Dear Parents and Caregivers,

Math fact fluency such as addition and subtraction facts through 20, including doubles and near doubles facts and combinations of addends to make 10, should be mastered at this stage of second grade. Please continue to support your child by practicing these skills using counters, pennies, pictures and number models.

For the winter assembly, the second graders will be performing “Rock Around the Christmas Tree”. Please have your child wear a green top (t-shirt, turtleneck, dress shirt, blouse, dress, etc.) on that day.

**Balanced Literacy**

Independent Reading (30-35 minutes at the beginning of each day). Differentiated instruction is provided at this time as well as throughout the lessons.

Differentiated Instruction/Formative Assessments:

– Working in pairs

– Allowing extended time

– Using graphic organizers

– Drawing pictures to support writing

– Writing conferences

– Teachers model to students how to sketch their ideas and transform those ideas into written sentences.

– Words Center: Making words

– Listening Center: Raz Kids

– Guided Reading

MTSS:

– Time Repeated Reading

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

Reading Workshop and Writing Workshop based on __Units of Study for Teaching Reading__ and __Units of Study in Opinion, Information, and Narrative Writing__ by Lucy Calkins and Colleagues from The Reading and Writing Project

Day 1:

Practice for the Winter Assembly

Reading Workshop

Bend 2: Learning the Lingo of a Topic

Session 7: Using Text Features to Notice and Understand Keywords (Day 1)

Learning Activities

Readers use text features to notice and understand keywords (bold, text boxes, labels, glossaries, etc.)

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

Interactive Read Aloud: __Roll, Slope, and Slide__ by Michael Dahl

Writing Workshop

Unit Two

Information—Lab Report and Science Book

Session 6: Student Self-Assessment and Plans

Minilesson

Students will practice using the second- and third-grade checklist

Day 2:

Practice for the Winter Assembly

Reading Workshop

Bend 2: Learning the Lingo of a Topic

Session 7: Using Text Features to Notice and Understand Keywords (Day2)

Learning Activities

Readers use text features to notice and understand keywords (bold, text boxes, labels, glossaries, etc.)

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

Interactive Aloud: __Move It__ by Adrienne Mason

Writing Workshop

Unit Two

Information—Lab Report and Science Book

Bend II Writing to Teach Others about Our Discoveries

Session 7: Remember All You Know about Science and about Scientific Writing for New Experiments

Minilesson

Students will bring past knowledge and experience, both to hypothesize and to plan their writing about an experiment.

Students will test their hypotheses, and write up their experiment so that others can use and replicate their results.

Day 3:

Practice for the Winter Assembly

Reading Workshop

Bend 2: Learning the Lingo of a Topic

Session 8: Using Context to Build Knowledge of Unknown Words (Day 1)

Learning Activities

When readers run into a keyword, they work hard to unlock it. They use the whole page and everything they know about the topic to figure out what it probably means.”

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

Writing Workshop

– Interactive Read-Aloud: __Magnets Pulling Together, Pushing Apart__ by Natalie M. Rosinsky

Unit Two

Information—Lab Report and Science Book

Bend II Writing to Teach Others about Our Discoveries

Session 7: Remember All You Know about Science and about Scientific Writing for New Experiments

Conferring and Small-Group Work: Steering Students’ Attention to Data to Think and Write More in Conclusions

Using Tables to Organize Information: students put their data side by side in a table, it will help them understand the information more clearly and analyze and interpret data.

Students continue to write about their experiments.

Day 4:

Practice for the Winter Assembly

Reading Workshop

Bend 2: Learning the Lingo of a Topic

Session 8: Using Context to Build Knowledge of Unknown Words (Day 1)

Learning Activities

When readers run into a keyword, they work hard to unlock it. They use the whole page and everything they know about the topic to figure out what it probably means.”

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

Interactive Read Aloud: __Do-4U the Robot Experiences Forces and Motion__ by Mark Weakland

Writing Workshop

Unit Two

Information—Lab Report and Science Book

Bend II Writing to Teach Others about Our Discoveries

Session 8: Studying a Mentor Text—The “Result” Page

Minilesson: Review and discuss how scientists organize data.

Conferring and Small-Group Work: Discuss students’ work and offer support.

Students continue to write about their experiments.

Day 5:

Practice for the Winter Assembly

Parent Read Aloud

Students take the spelling test.

Word Study

**Spelling Words:** (The following words will be tested on December 16.)

*such, because, turn, here, why, germ, herd, clerk, nerve, serve, fern, food, fuel, build, material, ago*

Phonemic Awareness Progress Check

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

Writing Workshop

Unit Two

Information—Lab Report and Science Book

Bend II Writing to Teach Others about Our Discoveries

Session 9: Comparing Results and Reading More Expert Materials to Consider New Questions

Students will compare their results with those of a student in the class who conducted a related experiment, looking for connections and suggesting possible reasons why. Students will examine the next set of their results with another student, comparing posting questions, and generating possible explanