in which you show what it looks like to lose energy by continuing to talk even after you come up with an idea for writing. Do a quick demonstration, or “fishbowl,” of talking through an idea with a partner, and then of being mindful of stopping while you have energy to write, using a student with whom you’ve rehearsed. Recap what happened in your fishbowl demonstration, emphasizing how writers often talk past bug ideas, and partners can help each other stop talking and start writing.
Active Engagement: Give students an opportunity to rehearse for writing by talking in partnerships. Remind then to stop each other when it sounds like they have built up their writing energy.
Link: Send students off, reminding them of the various options they have for independent work time.
Conferring and Small-Group Work: Turning to Familiar Strategies When Writing a New Genre

Day 4:
Morning Meeting
Morning Message: Today is Thursday, March 12, 2015. We will read and discuss the character development of Mercy Watson.
Inquiry Question: Why is it important to keep track of the main character’s behavior through a series of books? Discuss your thinking with a colleague.

Reading Workshop
Unit 5–Series Reading and Cross-Genre Reading Clubs
Part One: Readers Figure Out How a Series Goes, Noticing Patterns and Predicting What Will Happen
“Readers, we know that Post-its are a place to write what is happening or what we notice. But they’re not just for that. Today I want to teach you that they are also a place to explore our thinking about the book. As we jot we can ask ourselves: ‘What is it about this that makes me think it is important?’ or add ‘because.’ ”
Independent Reading
– Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop
Unit 3 Opinion
Bend 1 Letter Writing: A Glorious Tradition
Interactive Read Aloud:
Chapters 4-7 of Pinky and Rex and the Bully by James Howe
Session 2: Getting Energy for Writing by Talking
Review the purpose of the lesson from yesterday with additional examples. Send students off to write by reiterate the purpose of the lesson. Continue to confer with students as they write.

Day 5:
Morning Meeting
Morning Message: Today is Friday, March 13, 2015. We will utilize the equal-arm balance and weights to determine which of the four foods occupies the most space.
Inquiry Question: Why would two packages that weigh the same be different in size? Share what you know with a classmate!

Parent Read Aloud

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

Spelling Test

Word Study
Spelling Words:
bath, math, moth, sloth, breath, mouth, path, cloth, tooth, death, month, hour, minute, second, year, time

The above words will be tested on March 20.

Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Writing Workshop
Unit 3 Opinion
Bend 1 Letter Writing: A Glorious Tradition
Share: Explaining Reasons to Your Partner and Your Reader
Gather students and invite them to share reasons for their opinions about characters, highlight the word because as a linking word. “Writers, whenever you rehearse or write opinions, remember to back up your opinions with reasons. Using the word because really helps gets you to your reasons.”
Send students off to continue to compose letters. Confer with students as they write.

Math
Lesson 7-9 Explorations (2 Days)
Exploring Shape Attributes, Graphs, and Measurements
Students sort shapes, draw a picture graph, and measure body parts.

Goals:
– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.
– Use tools effectively and make sense of your results.
– Look for mathematical structures such as categories, patterns, and properties.

1. Warm Up
Mental Math and Fluency
Teachers display math problems. Students write their answers on erasable boards. (“We do”, whole class)

? = 9 + 3 + 11 + 17
? = 12 + 13 + 17 + 8

Daily Routines
Students complete the daily routines. (“We do”, whole class)

2. Focus
Math Message
Place a tally mark by your favorite fruit.
Then find activity Sheets 7-12 in the back of your journal. Remove the pages from your journal and look at the shapes. (“You do”, independent)

Talk with your partner about things you notice about the shapes. (“We do”, whole class)

Math Talk
Discussing Shapes
Have students share what they notice about the shapes.

Have students find a shape with three sides. Tell them to look for other shapes with the same amount of sides.
Ask: Are the three-sided shapes the same or different? Explain your answer. (“We do”, whole class)

Exploration A: Sorting shapes
Students cut out shapes and sort them according to attributes.
As students are sorting their shapes into groups, ask:
How are you sorting your shapes?
Which shapes are in this group?
Which shapes are in that group?
Why did you put them there?

Academic Language Development
Students may be more familiar with the term sort to mean type or sort of. As an example, say:
What sort of games do you like – board games or video games?
Point out that sort also describes the action of putting objects into like groups.
Use the word interchangeably with sort to reinforce students’ understanding of this term as an action.
Say: You can sort shapes by the number of sides.
How else might you sort the shapes?
(“We do”, whole class)

Students trace three shapes from two different sorts on journal pages 190-191 and label the sorts. (“You do”, independent; “We do”, partners)

Note: Have students store their shapes labeled with their name in zip-lock bags for use in Unit 8.

Exploration B: Drawing a Picture Graph
Students draw a picture graph of their favorite-fruit data.
Display the fruit data collected during the Math Message for all students to see while they complete Exploration B.
Students complete a tally chart by counting the tallies from the Math Message and then use the data to draw a picture graph on journal page 192. (“We do”, partners; “We do”, small group)

Exploration C: Measuring Body Parts
Students measure body parts and record data.
Students measure specified body parts and record their measurements on journal page 193. (“We do”, partners; “We do”, small groups)

Summarize
Have students share how they sorted their shapes in Exploration A. (“We do”, whole class)

3. Practice
Playing Addition/Subtraction Spin
Students play several rounds of Addition/Subtraction Spin. (“We do”, whole class)

Assessment Opportunity
Observe:
Which students are engaged in the game?
Which students need additional support to play the game?

Discuss:
What shortcut or rule did you use to help you add or subtract?
How do you know your rule works?
(“We do”, whole class)

Math Boxes 7-9
Students complete the mixed practice on journal page 189. (“You do”, independent; “We do”, partners)

Lesson 7-10 (2 Days)

Day 1 Administer the Unit Assessment

1. Warm Up
Self-Assessment
Students complete the Self Assessment. (“You do”, independent)

2a. Assess
Unit 7 Assessment
Students complete the Unit 7 Assessment to demonstrate their progress on the Common Core State Standards covered in this unit. (“You do”, independent)

Day 2 Administer the Open Response
2b. Assess
Students decide if two different sets of base-10 blocks represent the same number and explain their thinking.
(“You do”, independent)

Discussing the Problem
Students discuss the representation and their thinking. (“We do”, whole class)

3. Looking Ahead
Math Boxes 7-10
Students complete the practice and maintaining skills on journal page 194. (“You do”, independent; “We do”, partners)
Day 2 Administer the Open Response
2b. Assess
Students decide if two different sets of base-10 blocks represent the same number and explain their thinking.
(“You do”, independent)

Discussing the Problem
Students discuss the representation and their thinking. (“We do”, whole class)

3. Looking Ahead
Math Boxes 7-10
Students complete the practice and maintaining skills on journal page 194. (“You do”, independent; “We do”, partners)

Instructional Math Task
Stuff Animal Collection

Three Reads: reading the situation/problem three times, each time with a particular focus— comprehending the text, comprehending the mathematical structure of the situation, listing all possible mathematical questions.

Setting the stage:
“We are going to work on a word problem today. We will read it three times. Each time I am going to ask you to answer a specific question. The first time you will have to listen carefully because I am going to read it out loud to you. You don’t have it in front of you.”
First Read (comprehending the text):
“Listen carefully. What I would like you to listen for is:
What is this situation is about?
(Not the mathematics, not the answer; just the context. Do you understand the words that describe this situation?)”
Read out loud a problem stem, a word problem without the question.
Debrief.
Second Read (comprehending the mathematics):
“Here is the situation. [Show the situation on the screen/board. Ask a student to read it out loud for the class.] ____ is going to read it out loud for us. What I would like you to listen/read for is the important information in the situation. By that I mean the quantities (numbers and their units) and their relationships. Remember, in every situation there are explicit quantities (e.g., 64 inches) and implicit quantities (e.g., John’s height). Look for both.
What are the quantities in this situation? How are those quantities related?”
Debrief.
Third Read (listing all possible mathematical questions):
“____ will read the situation for us one more time. This time I would like you to think about all the possible questions we could ask of this situation. Not what the people in the situation are wearing, but questions about the quantities and their relationships.
What are all the possible mathematical questions we could ask of this situation?
Debrief.
Working on the problem:
“Today I would like you to work on this question:
Joe and Jane collect the same kinds of stuffed animals. Joe has forty-eight monkeys, twenty-five bears, and sixty-seven dogs. Jane looks at Joe’s collection and says she has the same number of stuffed animals. Jane has thirty-four monkeys and fifty-eight bears. How many dogs does Jane have? Show all your mathematical thinking.”
[Make sure every student gets a copy of the problem to work on.]
Draw a diagram that represents the quantities in the problem and how their relationships.
Use your diagram to solve the problem.
Debrief: Compare and contrast different ways of thinking (This is ____diagram. Who can explain ____’s way of thinking? How is his/her way of thinking similar/different to yours?); different diagrams (How are these diagrams the same? How are they different?); choose which two or three diagrams to discuss deeply (from least sophisticated to more sophisticated); help students evaluate the diagrams (which diagram shows the relationships among the quantities better? Which diagram would help you the most to solve the problem? Why?); and make connections from one diagram to the next.
Have students solve the problem.

Science
Comparing Cupfuls of Food
Students have now observed and described the properties of the four foods. In this lesson, they apply their observations to help explain why equal cupfuls of the foods have different weights. Using the equal-arm balance, students compare cupfuls of foods and place them in serial order from lightest to heaviest.
– Students predict a serial order for a cupful of each of the four foods, from lightest to heaviest.
– Students compare the weights of the four cupfuls of food.
– Students discuss the results of their comparisons.

Weighing Cupfuls of Food
Through comparisons with the equal-arm balance and class discussion, students have discovered that equal-sized cupfuls of different foods may not weigh the same. In this lesson, they apply the skills acquired during previous lesson to weigh a cupful of each of the four foods. They are then introduced to a new method of recording their findings, a class line plot. The line plot enables the students to determine the weight obtained by the most members of the class for each food.
– Students weigh a cupful of each of the four foods.
– Students record the weight of a cupful of each food on a class line plot.
– Students identify the weight obtained by the most members of the class for each cupful of food.

Describing the Four Foods
Which Food Occupies the Most Space?
In the last lesson, students have discovered that equal cupfuls of different foods have different weights. In this lesson, they will determine that equal weights of the four foods occupy different amounts of space. To make this discovery, they are challenged to reverse the weighing process. In stead of determining how many Unifix Cubes are needed to balance a certain amount of food, they will determine how much food is needed to balance a certain number of cubes.
– Students measure out equal weights of the four foods.
– Students observe which of the four foods occupies the most space.
– Students explain the reasons for their observations.

Lab Observation:
Which weighs more, a cup of macaroni or a cup of split peas? Why?
Students apply knowledge gained from the previous explorations to write to explain the question above.

Social Studies
Vocabulary Quiz

Lesson 2: Our Country’s Water
Objectives:
– Identify and describe the physical characteristics of various bodies of water.
– Compare the features of different bodies of water.
– Name major bodies of water.
Anticipation Guide: Before the lesson, ask students to work in groups to decide whether they agree or disagree with the following statements. Students may look at the U.S map to decide on the answers.
1. The United States is near only one ocean.
2. There are many rivers in the United States.
3. The Mississippi River flows into the Gulf of Mexico.
4. Four lakes make up the Great Lakes.
Read and Respond: Emphasize that water from rain or melting snow flows from high places to low places. Point out that as the water flows downhill, trickles of water flow together to form streams that can become rivers. Explain that rivers flow into other rivers, lakes, or oceans. Help children trace on a map the flow of water from its source to a lake or ocean. Ask “Why do you think people might choose to live near a river?”
Explain that lakes are bodies of water surrounded by land and most lakes contain fresh water. Note that most lakes, such as Lake Itasca, have a stream that flows out of them. Ask “Why do you think the Mississippi River is much wider at its end than its source, or beginning?”
Explain that along the long course of the Mississippi River, many other streams and rivers flow into the river. Using a map that shows various lakes on it, have children identify lakes of many different sizes. Ask “How do you think the lives of people who live near the Gulf of Mexico are different from the lives of people who live in the area where the Mississippi River begins?”
Point to the Great Lakes on a map and explain that the five Great Lakes are so large that they hold nearly one-fifth of all the world’s fresh water. Canals built by the United States and Canada connect the lakes and make them part of a great water transportation system. Ships can carry goods from ports on the Great Lakes to any port in the world.
Read a Land and Water Map
Objectives:
– Use symbols, colors, and labels on maps.
– Use maps to describe land and bodies of water.
Have students look at the map key to match each color with what it shows on the map. Point out mountain areas, which are represented by a symbol and a color. At this point, help students understand that the word symbol can have more than one meaning. The patriotic symbols they‘ve already learned about stand for a belief or an idea. Tell them that symbols on a map stand for something on Earth. Ask “Which parts of the country have mountains?”
Review with students the different bodies of water, including ocean, lake, river, and gulf. Ask them to identify and compare the Pacific Ocean, the Great Lakes, the Mississippi River, and the Gulf of Mexico.
Distinguish between the coastal and interior plains. Help students see that in the East, land on the coastal plains is flat and near water. In the West, coastal lands are more mountainous.
Help students locate Alaska and Hawaii. Point out the peninsulas in Alaska. Also point out Hawaii’s many islands.

Thank you for your support.
Anh Tuan Hoang and LuAnn Lawson

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Week of March 1

Dear Parents and Caregivers,

The Equal-arm Balance Science quiz will take place on Thursday, March 5. We will send home the study guide on Monday, March 2 as homework. Please have your child complete and return it on Tuesday, March 3. Students should utilize the graded study guide and their science writing they have done for homework to prepare for the quiz.

For social studies, we will begin a unit on land and water. The vocabulary cards for this unit will be sent home on Monday, March 2. Please have your child read and discuss the vocabulary to reinforce the content being taught in school. The vocabulary quiz will be administered Monday, March 9.

The Unit 7 Math assessment will be given on Wednesday, March 11. Please help your child review the graded homework on a regular basis to ensure success.

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:
Phonemic Awareness: The Skills That They Need To Help Them Succeed! y Michael Heggerty, Ed.D.
Week 24 (Different words will be given each day.)
Rhyming: Teacher says a real word. Students make nonsense rhyming words from it.
Onset Fluency: Teacher says the word. Students repeat the word, and then isolate the beginning onset.
Ex: T: kite S: /k/
Blending: Basic sight word review
Teacher says individual phonemes. Students listen and then say the whole word.
Identifying Final and Medial Sounds: Teacher reads the word series. Students say the requested sound (varies by day).
Tues & Wed: Final Sound, Thurs & Fri: Medial Sound
Segmenting: Basic sight word review
Teacher says the word. Students repeat the word and chop it into phonemes. Ex. T: too, S: too; t-oo
Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ (underlined word) to /*/ and the word is?
Ex. T: waterfall, S: waterfall, T: change the/fall/ to /melon/ and the word is? S: watermelon
* Use sounds
Adding Phonemes: Teacher says the rime. Students repeat the rime. 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

– 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
Listening Centers: Mentor Texts Pigs and Chickens by Gail Gibbons
Word Study: Word Sorts with the patterns VCC, VCe. VVC
Word Building with Fry Spelling Words
Math Center: Finding Differences
Students work in pairs to find the difference between a 2-digit number and a multiple of 10.
Technology Center:
a. Students practice reading levels two-five sight words
c. A.R. on mini- IPads
d. Kindle books related to the Guided Reading Themes and Stories embedded sight words.

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 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 (Daily) based on Morning Meeting Ideas by Susan Lattanzi Roser
– 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: Read “My Love for You” from Sing a Song of Poetry by Fountas and Pinnell p. 182

Day 1:
Morning Meeting
Morning Message: Today is Monday, March 2, 2015. We will learn to identify different kinds of landforms and bodies of water.
Inquiry Question: What are the advantages and disadvantages of living near the water? Discuss your answer with a classmate.

Reading and Writing Workshops
Poetry Unit

Reading
Interactive Read Aloud: “The Moon” by Robert Louis Stevenson
Read, discuss and point out the mood of the poem.
Students read independently. Ask them to pay attention to the mood in the poems they are reading.

Writing
“Big Thoughts in Small Packages”
Bend 2: Delving Deeper: Experimenting with Language and Sound to Create Meaning
Session 8: Poem Are Moody
Minilesson
Connection: Point out that the weather has moods, and so do, too, poems. Share an example of a poem that has a voice—for example, of awe or respect—and point out how the poet’s decisions reflect that voice. Name the teaching point.
Teaching: Read aloud several poems with contrasting moods. Liken the poems to songs, suggesting there are different kinds of songs.
Active Engagement: Invite students to try saying a poem in different moods, using images and music that reflect the mood. Give them the topic, the content, and let them work on the mood.
Link: Remind poets that they have learned about many kinds of poetry decisions and that they can also make decisions to reflect the voice—or mood—they are trying to convey.
Students compose their poems.

Day 2:
Morning Meeting
Morning Message: Today is Tuesday, March 3, 2015. We will be collecting data on arm spans and standing jumps.
Inquiry Question: Why should data be gathered in an accurate manner? Discuss your thinking with a classmate.

Reading and Writing Workshops
Poetry Unit

Reading
Interactive Read Aloud: “Dream” by Langston Hughes
Read, discuss and point out how the author makes comparisons in the poem.
Students read independently. Ask them to pay attention to how poets use comparisons in the poems they are reading.

Writing
“Big Thoughts in Small Packages”
Bend 2: Delving Deeper: Experimenting with Language and Sound to Create Meaning
Session 9: Using Comparisons to Clarify Feelings and Ideas
Minilesson
Connection: Tell students that one way poets see with poet’s eyes is to compare things, ideas, or feelings to something else. Name the teaching point.
Teaching: Show students how to revise ordinary phrases to include comparison (comparative language,) by picturing what the ordinary phrase seems like or reminds you of. Debrief, unpacking the word you have just done.
Active Engagement: Ask the students, with their partners, to revise the remaining ordinary phrases to include comparative language. Collect their ideas and use them to complete chart.
Link: Remind students that whenever they write, they can use comparisons to help readers get a clear image of what they are writing about.
Students compose their poems.

Day 3:
Morning Meeting
Morning Message: Today is Wednesday, March 4, 2015. In science, we will explore strategies for placing objects in serial order from lightest to heaviest.
Inquiry Question: How can you use the equal arm balance to place many objects in serial order? Share your thinking with a classmate.

Reading and Writing Workshops
Poetry Unit

Reading
Interactive Read Aloud: Life Doesn’t Frighten Me by Maya Angelou
Students read independently. Ask them to pay attention to how poets use comparisons in the poems they are reading.

Writing
“Big Thoughts in Small Packages”
Bend 2: Delving Deeper: Experimenting with Language and Sound to Create Meaning
Session 10: Stretching Out a Comparison
Minilesson
Connection: Celebrate students’ earlier work with comparative language, and motivate them to enrich that work. Name the teaching point.
Teaching: Return to the mentor poem “Lullaby” by Kristine O’Connel George and draw students’ attention to how she stretches out the comparison across the entire poem. Refer to the comparative language chart. Show the class a poem you wrote earlier in which the comparison exits in only one line, demonstrating how you can extend it. Write another version of this poem in front of the students, sustaining the metaphor and thinking aloud as you go. Debrief, quickly listing the steps you took to revise the poem.
Active Engagement: Involve the students in revising a poem you prepared using a different comparison from the chart.
Link: Invite students to decide on the day’s work, suggesting that some will decide to find poems that have comparisons, and decide whether their comparisons should be stretched out.
Students work on their poems.

Day 4:
Morning Meeting
Morning Message: Today is Thursday, March 5, 2015. We will create a line plot for the data from the standing jumps.
Today’s Question: How can data be shown on a line? Discuss your answer with a classmate.

Reading and Writing Workshops
Poetry Unit

Reading
Interactive Read Aloud: “ How to Talk to a Snowman” by Beverly McLoughland and “How to Eat a Poem” by Eve Merriam
Read, discuss and point out how the authors use structures to create their poems.
Students read independently. Ask them to pay attention to the structures of the poems they are reading.

Writing
“Big Thoughts in Small Packages”
Bend 3: Trying Structures on for Size
Session 11: Studying Structure
Minilesson
Connection: Rally students’ energy for this final and most sophisticated bend in the road. Remind them of all they know about choosing a topic for a poem, and ask them to choose one. Explain to students that one thing (whether an object or an idea for a poem) can take on many different structures. Name the teaching point.
Teaching and Active Engagement: Teach by guided practice. You’ll be walking students step by step through the process of thinking of a topic, then considering several structures, then trying them on. Reveal a poem with a very distinct text structure, and ask students to annotate it with their observations. Set two students up to do so at the easel while others work at the rugs spots. Channel students to annotate a second poem, one with contrasting and distinct structure, again thinking of this structure as a possibility for their intended poems. Remind students that poets experiment with alternative structures. Recruit the class to help one student imagine his topic in one of these structures. Debrief to point out the replicable steps you just helped the class do.
Link: With their chosen topic in mind, channel students to consider different ways to build a poem around that topic, using different structures. Once you see a child writing, send that child off to work at his or her seat.
Students compose their poems.

Day 5:
Morning Meeting
Morning Message: Today is Friday, March 6, 2015. We will identify and discuss the importance of voice in poetry.
Today’s Question: What is a voice and why is it important in poetry? Discuss your answer with a classmate.

Parent Read Aloud

Spelling Test

Word Study
Spelling Words:
graph, laugh, photograph, tough, rough, enough, telegraph, phonograph, trough, cough, glyph, classify, analyze, verify, answer, model

The above words will be tested on March 13.
Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Reading and Writing Workshops
Poetry Unit

Reading
Interactive Read Aloud: Once I Ate a Pie by Patricia and Emily MacLachlan
Read, discuss and point out how to see poetry with the eye of a poet, which is noticing and paying a lot of attention to details.
Students read independently. Ask them to pay attention to the details of the poems they are reading.

Writing
“Big Thoughts in Small Packages”
Bend 3: Trying Structures on for Size
Session 12: Studying a Mentor Text with Poets’ Eyes
Minilesson
Connection: Remind writers that the content of a poem can go into one structure or another. Explain to students that when they want to emulate anything—a form of writing, an activity, a process—it helps to study that thing closely and attempt to name its component parts. Name the teaching point.
Teaching: Remind students that one way to revise poetry is by studying mentor poems. Demonstrate reading a poem with the eye of a poet, noticing details. Alternate between reading and pausing to name what the poet has done. Demonstrate that the poets notice what the author has done and ask why the author has done that. Then they consider doing the same thing.
Active Engagement: Give students an opportunity to try the same techniques on the next few lines of the same poem. Convene the writers, highlight what they have said, and channel them to imagine doing similar work in their own writing.
Link: Channel students to continue studying and annotating this poem, and others, emulating what they notice as they revise the poems they wrote the previous day and write more.
Students revise their poems.

Math
Lesson 7-5 Measuring Meters
Students find personal references for metric units of measure; they choose appropriate units and tools to estimate and measure lengths.

Goals:
– Choose appropriate tools.
– Use tools effectively and make sense of your results.
– Use clear labels, units, and mathematical language.

Vocabulary: meter (m)
1. Warm Up

Mental Math and Fluency
Teachers display problems one at a time. Students solve them on their erasable boards. Encourage students to use mental strategies. (“We do”, whole class)

3 + 17 + 15 + 5 = ?
? = 12 + 26 + 14 + 8

Daily Math Routines
Students complete the daily math routines. (“We do”, whole class)

2. Focus

Math Talk
Ask: What are the names of units we use to measure?
What are the names of tools we use to measure length?
(“We do”, whole class)

Introducing the Meter
Teachers remind students that inches, feet and yards are part of the U.S. customary system, and centimeters are part of the metric system.
Say: Students, in the metric system, the meter is another commonly used standard unit of length. The abbreviation for meter is m.

Display the meter stick. On the Data Class Pad, and write “ a meter is 100 centimeters long”

Teachers display a meter stick and a centimeter cube taped to a poster labeled each length.

Say: In the United States, the U.S. customary system is used for everyday purposes, whereas the metric system is used mostly for scientific purposes. Most labels on canned and packaged foods show both the metric and U.S. customary units of measure. Most countries in the world use only the metric system.
(“We do”, whole class)

Teachers distribute a meter stick, a yardstick, and tape measure to each partnership. Students compare their meter sticks and yardsticks with the tape measure. (“We do”, partners)

After several minutes, bring students back together to share their findings. (“We do”, whole class)

Examples of comments:
The tape measure is the longest of the three.
The yardstick is the shortest of the three.
The meter stick is a little longer than the yardstick.
The tape measure is easy to use when measuring around things or when measuring longer things.
All three tools are easy to use when measuring things that are straight.

Ask: About how much longer in centimeters is the meter stick than the yardstick? About how much longer in centimeters is the tape measure than the meter stick?

Note: It is not important that the students know the exact length difference between 1 yard and 1 meter. Knowing that 1 meter is a little longer than 1 yard is sufficient.

Finding Personal References for Metric Units

Students, personal references are useful when estimating lengths. In Lesson 7-4, we found personal references for U.S. customary units of length. Today, you will work with your partner to find personal references for 1 centimeter, 10 centimeters, and I meter. For example, the width of a second grader’s little finger might be about 1 centimeter.
(“We do”, whole class)

Note: Because 1 yard and 1 meter are close in length so expect some students to select the same personal references for both lengths.

Students find things that are personal references for metric units and record their work for Problem 2 on journal page 175. (“We do”, partners)

After students have completed Problem 2, bring the class back together. On the Class Data Pad, list some of the personal references that students found. (“We do”, whole class)

Estimating and Measuring Lengths
Students discuss with their partners how they might use a personal reference for 1 centimeter to estimate the length of a crayon. (“We do”, partners)

After a few minutes, bring the class back together to share ideas. (“We do”, whole class)

Ask: What other units could you use to measure the crayon?
Why not use feet or meters?

Students use their personal references for metric units to help them estimate the lengths described on journal page 178. Then they select measuring tools and measure the lengths in metric units. Students do the same for U.S. customary units. (“You do”, independent; “We do”, partners)

Summarize
Invite students to discuss the units and tools they used to estimate and measure the lengths on journal page 178. (“We do”, whole class)

3. Practice
Practicing With Fact Triangles
Students practice with Fact Triangles listing the addition facts they know and the facts they need more practice with on the Addition Facts Inventory Record, Parts 1 and 2. (“You do”, independent)

Math Boxes 7-5
Students complete the mixed practice on journal page 179. (“You do”, independent; “We do”, partners)

Lesson 7-6 Generating Data: Standing Jumps and Arm Spans (2 Days)
Students measure lengths to the nearest centimeter and to the nearest inch.

Goals:
– Use tools effectively and make sense of your results.
– Use clear labels, units, and mathematical language.

Vocabulary: arm span

1. Warm Up
Mental Math and Fluency
Teachers dictate 2- and 3-digit numbers and have students mentally add or subtract 100, recording their answers on erasable boards. (“We do”, whole class)

Add 100 to 500.
100 to 640
100 to 890

Subtract 100 from 500.
100 from 220
100 from 830

Daily Math Routines
Students complete the daily math routines. (“We do”, whole class)

2. Focus
Math Talk
Say: One friend measures your arm span in inches. Another friend measures your arm span in centimeters.
Who do you think will report the larger number? Why?
(“We do”, whole class)

Measuring Arm Spans
Teachers have a volunteer stand with his or her arms fully extended. Arm span is the distance from fingertip across outstretched arms. Have the class make an estimate of the lengths of the volunteer’s arm span in inches. Then one helper holds the end of the tape measure at the tip of the volunteer’s right middle finger as the second helper pulls the tape tight across the volunteer’s chest. The second helper then holds the tape at the tip of the left middle finger and reads the tape to the nearest inch.
Turn the tape over, repeat the procedure, and have the second helper read the tape to the nearest inch.

Ask: Is the number larger when you measure in inches or centimeters? Why?

Repeat this procedure several times with different volunteers and helpers. Check the measurements they report are correct to the nearest inch and the nearest centimeter.

Say: Today you will collect arm span and standing jump data to use in later lessons.
(“We do”, whole class)

Teachers divide the class into small groups of four. Students will remain in these groups for both data-collection activities. Students take measurements in both centimeters and inches.

Collecting and Recording Arm Span Data
Students collect data and record their findings on journal p. 180. (“We do”, small groups)

Academic Language Development
To teach the meaning of “measuring to the nearest unit” build on children’s understanding of what it means to be near someone or something. Use a yardstick or tape measure to find the length of something, such as a desk, to the nearest inch.
Ask: Which number would you use in the measurement? Why?
Help students generalize the “Measuring to the nearest unit” means choosing the number nearest to the length of the object.
Provide sentence frames such as the following:
“This ______________ measures _______________ to the nearest ______________.”

Collecting and Recording Standing Jump Data
Students make two jumps and record the length of each one in both centimeters and inches on journal page 181. (“We do”, small groups)

1. Assign a job to each group member.
The jumper jumps.
The Line Judge makes sure the Jumper’s toes don’t cross the line.
The marker marks where the Jumper lands.
The Measurer measures the length of the jump with the Jumper’s help.

Teachers show students how to place a marker where the Jumper’s back heel lands and how to measure from the starting line to the marker. After the Measurer measures the jump in one unit, he or she should turn the tape measure over to read the measurement in the other unit. Jumps are recorded to the nearest centimeter and inch.

2. Demonstrate a jump. The toes of both feet should be just touching the starting line. No running start is allowed. Neither is stepping back.

3. Let each student take several practice jumps before measuring a jump.

4. Each Jumper makes two jumps that are measured. They record the lengths of their own jumps in their journals. They also circle the measurement of the longer jump.

5. When the first Jumper has recorded two jumps, group members rotate jobs so that each student eventually performs all the different jobs.

Students complete journal page 181. (“We do”, small groups)

Assessment Opportunity
Observe:
Which students line up the metal end of the measuring tape correctly?
Which students need additional support to complete the data collection?

Summarize
Ask: When measuring in inches, how did you determine the nearest inch? (“We do”, whole class)

3. Practice
Comparing Measurements
Partners choose measuring tools and measure their height, head size, and show length in centimeters. Then they find the differences between their measurements. Students complete journal page 182. (“We do”, partners)

Math Boxes 7-6
Students complete the mixed practice on journal page 183. (“You do”, independent; “We do”, partners; “We do”, small groups)

Lesson 7-7 Representing Data: Standing Jumps
Students discuss the shortest and longest standing jumps and create a line plot for the data.

Goals:
– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.
– Use mathematical models to solve problems and answer questions.

Vocabulary: line plot

1. Warm Up
Mental Math and Fluency
Teachers dictate pairs of numbers for students to write on their erasable boards and record with >, < , or =.

989 and 971
445 and 454
877 and 788
(“We do”, whole class)

Daily Routines
Students complete the daily routines. (“We do”, whole class)

2. Focus
Math Message
Turn to journal page 181. Write your name and the length of your longer jumper in inches on a stick-on note.

Math Talk
Discussing the Data
As students share their jump lengths in inches, list the data in order from shortest to longest. Tape an actual tape measure to the board and mark the longest and the shortest jump lengths.

Note: Explain that another name for shortest jump is minimum and another name for the longest jump is maximum.

Students calculate the difference between the longest and shortest jumps, and then share their solution strategies.
Teachers display a comparison diagram on the board. Fill in the largest quantity and the small quantity. Write a question mark for the difference. (“We do”, whole class)

Making a Class Line Plot
Teachers display a number line writing the shortest standing-jump below the leftmost tick and the longest standing-jump under the rightmost tick.

Teachers guide the students to create a line plot of the data.

1. Students come to the display in small groups.

2. Students find the numbers on the number line that match their stick-on notes. They post their stick-on notes just above those tick marks.

3. If there is a stick-on note already on the line plot, students put their stick-on notes right above that stick-on note.

After all the stick-on notes have been posted, remove them one by one and replace each note with an X. (“We do”, whole class)

Note: It’s important for the teacher to replace the stick-on notes with X’s rather than the students because the X’s should be uniform in size and equal balance apart to help students use the line plot to answer questions.

Ask: What does it mean when there are a lot of X’s above a number?
How many students have a jump of 42 inches?

Students answer Problem 3 on journal page 181. (“You do”, independent)

Summarize
Teachers guide students to read about line plots on My Reference Book, page 114.
Discuss the Try It Together question at the bottom of the page. (“We do”, whole class)

3. Practice
Solving Subtraction Problems
Students solve subtraction problems using number grids, number lines, or base-10 blocks on journal page 184. (“We do”, partners; “We do”, small group)

Math Boxes 7-7
Students complete the mixed practice on journal page 7-9. (“You do”, independent; “We do”, partners)

Lesson7-8 Representing Data: Arm Spans
Students make a frequency table and a line plot for a set of data.

Goals:
– Make connections between representations.
– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.
– Use mathematical models to solve problems and answer questions.

Vocabulary: frequency table, line plot
1. Warm Up
Mental Math and Fluency
Teachers dictate 2- and 3-digit numbers. Have students mentally add and subtract and record their answers on erasable boards. (“We do”, whole class)

Add: 100 to 300
100 to 820
100 to 780

Subtract: 100 from 100
100 from 188
100 from 910

Daily Routines
Students complete the daily routines. (“We do”, whole class)

2. Focus
Math Message
Take 1 stick-on note. Turn to journal page 180. Print your name and arm span in inches on the stick-on note. (“You do”, independent)

Math Talk
Comparing Arm Span Measures
Have students look at their arm span measurements and compare both measurements.
Ask: Why was one of your measurements a smaller number than the other?

Have students share their thinking as to why one measure was a smaller number than the other. (“We do”, whole class)

Tape an actual tape measure to the board and mark the shortest and longest arm spans.

Teachers display a comparison diagram on the board. Fill in the largest quantity and the small quantity. Write a question mark for the difference. (“We do”, whole class)

With the class, find the difference between the two arm spans. Explain that the students will use the class arm span data to make a frequency table and a line plot.
Teachers may want to read about tally charts in My Reference Book, page 113 with the class. (“We do”, whole class)

Making a Frequency Table of Arm Span Data
Teachers display a copy of the table on Math Masters, page 204 and work as a class to fill in the frequency table of arm spans. Record students’ data on the display as students do so on journal page 186.

Follow these steps:
1. Fill in the Arm Span column. In the first row, write the length of the shortest arm span in class. Fill in the subsequent rows with all of the possible arm spans to the nearest inch, up to the longest arm span in the class.

2. Ask each student in turn to say his or her arm span. As students share their data, everyone makes a tally mark next to the arm span length reported.

3. After all the measurements have been tallied, write the number for each set of tallies.

4. Check that no measurements have been omitted, add the frequency numbers and compare the sum to the number of students in the class.

Discuss the completed table. (“We do”, whole class)

Academic Language Development
The term frequent may not be familiar to students. Introduce the term using contextual information and restatements with more familiar words to help students construct an understanding of the term.
Fro example: How many times did you go to the dentist this year? Do you often go to the dentists? Do you make frequent visits to the dentist? Point out to the students that the words frequent, frequently, and frequency belong to the same word family. (“We do”, whole class)

Make a Line Plot of arm Span Data
Have students use the information in the frequency table to draw a line plot on journal page 187.
Explain: A line plot is a type of display that shows data organized above a labeled line.
Teachers display Math Masters, page 205 and show how to draw the scale of possible arm lengths. Discuss how you know which numbers to start and end. (“We do”, whole class)

Students record the scale on their line plots. For each tally mark next to an arm span length in the frequency table, they draw an X above the tick mark for the corresponding length on the line plot.

To make sure that all the data from the class are represented, prompt students to count the number of Xs and compare the total to the number of students in the class. (“You do”, independent; “We do”, partners)

Discuss students’ completed line plots.
Ask:
What does it mean when there are a lot of Xs above a number?
Which arm span is the most common?
How many students have an arm of 51 inches? Of 46 inches?

Assessment Opportunity
Observe:
Which students represent the data in the line plot?
Which students need additional support to represent the data in the line plot?

Summarize
Students compare the frequency table and the line plot on journal pages 186-187. (“We do”, whole class)

Ask: How are the frequency table and the line plot similar?
How are they different?

3. Practice
Playing Beat the Calculator
Students play Beat the Calculator. (“We do”, small groups)

Observe
Which facts do students now from memory?
Which students need additional support to play the game?

Discuss
What strategies do you use to solve the facts you did not know?
Why is knowing addition facts helpful?
(“We do”, whole class)

Math Boxes 7-8
Students complete the mixed practice on journal page 206. (“You do”, independent; “We do”, partners)

Science
Equal-arm Balance
– Review Strategies for Placing Objects in Serial Order: Challenge students to apply their comparing skills to develop strategies for placing objects in serial order from lightest to heaviest.
– Lab Observation
Students write to explain. Based on the inquiry question: How do you order objects of different weights using an equal-arm balance?

Science: Equal-arm Balance Quiz

Graphing The Weights of the Objects
– Students review the information on the data table from the previous lesson.
– Each table grouping will make a bar graph that shows the weights of the six objects.
– Students read about how animals are weighed at the zoo.

Describing the Four Foods
For the next four lessons, students will apply their comparing and weighing skills to solve problems that involve four foods of varying weighs, shapes, and sizes. Later, they will apply their observations to help explain why equal cupfuls of the four foods have different weights.
– Students observe and describe the properties of four different foods.
– Students record their descriptions of the four foods.
– Students share their observations of the foods and create a class chart.
– Students compare and contrast their observations of the foods.

Social Studies
Interactive Read Aloud: Tulip Sees America by Cynthia Rylant
Objectives:
– Obtain information about a topic using a variety of visual sources such as literature.
– Recognize that the geography of the earth varies from place to place.
– Identify different kinds of land and bodies of water.
Vocabulary: geography, desert, ocean

Read and Respond:
Point out the pictures while reading to help students make predictions as well as obtain information. Lead students to understand that the United States has many different kinds of land and bodies of water, that climate changes from one part of the country to another, and land and water can affect the way people work and play.

Lesson 1 Our Country’s Land
Objectives:
– Identify and describe the physical characteristics of various landforms.
– Compare the features of different kinds of land.
– Distinguish regions of the United States.
Vocabulary: landform, mountain, hill, peninsula, valley, plain, island

Read and Respond: Use photographs to help students compare landforms. Point out the rounded tops of the hills and the low, flat land that are characteristics of the plains. Discuss with students that there are few trees on a plain. Ask, “Suppose you were a farmer. Do you think that it would be better to farm and raise animals in a hilly area or on the plains? Why?”
Geography: Explain to the students that the physical features of an area place it in a certain physical region. Describe a region as an area with at least one feature that sets it a part from the other areas. Show students a map of the regions of the United States. Point out that the United States is divided into five regions: the Northeast, the Southeast, the Middle West, the Southwest, and the West. Note that the states that make up a particular region are from the same part of the United States. Ask, “ Why do you think dividing the country into regions is a good idea?”
Mountains and Valleys: Direct students’ attention to the picture of the mountain and valley. Point out that the mountains seem to rise sharply from the land to great heights. The valley seems far below. Tell students that people usually live in valleys. Have students recall what they know about temperatures on mountains. Ask, “From where does the water from the valley come?”

Island and Peninsula: Recall with students the landforms they have learned about thus far. Now introduce the words island and peninsula, and explain each landform to them. On a map of the United States, help students locate Hawaii and its many islands. Also have students locate Florida, which is a large peninsula.

Thank you for your support.
Anh Tuan Hoang and LuAnn Lawson

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Week of February 22

Dear Parents and Caregivers,

Thank you for attending the African American History Fair. We appreciate your support.

Our lessons for this week are adjusted due to the cold day last Thursday, February 19. Therefore, the social study quiz will take place Monday, February 23. Please refer to the graded study guide to help your child review.

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:
Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 23 (Different words will be given each day.)
Rhyming: Teacher says a real word. Students make nonsense rhyming words from it.
Onset Fluency: Teacher says the word. Students repeat the word, and then isolate the beginning onset.
Ex: T: kite S: /k/
Blending: Basic sight word review
Teacher says individual phonemes. Students listen and then say the whole word.
Identifying Final and Medial Sounds: Teacher reads the word series. Students say the requested sound (varies by day).
Tues & Wed: Final Sound, Thurs & Fri: Medial Sound
Segmenting: Basic sight word review
Teacher says the word. Students repeat the word and chop it into phonemes. Ex. T: too, S: too; t-oo
Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ (underlined word) to /*/ and the word is?
Ex. T: waterfall, S: waterfall, T: change the/fall/ to /melon/ and the word is? S: watermelon
* Use sounds
Adding Phonemes: Teacher says the rime. Students repeat the rime. 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

– 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
Listening Centers: Mentor Texts Pigs and Chickens by Gail Gibbons
Word Study:
Word Building with Fry Spelling Words
Technology Center:
a. Students practice reading levels two-five sight words
c. A.R. on mini- IPads

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 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 (Daily) based on Morning Meeting Ideas by Susan Lattanzi Roser
– Sharing: Students share their journal writing entries or something that is meaningful to them.

Day 1
Morning Meeting
Morning Message:
Good Morning Wildcats,
Today is Monday, February 23, 2015. We will discuss the importance of metaphors in poetry.
Today’s Inquiry Question: “You are the sunshine of my life” is a metaphor. What do you think a metaphor is? Share your answer with a classmate.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Poetry Unit

Reading Workshop

Let’s review our charted steps.

1. Read through the poem at least twice.
2. Ask: Is there a title?
3. Read it aloud.
4. Pay attention to punctuation.
5. Ask: Who is the speaker?
6. Be open to interpretation, which is the act of explaining the meaning of something.

“I Want to Write” by Margret Walker
Readers, few poets convey responsibility as Dr. Walker does; responsibility stemming from a deep-rooted sense of love for people. She gives writers a good name. And young people a place to start from, a home created with her words and her extraordinary sensibility.

Vocabulary: sob-torn throats,

As we read together, I want you to notice Dr. Walker’s use of metaphors in today’s poem.

Shared Reading:

I Want to Write
by Margaret Walker

I want to write
I want to write the songs of my people.
I want to hear them singing melodies in the dark.
I want to catch the last floating strains from their
sob-torn throats.
I want to frame their dreams into words, their souls into notes.
I want to catch their sunshine laughter in a bowl,
fling dark hands to a darker sky
and fill them full of stars
then crush and mix such lights till they become
a mirrored pool of brilliance in the dawn.

Teachers guide students to follow the analyzing steps.

Teachers distribute copies of the poem.

As you read today’s poem with your reading partner, remember to share your understanding of the meaning of the poem. Jot down any thoughts, questions, or wonderings on your copies of the poem.
We will share your collaborative notes during morning meeting tomorrow.

Independent Reading

Writing Workshop
“Big Thoughts in Small Packages”
Bend 1: Seeing with Poet’s Eyes
Interactive Read Aloud: Love That Dog by Sharon Creech
Minilesson
Session 4: Poets Find Poems in the Strong Feelings and Concrete Details of Life
Minilesson
Connection: Admire the way students have jotted down notes that promise to become poems—and tell them you’ll soon teach them how to sift to these and make decisions. Name the teaching point.
Teaching: Remind students of strategies they have learned for crafting poems. Demonstrate reading jottings from your Tiny Topics notes for both strong feelings and concrete details. Debrief, reiterating the two questions that help students decide if an idea could become a poem.
Active Engagement: Invite the students to mine their notepads, asking themselves, “Does this give me a big, strong feeling?” and “Have I found a specific moment or detail or object that holds that feeling for me?”
Link: Briefly restate today’s teaching before sending students off to write.
Students compose their poems.

Day 2:
Morning meeting
Morning Message:
Good Morning Wildcats,
Today is Tuesday, February 24, 2015. We will read and analyze poetry by Chicago Born Usemi Eugene Perkins
Today’s Inquiry Question: Why do you think poets chose to empower others by writing poetry? Share your answer with a classmate.

Reading Workshop
Let’s review our charted steps.

1. Read through the poem at least twice.
2. Ask: Is there a title?
3. Read it aloud.
4. Pay attention to punctuation.
5. Ask: Who is the speaker?
6. Be open to interpretation, which is the act of explaining the meaning of something.

BLACK IS BEAUTIFUL
by Usemi Eugene Perkins
Black is beautiful and so am I

Black is beautiful
that ain’t no lie

Black is cool
real cool

Black is sweet
real sweet

Black is strong
real strong

Black is good
real good

Black is

mellow
cool
sweet
strong
good

and beautiful

That ain’t no lie.

Writing Workshops
“Big Thoughts in Small Packages”
Bend 1: Seeing with Poet’s Eyes
Session 5: Editing Poetry
Minilesson
Connection: Remind students that to prepare their poems to share, they will need to edit their poems carefully. Point out that students have reached for words they have never tried to spell before, and because of this, they’ll need to pay careful attention to how they’ve spelled these words. Name the teaching point.
Teaching: Pretend to be a student and recruit the class to join you in checking whether the words in your poem look right or not, in which case you’ll circle them (and return to them later). Demonstrate spelling each word two different ways, highlighting that you use what you know about spelling patterns to help.
Active Engagement: Ask the class to look at the next two lines of your poem as carefully as you looked at the first ones, finding any words that don’t look quite right to them.
Link: Send the students off to edit their own poems, reminding them to use the writing checklist to know what to check for in their writing.
Students edit their poems.

Day 3:
Morning meeting:
– Sharing: Students share their journal writing entries or something that is meaningful to them.

Morning Message:
Good Morning Wildcats,
Today I Wednesday, February 25, 2015. We will solve addition problems with three or more addends.
Today’s Inquiry Question: How do you solve 12 + 14 + 28 in the most efficient manner? Share your answer with a classmate.

Reading and Writing Workshops
Poetry Unit
Reading
Interactive Read Aloud: The Boy Who Loved Words? by Ronnie Schotter
Students read independently. Ask them to pay attention to precise words in the poems they are reading.

Writing
“Big Thoughts in Small Packages”
Bend 2: Delving Deeper: Experimenting with Language and Sound to Create Meaning
Session 6: Searching for Honest, Precise Words
Minilesson
Connection: Tell a story about a person who searched for the exact right words, tried generalities, and settled on a fresh, metaphorical way to describe something. Name the teaching point.
Teaching: Use your own poem to model rereading, checking to see if the words match the image you are trying to portray. Walk students through the steps you take to make your language more precise. Debrief, listing the replicable steps students can take to use more specific language in their poems.
Active Engagement: Using a class poem, channel students to search for places where more precise words could be added. Share some of what you heard, highlighting students’ ideas about where to add more precise words and citing those places in the poem. Collect precise words to replace the circled words.
Link: Remind students that they now have a repertoire of strategies for writing poetry, and invite them to use any of these strategies.
Students compose their poems.

Day 4:
Morning meeting:
– Sharing: Students share their journal writing entries or something that is meaningful to them.

Morning Message:
Good Morning Wildcats,
Today is Thursday, February 26, 2015. We will describe how the equal-arm balance can be utilized in real-life situation.
Today’s Inquiry Question: How does the equal-arm balance differ from the beam balance? Share your answer with a classmate.

Reading and Writing Workshops
Poetry Unit
Reading
Share: Looking at How Mentor Poets Use Precise Language to Clarify the Image and Influence the Sound
Interactive Rea Aloud: Read to students an honest, precise language.
“Listen as I read ‘Aquarium’ by Valerie Worth and notice how the sounds match what they are saying about how the fish or the snails move.”
“Did you hear it? The words that go with the goldfish sound the way goldfish move in the water, and the words that describe the snails actually sound…”
Students read independently. Ask them to pay attention to precise words in the poems they are reading.

Writing
“Big Thoughts in Small Packages”
Bend 2: Delving Deeper: Experimenting with Language and Sound to Create Meaning
Session 6: Searching for Honest, Precise Words
Minilesson
Read to students “Lullaby” by Kristen O’Connell George and ask students to share what they are noticing about precise language.
Remind students to choose honest precise words in their own writing.
Students compose their poems.

Day 5:
Morning meeting
Morning Message: Today is Friday, February 27, 2015. We will utilize the equal arm balance to place objects in serial order from lightest to heaviest.
Today’s Question: What strategies would you use to place objects in serial order from lightest to heaviest? Discuss your thoughts with a classmate.

Parent Read Aloud

Spelling Test

Reading and Writing Workshops
Poetry Unit
Reading
Interactive Rea Aloud: “To Feel” by Ariel Smith and “I’ll Be There” by Nubia Valle
Write the poems on chart paper. During the read aloud, ask students to look for repetitive phrases and repetitive lines within the two poems. Chart students’ responses to use for discussion.
Share: Reading Aloud to Find Places for Revision
Provide an opportunity for poets to say their poems out loud to each other, using reading aloud as a way to listen for opportunities for revision.
Students read independently. Ask them to pay attention to precise words in the poems they are reading.

Word Study
Spelling Words:
thing, string, sing, bring, fling, ring, king, sting, wing, cling, sling, chart, identity, greater, smaller, different

The above words will be tested on March 6.
Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Writing
“Big Thoughts in Small Packages”
Bend 2: Delving Deeper: Experimenting with Language and Sound to Create Meaning
Session 7: Patterning through Repetition
Minilesson
Connection: Show the students a pattern from the classroom. Remind them that patterns are important in the world. Explain that poets use patterns, too, and that repetition is an important kind of pattern in poetry. Name the teaching point.
Teaching: Show an example of a poem with repetition. Point out one or two patterns, and show students how the poem might sound without them.
Active Engagement: Enlist students to find other patterns in the poem and to notice how repetition enhances the meaning of it.
Link: Explain to students how today teaching fits into the larger context of working with music, image, and meaning.
Students compose their poems.

Math
Lesson 7-2 Four or More Addends (Day 1)

Students solve an open response problem by applying place-value concepts and addition properties.

Goals:
– Compare the strategies you and others use.
– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.
– Use structures to solve problems and answer questions.

Vocabulary: addends, partial-sums addition

Day 1: Students solve an open response problem by applying place-value concepts and addition properties.

1. Warm Up
Mental Math and Fluency
Teachers display problems one at a time. Encourage students to use mental strategies to solve.
5 + 5 + 6 = _____
_____ = 6 + 6 + 2
(“We do”, whole class)

Daily Routines
Students complete the daily routines. (“We do”, whole class)

2. Focus
Math Message
Students complete journal page 169. (“You do”, independently)

Counting Pencils
Sharing Strategies
Students share strategies for solving the problem first with their partners and then with the whole class. Possible strategies include using mental math, counting up on a number grid, drawing tally marks, or using an open number line. (“We do”, whole class)

Solving the Open Response Problem
Teachers distribute Math Masters, page 189. Make base-ten blocks and number grids available to students. Read the problem as a class and check that the students understand the question. Tell the students they can use any strategy they choose to determine whether there are enough seats in a theater for the children. (“We do”, whole class)

Partners can work together to share ideas about the task, but students complete their own explanations and drawings. (“We do”, partners)

Students complete the open response problem. (“You do”, independent)

Teachers circulate the room and observe students as they work.

Summarize
Ask: How were the strategies you and your partner used similar or different? (“We do”, whole class)

Lesson 7-2 Four or More Addends (Day 2)
Reengagement
The class discusses selected solutions, and students revise their work.

Goals:
– Compare the strategies you and others use.
– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.
– Use structures to solve problems and answer questions.

2a. Focus
Students review their open response problem and discuss what a complete explanation would include. They review how to respectfully discuss other’s work.

Reengaging in the Problem
Teachers display a response that shows partial-sums addition strategy.
Ask: What do these four numbers above this line represent?
How do you think this student came up with the numbers 15 and 80?
What is the name of this addition strategy?
How could this explanation be improved so someone else can understand how to use this strategy?

Teachers display a response that shows a strategy other than partial-sums addition, but that still relies on place-value understanding.
Ask: What do you think these numbers are across the top?
What is this student showing in the drawing?
Did this student represent each of the numbers correctly?
Explain how you know.
What do you think this student did after showing the four numbers with the drawing?
Show how to count these base-10 blocks.
How could the explanation be improved?

Teachers continue to display students’ open response answers as needed. (“We do”, whole class)

Students revise their work from Day 1.

3. Practice
Math Boxes 7-2
Students complete the Math Boxes on page 170. (“You do”, independent; “We do”, partners)

Lesson 7-3 Playing Basketball Addition
Students solve addition problems with three or more addends.

Goals:
– Solve your problems in more than one way.
– Make mathematical conjectures and arguments.
– Use structures to solve problems and answer questions.

Vocabulary:
1. Warm Up
Mental Math and Fluency
Teachers pose addition and subtraction problems involving multiples of 10. Students write their answers on erasable boards. Have students share their strategies.
27 + _____ = 80
50 = ____ + 22
70 – 23 = ____
(“We do”, whole class)

Daily Routines
Students complete the daily routines. (“We do”, whole class)

2. Focus
Math Talk
Students find the sums and share their strategies. (“We do”, whole class)

12 + 17 + 8 = _____
____ = 4 + 9 + 16 + 11

Sharing Strategies
Students share their solution strategies.
Discuss what two numbers, when added first, make it easier to add all of the numbers. (“We do”, whole class)

Introducing Basketball Addition
Teachers explain that Basketball Addition is played by two teams, of 3 to 5 players. The number of points scored by each player in each half is determined by rolling one 20-sided polyhedral die or by rolling three 6-sided dice and using their sum.

Teachers display the scoreboard and directions for the first half of the game on chart paper or on the Smart Board. (“We do”, whole class)

Students play Basketball Addition. (“We do”, small groups)

Observe
Which students successfully add the numbers to find a total score?
Which students need support to understand and play the game?

Discuss
Which numbers did you choose to add first? Why?
Can you use another strategy to add the numbers?

At halftime, have students examine the scoreboard.
Ask: Is it possible for the team that is behind to win?

Academic Language Development
Teachers provide sentence frames for students to use in justifying their answers.
“It is possible for Team _____ to win because _______.”
(“We do”, whole class)

3. Practice
Drawing a Picture Graph
Students draw a picture graph to represent data and answer questions based on the graph. (“You do:, independent; “We do”, partners)

Math Boxes 7-3
Students practice and maintain skills (“You do”, independent; “We do”, pairs; small group)

Lesson 7-4 Measuring with Yards (2 Days)
Students explore U.S. customary length units and measure to the nearest yard.

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

Vocabulary: standard unit, yard (yd), personal reference

1. Warm Up
Mental Math and Fluency
Students find the difference between pairs of numbers. (“We do”, whole class)
31 and 19
57 and 92

Daily Routines
Students complete the daily routines. (“We do”, whole class)

2. Focus
Math Talk
Teachers pose this problem.
About how many children in our class can lie head-to-foot along the longest wall of our classroom? (“You do”, independent)

Students share the answers and strategies used to solve the problem. (“We do”, whole class)

Measuring with a nonstandard Unit
Teachers ask volunteers to measure the length of the classroom by lying head-to-foot along the longest wall.
Ask: Are all second graders the same height?
Why is it important that we measure with units that are all the same length?

Teachers select another volunteer to measure the length of the classroom using the volunteer as the unit.

Ask: How could we tell someone in another state how long our classroom is?

Teachers lead a discussion around some of the difficulties of using people as unit of measure.

Ask: How can we make sure that we get the same measurement no matter who measures an object?

Introducing the Yard
Teachers display a yardstick and explain that a yard (yd) is a unit in the U.S. customary system that is 36 inches long.
On the Class Data Pad write “A yard is 36 inches long.”
Teachers lead a discussion about the everyday and mathematical meanings of yard. People in the United States commonly use the yard to measure lengths longer than a few feet. (“We do”, whole class)

Finding Personal References for U.S, Customary Units
Have students complete page 175 in the math journal 2. (“We do”, small groups)

Estimating and Measuring Distances
Standing near the shortest wall of the classroom, show students your own personal reference for 1 yard. Ask students to imagine how many times your personal reference will fit along the length of the wall.
Teachers record students’ estimates on the Class Data Pad.

Next, teachers model measuring the same wall with a yardstick. Emphasize the importance of where the yardstick ends before moving it to avoid gaps and overlaps as you measure.

Teachers have students complete page 176. (“We do”, small groups; partners)

Summarize
Students share their estimation strategies with the class. Point out that using their personal references to help estimate and then using a measuring tool to find the actual measurement will improve their estimation skills. (“We do”, whole class)

3. Practice
Playing Basketball Addition
Students play Basketball Addition to practice adding three or more 1-digit and 2-digit numbers. (“We do”, small groups)

Observe
Which students successfully add the numbers to find a total score?
Which students need support to understand and play the game?

Discuss
Which numbers did you choose to add first? Why?
Can you use another strategy to add the numbers?

Math Boxes 7-4
Students practice and maintain skill. (“You do”, independent; “We do”, pairs or small groups)

Science
Exploring the Equal-Arm Balance
– Students assemble and equilibrate an equal-arm balance.
– Students observe and describe how the equal-arm balance reacts when they place objects in the pails.
Ask:
– What can you do to make one pail go down?
– What can you do to make one pail go up?
– What can you do to make the two pails level?

– Students compare and contrast the equal-arm balance and the beam balance and record their observations on a class Venn diagram.
– Using the Venn diagram we have generated to review the differences and similarities between the beam balance and the equal-arm balance. Discuss situations when it is appropriate to use one or the other.
– Developing Strategies for Placing Objects in Serial Order: Challenge students to apply their comparing skills to develop strategies for placing objects in serial order from lightest to heaviest.

Graphing The Weights of the Objects
– Students review the information on the data table from the previous lesson.
– Each table grouping will make a bar graph that shows the weights of the six objects.
– Students read about how animals are weighed at the zoo.

Social Studies
Integrated with Language Arts

Thank you for your support.
Anh Tuan Hoang and LuAnn Lawson

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Week of February 15

Dear Parents and Caregivers,

School will be closed on Monday, February 16 in observance of President’s Day.

This is a reminder that the Unit 6 Math Assessment will take place on Tuesday, February 17. Please refer to the graded homework to help your child review. Students are expected to be able to:
– Use a picture graph to answer questions
– Use the Quantity-Quantity-Difference, Start-Change-End, and Parts-and-Total diagrams to write a number model with a ? and to find the value for the ?
– Solve comparison number stories (i.e. Fish A is 7 inches long. Fish B is 4 inches long. How much longer is Fish A than Fish B?)
– Make a ballpark estimate for an addition problem. Then find the exact answer.
– Solve 2 and 3-digit addition problem using partial-sums addition.

Additionally, students will take the social studies quiz and science quiz on Thursday, February 19 and Friday, February 20 respectively. The study guides will be sent home on Tuesday and Wednesday to help your child prepare.

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:
Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 22 (Different words will be given each day.)
Rhyming: Teacher says a real word. Students make nonsense rhyming words from it.
Onset Fluency: Teacher says the word. Students repeat the word, and then isolate the beginning onset.
Ex: T: kite S: /k/
Blending: Basic sight word review
Teacher says individual phonemes. Students listen and then say the whole word.
Identifying Final and Medial Sounds: Teacher reads the word series. Students say the requested sound (varies by day).
Tues & Wed: Final Sound, Thurs & Fri: Medial Sound
Segmenting: Basic sight word review
Teacher says the word. Students repeat the word and chop it into phonemes. Ex. T: too, S: too; t-oo
Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ (underlined word) to /*/ and the word is?
Ex. T: waterfall, S: waterfall, T: change the/fall/ to /melon/ and the word is? S: watermelon
* Use sounds
Adding Phonemes: Teacher says the rime. Students repeat the rime. 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

– 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
Listening Centers: Mentor Texts Pigs and Chickens> by Gail Gibbons
Word Study:
Word Building with Fry Spelling Words
Technology Center:
a. Students practice reading levels two-five sight words
c. A.R. on mini- IPads

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 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 (Daily) based on Morning Meeting Ideas by Susan Lattanzi Roser
– Sharing: Students share their journal writing entries or something that is meaningful to them.
– Group Activity: Students practice for African American History Fair.

Day 1
President’s Day

Day 2:
Morning meeting:
Morning Message: Today is Tuesday, February17, 2014. We will discuss the importance of using the first-person voice in poetry.
Inquiry Question: What does mean when someone declares “I, too, Am America”? Discuss your answer with a classmate.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Poetry Unit

Reading Workshop

Vocabulary: ashamed

Today readers, we will review the steps to follow when analyzing poetry. As we read and discuss together, be ready to share your interpretation of the poem.

Analysis:
The speaker in the poem “I, Too”, begins by declaring that he too can “sing America,” meaning that he is claiming his right to feel patriotic towards America, even though he is the “darker” brother who cannot sit at the table and must eat in the kitchen. This suggests the common practice of racial segregation during the early 20th century, when African Americans faced discrimination in nearly every aspect, or characteristic, of their lives. They were forced to live, work, eat and travel separately from Caucasians, had few civil or legal rights, were often victims of racial violence, and faced economic hardships in both the North and the South.

Read Aloud:
“I, Too” by Langston Hughes

I, Too

I, too, sing America.

I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.

Tomorrow,
I’ll be at the table
When company comes.
Nobody’ll dare
Say to me,
“Eat in the kitchen,”
Then.

Besides,
They’ll see how beautiful I am
And be ashamed—

I, too, am America.

Now, let’s follow step one and chorally read “I, Too”.

Teachers guide students to follow the analyzing steps.

Teachers distribute copies of the poem.

As you read today’s poem with your reading partner, remember to share your understanding of the meaning of the poem. Jot down any thoughts, questions, or wonderings on your copies of the poem.
We will share your collaborative notes during morning meeting on Tuesday.

Teachers disseminate this week’s poems to be reread at home.

Independent Reading

Writing Workshop

“Big Thoughts in Small Packages”
Bend 1: Seeing with Poet’s Eyes
Session 2: Listening for Line Breaks
Conferring and Small-Group Work: Hearing More in the Music of Poetry
Share: Using Line Breaks to Highlight Meaning
Introduce the idea that line breaks not only create music, but can also highlight special parts or words in poems. Set the students up to reflect on the line breaks in “Between Two Trees” by Kristine O’Connell George, particularly the lines with only one word. Ask students to reread their own poems today, considering if there might be one important word that deserves its very own line. Then, invite students to share these possible new line breaks with their partners.
– Students discuss with a partner how they might write their poems.
– Students compose their poems.

Day 3:
Morning meeting
Morning Message: Today is Wednesday, February18, 2014. We will continue to discuss patterns in poetry.
Inquiry Question: How can line breaks be used to create patterns and images in a poem? Discuss your answer with a classmate.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Poetry Unit

Reading Workshop

Readers, today we will continue to read, discuss and analyze poetry.
Later today in writer’s workshop, we will utilize what we have learned from our mentor poets to compose our original poems.

We will review the steps to follow when analyzing poetry. As we read and discuss together, be ready to share your interpretation of the poem.

1. Read through the poem at least twice.
2. Ask: Is there a title?
3. Read it aloud.
4. Pay attention to punctuation.
5. Ask: Who is the speaker?
6. Be open to interpretation, which is the act of explaining the meaning of something.

Today’s poem is entitled “For Peace Sake” by Cedric McClester

Vocabulary; harmony, bigotry

Fellow poets, be mindful of Mr. McClester’s use of repetition in his poem.

For Peace Sake
By Cedric McClester

For peace sake
we need to do our best.
For peace sake
let’s put our hate to rest.
For peace sake
it never too late.
For peace sake
let’s rid ourselves with hate.

I believe that we can
build a bridge to understand.
we’re all in this together.
It never too late,
Together let’s rid ourselves of hate.
Let’s do it for peace sake.

For peace sake
we need to do our best
For peace sake
let’s put love to the test.

Love is really what we need;
Together we can plant the seed.
For peace sake let’s work in harmony.
For peace sake,
for love and happiness,
for peace sake
and for all the rest.

I believe we can
build a bridge to understand,
we’re all in this together.
It’s never too late,
together let’s rid our lives of hate.
Let’s do it, let’s do it
for peace sake.

For peace sake
we can make it right.
For peace sake
it can happen overnight.
It’s time to take a break
from bigotry and hate—
we have an equal place
within the human race.
Love is what we really need,
together we can plant the seed.
For peace sake let’s work in harmony.

For peace sake
examine how you feel.
For peace sake
how much of it is real?
For peace sake
if you only knew
what hate can do to you.

I believe we can
build a bridge to understand,
we’re all in this together.
It’s never too late,
together let’s rid our lives of hate.
Let’s do it, let’s do it
for peace sake.

Teachers guide students to follow the analyzing steps.

Teachers distribute copies of the poem.

As you read today’s poem with your reading partner, remember to share your understanding of the meaning of the poem. Jot down any thoughts, questions, or wonderings on your copies of the poem.
We will share your collaborative notes during morning meeting tomorrow.

Independent Reading

Writing Workshop
“Big Thoughts in Small Packages”
Bend 1: Seeing with Poet’s Eyes
Session 2: Listening for Line Breaks
Ingredients/Pattern in Poetry
Interactive Read Aloud: Read more Small Poems by Valerie Worth
– Teachers review the concept of recipes/ingredients for cooking to guide the students to understand that there are ingredients in our recipe for writing a poem.
The first ingredients are: Use the eyes of a poet to look at the world closely and carefully, and use the eyes of a poet to look at ordinary things in fresh and new ways.
– Review with students the idea of patterns in poetry. Discuss how “line breaks” make up a poetic form, that poetry has music, and the music of poetry comes from how words are put on a page.
– Students discuss with a partner how they might write their poems.
– Students compose their poems.

Day 4:
Morning meeting
Morning Message: Today is Thursday, February19, 2014. We will practice finding differences between 2-digit numbers and multiples of 10.
Inquiry Question: 10, 20, 30 and so on are called multiples of 10. Why do you think so? Discuss your answer with a classmate.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Poetry Unit

Reading Workshop

Readers, today we will continue to read, discuss and analyze poetry.
Later today in writer’s workshop, we will utilize what we have learned from our mentor poets to compose our original poems.

We will review the steps to follow when analyzing poetry. As we read and discuss together, be ready to share your interpretation of the poem.

1. Read through the poem at least twice.
2. Ask: Is there a title?
3. Read it aloud.
4. Pay attention to punctuation.
5. Ask: Who is the speaker?
6. Be open to interpretation, which is the act of explaining the meaning of something.

Today’s poem, Nationhood, is written by the prolific poet, playwright, and youth worker born here in Chicago, Usemi Eugene Perkins.

Shared Reading

Nationhood
by Useni Eugene Perkins

Nationhood
is black boys and girls
helping each other
to build a better world

BUILD NATION
NATION BUILD

The nation is each of us
No matter what we do
And every person has a job
To help make it come true

NATION BUILD
BUILD NATION

Nationhood
Is black people everywhere
Respecting each other
And doing their share

NATION BUILD
BUILD NATION

The nation is what we make it
No better or no worse
That’s why it’s so important
The nation always comes first

WE HAVE A NATION
WE HAVE A NATION

Teachers guide students to follow the analyzing steps.

Teachers distribute copies of the poem.

As you read today’s poem with your reading partner, remember to share your understanding of the meaning of the poem. Jot down any thoughts, questions, or wonderings on your copies of the poem.
We will share your collaborative notes during morning meeting tomorrow.

Independent Reading

Writing Workshop
“Big Thoughts in Small Packages”
Bend 1: Seeing with Poet’s Eyes
Interactive Read Aloud: Love That Dog by Sharon Creech
Minilesson
Session 3: Putting Powerful Thoughts in Tiny Packages
Connection: Recall and celebrate what the students have been doing as poets. Tell them poets also choose their own topics. Name the teaching point.
Teaching: Point out that poets need to find a topic that is big and that is also small and specific. Show how you generate such a topic. Show the students a chart on which you’ve listed some of the strategies you used to generate your idea for a poem.
Active Engagement: Help the students coauthor the start of a poem about a shared big feeling. Help students see the concrete detail with fresh eyes. Say the students’ own words back as a poem, and extrapolate the lesson you hope writers learn that pertains to another day and text.
Link: Remind students of the possibilities they have for writing today.
Students compose their poems.

Day 5:
Morning meeting
Morning Message:
Good Morning Wildcats,
Today is Friday, February 20, 2015. We will describe how the equal-arm balance can be utilized in real-life situation.
Today’s Inquiry Question: How do weight and balance affect the function of your mobile? Share your answer with a classmate.

Parent Read Aloud

Spelling Test

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Poetry Unit

Reading Workshop

Let’s review our charted steps.

1. Read through the poem at least twice.
2. Ask: Is there a title?
3. Read it aloud.
4. Pay attention to punctuation.
5. Ask: Who is the speaker?
6. Be open to interpretation, which is the act of explaining the meaning of something.

“I Want to Write” by Margret Walker
Readers, few poets convey responsibility as Dr. Walker does; responsibility stemming from a
deep-rooted sense of love for people. She gives writers a good name. And young people a place to start from, a home created with her words and her
extraordinary sensibility.

Vocabulary: sob-torn throats,

As we read together, I want you to notice Dr. Walker’s use of metaphors in today’s poem.

Shared Reading:

I Want to Write
by Margaret Walker

I want to write
I want to write the songs of my people.
I want to hear them singing melodies in the dark.
I want to catch the last floating strains from their
sob-torn throats.
I want to frame their dreams into words, their souls into notes.
I want to catch their sunshine laughter in a bowl,
fling dark hands to a darker sky
and fill them full of stars
then crush and mix such lights till they become
a mirrored pool of brilliance in the dawn.

Teachers guide students to follow the analyzing steps.

Teachers distribute copies of the poem.

As you read today’s poem with your reading partner, remember to share your understanding of the meaning of the poem. Jot down any thoughts, questions, or wonderings on your copies of the poem.
We will share your collaborative notes during morning meeting next Monday.

Word Study
Spelling Words:
boxes, foxes, churches, dishes, couches, brushes, bushes, rushes, wishes, washes, dashes, fraction, whole, part, fair, share

The above words will be tested on February 27.
Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Independent Reading

Writing Workshop
“Big Thoughts in Small Packages”
Bend 1: Seeing with Poet’s Eyes
Interactive Read Aloud: Love That Dog by Sharon Creech
Minilesson
Session 4: Poet Find Poems in the Strong Feelings and Concrete Details of Life
Minilesson
Connection: Admire the way students have jotted down notes that promise to become poems—and tell them you’ll soon teach them how to sift to these and make decisions. Name the teaching point.
Teaching: Remind students of strategies they have learned for crafting poems. Demonstrate reading jottings from your Tiny Topics notes for both strong feelings and concrete details. Debrief, reiterating the two questions that help students decide if an idea could become a poem.
Active Engagement: Invite the students to mine their notepads, asking themselves, “Does this give me a big, strong feeling?” and “Have I found a specific moment or detail or object that holds that feeling for me?”
Link: Briefly restate today’s teaching before sending students off to write.
Students compose their poems.

Math
Lesson 6-11 Unit 6 Progress Check

1. Warm Up
Self Assessment
Students complete the Self Assessment to reflect on their progress in Unit 6.

2 Assess
Unit 6 Assessment
Students complete the Unit 6 Assessment to demonstrate their progress on the common Core State Standards covered in this Unit.

Differentiate: Adjusting the Assessment
To extend item 1, have students make up questions to ask about the data
To scaffold items 2-5, have students draw a picture prior to writing a number model with a ? for the number they need to find.
To scaffold item 7, ask students guiding questions to help them determine what they know and what they need to find out.
To scaffold item 8, provide students with base-10 blocks.
To extend item 9, have students explain why the partial-sums method works.

Cumulative Assessment

Students complete the Cumulative Assessment. The problems in the Cumulative Assessment address content from Unit 1-5.
Skills:
Write a 2 and/or 3-digit number in expanded form.
Know place value.
Read and write monetary amounts.
Use , or = correctly.
Know how to exchange base-10 blocks.
Measure in inches and centimeters.
Add and subtract 10 and 100 to any 3-digit number.

Differentiate: Adjusting the Assessment
To scaffold items 1, 2, 4, and 5, provide students with base-10 blocks.
To scaffold item3, have students use real coins to show the amounts.
To scaffold item 6, have students use the square pattern blocks and centimeter cubes alongside the ruler to measure the lie segments.
To extend item 7, provide students with problems involving transition numbers, such as 298 + 10 or 990 + 1,000.
To scaffold items 8 and 9, display a poster with the number words for 1-9 and the decade numbers.

Lesson 7-1 Playing Hit the Target

Students practice finding differences between 2-digit numbers and multiples of 10.

Goals:
– Keep trying when your problem is hard.
– Make mathematical conjectures and arguments.
– Look for mathematical structures such as categories, patterns, and properties.

Vocabulary: multiple of ten

1. Warm Up
Mental Math and Fluency
Teachers pose numbers and have students write the nearest multiple of 20 on erasable boards.
31, 42, 19
57, 74, 65
98, 151, 227
(“We do”, whole class)

Daily Routines
Students complete the daily routines. (“We do”, whole class)

2. Focus
Math Talk
Students find the missing numbers.
5 + ____ = 10 ____ + 3 = 10 4 + ____ = 10
(“You do”, independently; “We do”, whole class)

Teachers have volunteers share how they found the missing numbers.
Tell students that the numbers 10, 20, 30 and so on are called multiples of 10. Point out that the ones digit in a multiple of 10 is always 0, as in the number 10.

Extend the talk to include 2-digit numbers and the next multiple of 10.

25 + ____ = 30 ____ + 44 = 50
(“We do”, whole class)

Solving Calculator Change Puzzles
Teachers have students try a few problems on calculators like these:

Enter 45 into your calculator. Change it to 50. Did you add or subtract? What number did you add?

Enter 33. Change it to 40. Did you add or subtract? What number did you add?

Enter 60. Change it to 52. Did you add or subtract? What number did you add?

Extend the activity to problems with differences of 10 or more. For each problem, ask volunteers to explain how they knew the number to add or subtract. (“We”, whole class)

Introducing and Playing Hit the Target
Playing Hit the Target gives students practice mentally finding differences between multiples of 10 and smaller or larger 2-digit numbers.

Teachers review the directions listed on chart paper.
Teachers model the game with a student volunteer. (“We do”, whole class)

Students play with a partner and share a calculator. (“We do”, partners)

Observe
Which students seem to have a strategy for hitting the target number?
Which students need additional support to understand and play the game?

Discuss
How did you decide what number to add or subtract?
If you didn’t hit the target number the on your first try, how did you decide what to do next?

3. Practice

Bamboo Plant Number Stories
Students solve number stories about the growth of a bamboo plant.
Teachers guide the students to read the first paragraph on journal page 166 as a class and discuss the information in the chart. To help students understand how quickly bamboo grows, teachers use a yardstick to demonstrate the difference between Sunday’s and Monday’s heights. (“We do”, whole class)

Students then complete page 167 in their math journal 2. (“You do”, independent)
Math Boxes
Students complete Math Boxes 7-1 on page 168. (“You do”, independent; “We do”, partners)

Lesson 7-2 (Day 1) Four or More Addends

Students solve an open response problem by applying place-value concepts and addition properties.

Goals:
– Compare the strategies you and others use.
– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.
– Use structures to solve problems and answer questions.

Vocabulary: addends, partial-sums addition

Day 1: Students solve an open response problem by applying place-value concepts and addition properties.

1. Warm Up
Mental Math and Fluency
Teachers display problems one at a time. Encourage students to use mental strategies to solve.
5 + 5 + 6 = _____
_____ = 6 + 6 + 2
(“We do”, whole class)

Daily Routines
Students complete the daily routines. (“We do”, whole class)

2. Focus
Math Message
Students complete journal page 169. (“You do”, independently)

Counting Pencils
Sharing Strategies
Students share strategies for solving the problem first with their partners and then with the whole class. Possible strategies include using mental math, counting up on a number grid, drawing tally marks, or using an open number line. (“We do”, whole class)

Solving the Open Response Problem
Teachers distribute Math Masters, page 189. Make base-ten blocks and number grids available to students. Read the problem as a class and check that the students understand the question. Tell the students they can use any strategy they choose to determine whether there are enough seats in a theater for the children. (“We do”, whole class)

Partners can work together to share ideas about the task, but students complete their own explanations and drawings. (“We do”, partners)

Students complete the open response problem. (“You do”, independent)

Teachers circulate the room and observe students as they work.

Summarize
Ask: How were the strategies you and your partner used similar or different? (“We do”, whole class)

Science
Lesson 5: Building Mobiles
Making mobiles offers students an opportunity to apply what they have discovered about the relationship between balance and weight. Students discover that they can design mobiles with various fulcrum points and that they can change the balance of a mobile by adding a small amount of weight or by shifting its position slightly.
– Students build simple mobiles that balance.
– Students describe and compare how their mobiles balance.

Students use their shapes as weights, straws as beams and paper clips as fulcrum to begin assembling their mobiles.

Quiz:
Multiple choice, and true-and-false answers using the following concepts:
– The beam balance has a beam and a fulcrum.
– The fulcrum is the pivot on which a lever moves, that is: the point about which the lever is free to rotate.
– The fulcrum under the beam can be moved from side to side in order to balance objects on the beam.
– When the beam has no weight on it, the fulcrum must be placed in the middle in order for the beam to be balanced.
– If one side of the beam is heavier, the fulcrum must be moved towards the heavier side in order for the beam to be balanced.
– The amount of weight and the position of the weight affect the balance of the beam balance.

Students use their shapes as weights, straws as beams and paper clips as fulcrum to continue assembling their mobiles.

Social Studies
Integrated with Language Arts

Thank you for your support.
Anh Tuan Hoang and LuAnn Lawson

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Week of February 8

Dear Parents and Caregivers,

Friday, February 13, is the day before Valentine’s Day. Students are encouraged to wear a piece of red clothing to school on that day.

School will be closed on Monday, February 16 in observance of President’s Day.

The African-American History Fair will be on Friday, February 20 from 5:30 PM to 8:00 PM. As part of the evening, our students will perform a song with movement at 6:00 PM in room 106. We look forward to sharing our learning with you.

Our lessons for this week are adjusted due to the snow day last Monday, February 2. Therefore, the Unit 6 Math Assessment will take place on Tuesday, February 17. Please refer to the graded homework to help your child review. Students are expected to be able to:
– Use a picture graph to answer questions
– Use the Quantity-Quantity-Difference, Start-Change-End, and Parts-and-Total diagrams to write a number model with a ? and to find the value for the ?
– Solve comparison number stories (i.e. Fish A is 7 inches long. Fish B is 4 inches long. How much longer is Fish A than Fish B?)
– Make a ballpark estimate for an addition problem. Then find the exact answer.
– Solve 2 and 3-digit addition problem using partial-sums addition.

The second quarter report card will be distributed on Tuesday, February 10. Please sign and return only the report card envelope by Friday, February 13. If we requested a conference with you, kindly contact us in person, via email, or letter to arrange an appointment.

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:
Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 21 (Different words will be given each day.)
Letter Naming: “The letter is___”; “Sound is___”
Rhyming: Teacher says the word. Students repeat the word and open their eyes if the words rhyme, or close their eyes if the words do not.
Onset Fluency: Thumbs up if the words begin with the same blend; thumbs down if the words do not begin with the same blend.
Blending: Teacher says the individual phonemes. Students listen and then say the whole world. Ex. T: /p-o-n-d/, S: pond
Identifying Final and Medial Sounds: Teacher says the word. Students say the final sound found in the series. Ex. T: get, got, bet, S: /t/
Segmenting: Teachers says the word whole. Students repeat the word and chop it into phonemes. Ex. T: band, S: band; /b-a-n-d/
Use hand motion for chopping.
Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ to /*/ and the word is? Ex. T: limit, S: limit, T: change the/lim/ to /hab/ and the word is? S: habit
* Use sounds
Adding Phonemes: Teacher says the word. Students repeat the word. 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

– 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
– Listening Centers: Mentor Texts Pigs and Zoo by Gail Gibbons
– Technology Center:
a. Students practice reading levels two-five sight words
c. A.R. on mini- IPads

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 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 (Daily) based on Morning Meeting Ideas by Susan Lattanzi Roser
– Sharing: Students share their journal writing entries or something that is meaningful to them.
– Group Activity: Lift Every Voice and Sing (from YouTube jsamruff)

Day 1
Morning Meeting
Morning Message: Today is Monday, February 9, 2015. We will work collaboratively to create a timeline of the Civil Rights Movement in America.
Today’s Inquiry Question: How does a timeline help you organize data? Share your answer with a classmate.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Poetry Unit

Reading Workshop

Skill: Organizing Information on a Timeline (Part 1: 1955-1963)
Students work in small groups to organize information to create a time line of the Civil Rights Movement in America.

Students, I’ve been reflecting about the important events during the Civil Rights Movement we have been reading, discussing and writing about. It occurred to me that we should consider sharing out what we have learned with others in our school and at home.

Think Aloud:
Let me see. What is an effective visual or graphic representation that others can read and learn from easily? I don’t think a picture or bar graph would help us organize important events. What about a Venn diagram? A timeline? (“We do”, whole class)

How would you define timeline in your own words?
Let’s pause, think, turn and talk with a partner to clarify our thinking. (“We do”, partners)

Teachers have students share out their thinking. (“We do”, whole class)

Example: Yes, a timeline is a line that represents events in chronological order. It’s organized according to the date of the events.

Guiding Question: What information is important to include on the timeline?

Authors, today we will utilize important events we have been learning during our unit of study to collaboratively create a timeline of the Civil Rights Movement in America. You will follow the steps on the chart paper at the front of the classroom. Let’s read together the steps we will follow. (“We do”, whole class)

Timeline How-To
1. Discuss the steps to completing each section of the timeline.
2. Materials are distributed to small groups.
(Literacy helpers distribute materials to each small group: card stock banners for each section of the timeline, envelopes containing cards listing names of events, images and dates of each event, tape dispensers, writing tools, glue sticks.)
3. Organize the events according to date.
4. Place each event along the timeline of banner in chronological order.
5. Timeline checkers verify that the dates are in the accurate chronological order.
6. Attach events with a small piece of tape.
7. Teachers verify accuracy.
8. Attach events with glue sticks.
9. Attach an index card with names of participants.

Students take a museum walk around each table grouping to view each section completed. (“You do”, independent)

Writing Workshop

Several students share their writing from the previous day.

Today authors we will revise, edit, and illustrate our essays.
What are strategies to revise and edit our shared and independent writing?
How do we know if any words or details need to be added or deleted?
Let’s begin by using the strategy of rereading our entire shared writing essay.

Teachers guide students to reread the shared writing essay chorally.
Ask: Are there any sentences that seem unclear? How can we clarify what we want to say?
Are there any missing words or details? Did we capitalize, spell words correctly, and use correct punctuation?

Teachers guide students to revise and edit the shared writing essay. (“We do”, whole class)

Now authors, you will collaborate with your writing partners to revise and edit your essays. Support each other remembering to praise your partners and provide positive feedback or additional ideas as you work collaboratively. (“We do”, partners)

Students revise, edit, and illustrate their essays. (“You do”, independent)

Teachers meet with students one-on-one to provide support during writing conferences.

Several students share their writing with the class. (“We do”, whole class)

Day 2:
Morning Meeting
Morning Message: Today is Tuesday, February 10, 2015. We will begin our poetry unit in language arts.
Inquiry Question: What is a poem? Discuss your answer with a classmate.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Poetry Unit

Reading Workshop

Teachers introduce poetry as genre of writing.

Vocabulary: interpretation, souls

Today, readers, we begin an exciting journey into reading the genre of poetry. If you want to understand poetry, and maybe learn how to write it, you definitely want to learn how to analyze a poem using several important steps. Let’s read our charted steps.

1. Read through the poem at least twice.
2. Ask: Is there a title?
3. Read it aloud.
4. Pay attention to punctuation.
5. Ask: Who is the speaker?
6. Be open to interpretation, which is the act of explaining the meaning of something.

Analysis:

In our first poem, “My People”, Langston Hughes praises enthusiastically the beauty of his people, likening their faces to the night, their eyes to the stars, and their souls to the sun. This poem, like many of the most beloved of Hughes’ poems, is a vivid example to the beauty and dignity of African Americans.

Read Aloud:

“My People”

The night is beautiful,
So the faces of my people.

The stars are beautiful,
So the eyes of my people.

Beautiful, also, is the sun.
Beautiful, also, are the souls of my people.

Readers, let’s return to our list of steps in analyzing poetry.

Teachers reread step one above.

Now, let’s follow step one and chorally read “My People”.

Teachers guide students to follow the analyzing steps.

As you read today’s poem with your reading partner, remember to share your understanding of the meaning of the poem. Jot down any thoughts, questions, or wonderings on your copies of the poem.
We will share your collaborative notes during morning meeting tomorrow.

Teachers distribute copies of the poem.

Writing Workshop

“Big Thoughts in Small Packages”
Bend 1: Seeing with Poet’s Eyes
Session 1: Seeing with Poet’s Eyes
Minilesson
Connection: Celebrate the way the class has immersed itself in poetry, and tell students that today you’ll teach them to see the world in fresh ways, like poets do. Name the teaching point.
Teaching: Show the students how one poet saw an object in a different, unusual way, contrasting it with the “regular” way someone might see the same object. Highlight the novelty in the poet’s vision, thinking out loud how she might have done this. Show the class how you can practice seeing with poet’s eyes by looking at a familiar object in a new way.
Active Engagement: Ask the students to think how they would write with poet’s eyes about another object. Then show what the poet did. Debrief; highlight the transferable point you are making. Poets see in fresh ways by looking closely, by caring about what they see, and sometimes by making compressions.
Link: Send your students off to study objects you’ve brought (feathers, shells, and so on) and to see them in fresh, new ways.
What is a poem?
Interactive Read Aloud:
– Students listen to a poem entitled “Things” read by Eloise Greenfield from Hip Hop Speaks to Children.
– Teachers and students read together “Things”.
– Teachers and students discuss how our expression and patterns are different after listening to the author read the poem.
– Teachers introduce the genre of poetry by creating a chart entitled “What Is A Poem?” based upon the students thinking.
Writing:
– Revisit “Things” by Eloise Greenfield and ask students to write a paragraph- about why they like the poem.

Day 3:
Morning Meeting
Morning Message: Today is Wednesday, February 11, 2015. In science, we will explore how the amount of weight and position of weight affect balance.
Inquiry Question: How did the paperclip affect the way you balanced the paper butterfly the other day? Share your answer with a partner.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Poetry Unit

Reading Workshop

Vocabulary: crystal stair, landings, ain’t

Teachers review the steps to analyzing poetry.

Today readers, we will review the steps to follow when analyzing poetry. As we read and discuss together, be ready to share your interpretation of the poem.

Analysis:
In our poem today, “Mother to Son”, the mother says to her son that life has not been a “crystal stair” – it has had tacks and splinters and torn boards on it, as well as places without carpet. The stair is bare. However, she still climbs on, reaching landings, turning corners, and persevering in the dark when there is no light. She commands him, “So boy, don’t you turn back.” She instructs him not to go back down the stairs even if he thinks climbing is hard. He should try not to fall because his mother is still going, still climbing, and her life “ain’t been no crystal stair.”

Read Aloud:
“Mother to Son” by Langston Hughes

Mother to Son
Well, son, I’ll tell you:
Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I’se been a-climbin’ on,
And reachin’ landin’s,
And turnin’ corners,
And sometimes goin’ in the dark
Where there ain’t been no light.
So boy, don’t you turn back.
Don’t you set down on the steps
’Cause you finds it’s kinder hard.
Don’t you fall now—
For I’se still goin’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.

Now, let’s follow step one and chorally read “Mother to Son”.

Teachers guide students to follow the analyzing steps.

Teachers distribute copies of the poem.

As you read today’s poem with your reading partner, remember to share your understanding of the meaning of the poem. Jot down any thoughts, questions, or wonderings on your copies of the poem.
We will share your collaborative notes during morning meeting tomorrow.

Writing Workshop

“Big Thoughts in Small Packages”
Bend 1: Seeing with Poet’s Eyes
Session 1: Seeing with Poet’s Eyes
Interactive Read Aloud:
– Teachers and students begin reading Love That Dog by Sharon Creech.
– Classes take a Museum Poetry Walk reading selected poems from our read-aloud.
– Teachers revisit the “What is a poem?” chart and revise the chart based upon what was learned during the museum walk.
– Teachers introduce the concept of recipes/ingredients for cooking to guide the students to understand that there are ingredients in our recipe for writing a poem.
The first ingredients are: Use the eyes of a poet to look at the world closely and carefully, and use the eyes of a poet to look at ordinary things in fresh, new ways.
– Students to select a favorite poem and write a short essay about why they like the poem.

Day 4:
Morning Meeting
Morning Message: Today is Thursday, February 12, 2015. We will discuss the importance of line breaks in poetry.
Inquiry Question: Why might a poet only write one word on a line? Share your answer with a partner.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Poetry Unit

Reading Workshop

Vocabulary: Dream Keeper

Today readers, we will review the steps to follow when analyzing poetry. As we read and discuss together, be ready to share your interpretation of the poem.

Analysis:
Today’s poem “The Dream Keeper”, details how people must invest in their dreams by always protecting the dreams and not letting harsh outside influences destroy the dreams. Langston Hughes wanted to call attention to the forces acting against the dreams of everyone, making life for the victims miserable.

Read Aloud:
“The Dream Keeper” by Langston Hughes

The Dream Keeper
Bring me all of your dreams,
You dreamers,
Bring me all your
Heart melodies
That I may wrap them
In a blue cloud-cloth
Away from the too-rough fingers
Of the world.

Now, let’s follow step one and chorally read “Dream Keeper”.

Teachers guide students to follow the analyzing steps.

Teachers distribute copies of the poem.

As you read today’s poem with your reading partner, remember to share your understanding of the meaning of the poem. Jot down any thoughts, questions, or wonderings on your copies of the poem.
We will share your collaborative notes during morning meeting tomorrow.

Writing Workshop

“Big Thoughts in Small Packages”
Bend 1: Seeing with Poet’s Eyes
Session 2: Listening for Line Breaks
Minilesson
Connection: Share with the class some examples of fresh, new ways they’ve seen the world, and let them in on another element of poetry: sound. Name the teaching point.
Teaching: Show a familiar poem, written as prose and as a poem, and channel students to listen as you read the prose version in a blah way. Contrast this with reading the same poem written with the line breaks the author intended. Discuss why the line breaks support the meaning and influence your reading. Discuss how “line breaks” make up a poetic form, that poetry has music, and the music of poetry comes from how words are put on a page.
Active Engagement: Ask the students to read the poem again, using line breaks as the author instructed them to do. Challenge them to reflect on how the line breaks influence their oral reading. Model to students how some poems would look written as prose. Then show students the poems the way they were originally written. Summarize what you want the students to learn.
Link: Remind the students that they have options, including to observe with poets’ eyes, to turn notes into poems, or to rewrite poems with line breaks.
Interactive Read Aloud:
Small Poems by Valerie Worth
– Using word cards and pocket charts, let students experiment with making a poem with line breaks and patterns.
– Students discuss with a partner how they might write their poems.
– Students compose their poems.

Day 5:
Morning meeting
Morning Message: Today is Friday, February 13, 2015. We begin making mobiles to explore the concept of balance.
Inquiry Question: How do you move the fulcrum of the beam balance with an uneven amount of weight on both sides? Discuss your answer with a classmate.

Parent Read Aloud

Muntu Dancers 9:30-10:30

Spelling Test

Word Study
Spelling Words:
still, learn, should, America, world, hush, slush, dash, wash, wish, dish, money, coin, bill, cent, dollar

The above words will be tested on February 20.
Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Math
Lesson 6-8 Partial-Sums Addition, Part 2
Students are introduced to partial-sums addition.

Goals:
– Check whether your answer makes sense.
– Make connections between representations.
– Explain your mathematical thinking clearly and precisely.

1. Warm Up
Math Talk: Mental Math and Fluency
Dictate pairs of 3-digit numbers. Have students compare the numbers and use , or = to record the comparisons on their slate.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Show 53 and 44 with the fewest possible base-10 blocks. Then write both numbers in expanded form. Talk about the question with a partner. What is the same about showing numbers with base-10 blocks and writing them in expanded form? What is the difference?

Using Expanded Form to Find Partial Sums (Whole Class)
Math Message Follow-Up: Ask students to share their ideas about how representations using base-10 blocks and expanded form are similar and different. Remind students that in the previous lesson they used base-10 blocks to help them find partial sums and add numbers. Tell them that today they will use expanded form to help them find partial sums.

Academic Language Development: Use examples to contrast the terms standard form and expanded form. Encourage students to use the terms as they describe their strategies.
Have a volunteer demonstrate how to use base-10 blocks to solve 53 + 44.
Display examples the same numbers in expanded form. Ask: How could this expanded form help us do the same thing we just did with base-10 blocks?
Differentiate: Adjust the Activity
If students struggle writing the expanded form for each number, have them model the numbers with base-10 blocks or sketch base-10 shorthand and record their work on paper.
After students have had time to work, ask them to share their thinking. Point to the relevant parts of the expanded form as you use students’ descriptions of their steps to complete the examples given. Tell students that this method is called partial-sums addition. Repeat the activity with an addition problem with 3-digit addends, such as 254 + 138.

Estimate and Adding with Partial Sums (Partner)
Students work in partnerships to complete journal page 158. They should make ballpark estimates and use partial sums addition to solve the problems.

Assessment Check-In
Expect that most students will be able to correctly solve the problems on journal page 158. Some may need to use base-10 blocks to help them write the expanded form before adding.

3. Practice
Playing Salute! (Small Group)
Math Reference Book, pp. 162-16
Observe
– What strategies are students using to find the missing addends?
– Which students understand the relationships between the numbers?
Discuss
– How did you figure out the number on your card?
– Which numbers were easy to figure out? Which numbers were hard to figure out?

Students complete Math Boxes 6-8, Math Journal 2, p. 159 (Independent/Partner)

Lesson 6-9 Subtracting with Base-10 Blocks (Day 1)
Students are introduced to partial-sums addition.

Goals:
– Keep trying when your problem is hard.
– Make sense of the representations you and others use.
– Use tools effectively and make sense of your results.

1. Warm Up
Math Talk: Mental Math and Fluency
Display three longs and 15 cubes. Ask students to give the equivalent in number.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Have students complete the problem on journal page 160.

Sharing Strategies (Whole Class)
Math Journal 2. P.160
Math Message Follow-Up: Give partners time to compare and discuss strategies before having volunteers share with the class. Students may describe a strategy of subtracting by counting back 24 from 56 on the number grid or number line. Students may also count up from 24 to 56 by tens and ones using a number grid or number line.

Distribute base-10 blocks so each partnership has at least 6 longs and 15 cubes. Ask partner to discuss how to model the Math Message problem using the blocks. Invite students to demonstrate and explain what they did. An appropriate use of the blocks should include the following steps:
– Model the 56 loaves of bread with 5 longs and 6 cubes.
– Remove 2 longs and 4 cubes to represent the 24 loaves that were sold.
– Count the remaining blocks and record the answer.

Solving the Open Response Problem (Partner/Independent)
Math Master, p. 177, My Reference Book, pp. 16-17
Read the problem as a class. Tell students to solve the problem using base-10 blocks. Point out that they should expect to take more time to solve this problem than the Math Message problem. Tell students that drawing blocks may help them explain their strategy. Remind them that even though they are focusing on one tool (base-10 blocks), there are different ways they can use tool to solve the problem.

Circulate and observe. Expect to see students represent 53 with 5 longs and 3 cubes and to start showing the subtraction by removing 3 longs. Let them begin this way and try to make sense of what to do next. If you see students struggle at this point, ask: What have you done so far? What do you still need to do? How do you think you can do that? Do not tell students to make a trade. Instead, have them develop their own ideas. Ask: Are you saying you don’t have the right blocks? What can you do about that?

Watch for students who start by representing both numbers in the problem (53 and 38) with blocks, as if they were adding. It is possible to solve the problem this way by comparing the numbers using the blocks and finding how much larger 53 is than 38. However, this is often harder for students to visualize and carry out than representing 53 and finding a way to take away 38. If students have trouble using this method, remind them of the context of the problem and ask them to use the blocks to represent the 53 dinner rolls. Then ask: How can you represent selling 38 of the rolls?

Differentiate: If students have difficulty, ask them to show you how to represent subtraction in the Math Message problem by taking away the correct number of base-10 blocks. When they can do this successfully, bring their attention back to the open response problem. This may help them to verbalize that they need to find a way to take away 3 tens and 8 ones.

Students can work in partnerships as they explore the base-10 blocks and share ideas about the task, but they should complete their own explanations and drawings of how they used blocks to represent subtraction.

Summarizer: Have students read pages 16-17 in My Reference Book. Ask: What tools did Emma use to solve the addition problem? What tools did we use to solve the subtraction problems we did today?

Collect the students’ work to evaluate and prepare for Day 2.

Getting Ready for Day 2 (Whole Class)
Math Masters p. TA5
Planning a Follow –Up Discussion
1. Display work with a viable strategy using base-10 blocks, but an error that resulted in an incorrect answer. Ask:
– Do you agree or disagree with this student’s answer?
– Look carefully at the drawing and explanations. Is it clear enough so you understand what the student did? What base-10 blocks did the student start with? What do they represent? How do you know?
– Is there a problem with this step?
– What did the student do next? How do you know? Why do you think this student did that? Was that the correct number to subtract?
– What was this student’s answer? Do you think it is correct?
– What would you say to help this student get the right answer? What did this student do? How could this student use the blocks to correct the answer?
– Let’s work together to get the correct answer.

2. Display a response with the correct answer, but with an explanation or drawing that is unclear or doesn’t match the answer. Ask:
– Do you agree or disagree with this student’s answer?
– How do you think this student started? Do you see 53 shown with base-10 blocks?
– Did the student show or tell what was taken away?
– Does the drawing clearly show that 3 longs and 8 cubes were taken away?
– How can this student clearly show what was taken away?
– If we show that clearly, what will be left?

3. Display a response that clearly shows a correct solution. Ask:
– Look carefully at this work. Can you tell the steps this student took to solve the problem? How did this student start?
– What did this student do next? How can you tell? What do the 3 longs stand for?
– How many rolls were sold? How many do we need to take away? How many more does the student need to take away? How did this student show that?
– Show us where the blocks are that are left?

Planning for Revisions
Have base-10 blocks and copies of Math Masters, p. 177 or extra paper available for students to use in revision. Ask students to use colored pencils so you can see what they revised.

Lesson 6-9 Subtracting with Base-10 Blocks (Day 2)
Students are introduced to partial-sums addition.

Goals:
– Check whether your answer makes sense.
– Make connections between representations.
– Explain your mathematical thinking clearly and precisely.

2b Focus
Setting Expectations
Briefly review the open response problem form Day 1. Ask: What did you need to think about as you were using base-10 blocks to solve this problem?
Tell students they are going to look at other students’ work and think about their drawing and explanations. Remind them it is OK to make mistakes and that they should help each other learn from their mistakes. Encourage students to use guidelines such as: I like how you…, Why did you…

Reengaging in the Problem (Whole Class/Partner)
Students reengage in the problem by analyzing and critiquing other students’ work in pairs and in a whole-group discussion.

Revising Work (Partner/Independent)
Return students’ work from Day 1. Before students revise, ask them to examine their drawings and explanations and decide how to improve them. Ask:
– Were you able to solve the problem using base-10 blocks on Day 1? If not, you will spend more time doing this.
– Did you make a drawing showing how you used the blocks to represent subtraction?
– Did you write an explanation of your strategy that is clear enough that someone else could use it? Does your partner understand it?
Summarize: Have students reflect on their work and revisions. Ask: How did you show how to use base-10 pieces to subtract? Did you find a better way to show your thinking today?

Assessment Check-In
Collect and review students’ work. Expect most students to show that they can use strategies based on place value to accurately subtract. Expect that they will have attempted to improve or add to their drawing and explanations of their strategy for using base-10 blocks to represent the subtraction problem.

Practice
Math Boxes 6-9 (Math Jpurnal2, p.161)
Students complete the math boxes independently/partner.

Lesson 6-10 Exploring Arrays, Length, and Shapes (2 Days)
Students build arrays on Geoboards, measure and compare lengths, and create shapes.

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

1. Warm Up
Math Talk: Mental Math and Fluency
Flash a quick Look card. Ask students to explain how they find the total number of dots.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Show a picture of a muffin pan. Ask: How many muffins can fit in this pan?

Discussing Arrays
Math Message Follow-Up
Ask:
– How many rows are there in the pan?
– How many muffins can fit in each row?
– How many muffins can fit in the pan in all?
Record the number model 4 + 4 + 4 = 12 to represent the 3-by-4 array. Then show students how to use a rubber band to enclose a 4-by-4 array of pegs in a rectangle on a geoboard.

Exploration A: Making Geoboard Arrays (Small Group/Partner)
Activity Cards 83; Math Masters, p. 180
Students create rectangular arrays on geoboards and record them on dot paper. For each array, they count the number of enclosed pegs, including the ones touching the rubber band. Students then write an addition number model to represent the total number of pegs in each array.

Exploration B: Comparing Lengths (Small Group/Partner)
Activity Card 84; Math Journal 2, p. 162
Tape a yardstick or a tape measure (with the inch side up) to a table. Students measure four different objects and compare their lengths. They find the difference in length between pairs of objects.

Differentiate: Suggest that students align the two objects with 0 on the yardstick or the tape measure, with one object on either side of the measuring tool. Students measure the section of the longer object that extends beyond the end of the shorter object.

Exploration C: Making Shapes (Small Group/Partner)
Activity Card 85; Math Masters, p. 181
Students cut out the triangles and the rectangles on Math Masters, page 181. They put them together to form various shapes, which they paste or tape onto sheets of paper. Have additional copies of the page ready for students who need more triangles and rectangles.
Students may refer to My Reference Book, pages 123 – 124 for pictures of shapes. Encourage students to attempt more complex constructions.
Summarize: Students share a strategy they used to find the difference in length between the pairs of objects in Exploration B.

3. Practice
Playing Beat the Calculator (Small Group)
Assessment Handbook, pp. 98-99

Have small groups play the games as introduced in Lesson 5-1. As you circulate and observe, monitor student’s progress with addition facts using Assessment Handbook, pages 98-99. By the end of Grade 2, students are expected to know from memory all sums of two 1-digit numbers.
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 6-10, Math Journal 2, p. 163 independently or with a partner.

Science
– Interactive Read Aloud: “Julie’s Balancing Act.”
Ask:
– Have you ever taken gymnastics classes?
– Did you ever walk a balance beam? What did you do to keep balance?
– Have you ever watched a ballet? How do you think a ballerina stays on her toes?
– In addition to gymnastics and ballet, what other activities require the ability to balance?

Lesson 3:
Exploring the beam balance
– Students build a beam balance.
– Students explore how the amount of weight and position of weight affect balance.
– Students discuss the various ways they are able to balance the beam.

– Students write about the exploration: Exploring the balancing beam.

Lesson 4: Moving the Fulcrum
Students will discover that they can make the beam balance, even though the weight it supports is uneven or unevenly distributed, by changing the position of the fulcrum.
– Students balance a beam with Unifix Cubes by changing the position of the fulcrum.
– Students describe and compare their observations.
– Students record their results.
– Students add their observations of balancing and weighing in the world around them to the class list.
Ask: Why is the fulcrum in this spot? Why does the beam balance when the fulcrum is there?
– Why do you think the beam can balance with an uneven number of cubes on the end?
– What did you discover today that could help explain why you had to move the pencil after you added a paper clip to the butterfly?

Interactive Read Aloud: Mirette on the High Wire by Emily Arnold McCully

Lesson 5: Building Mobiles
Making mobiles offers students an opportunity to apply what they have discovered about the relationship between balance and weight. Students discover that they can design mobiles with various fulcrum points and that they can change the balance of a mobile by adding a small amount of weight or by shifting its position slightly.
– Students build simple mobiles that balance.
– Students describe and compare how their mobiles balance.

Students begin to cut shapes out of construction paper and think about how they will design simple mobiles that require the understanding of balance.

Social Studies
Integrated with Language Arts

Thank you for your support.
Anh Tuan Hoang and LuAnn Lawson

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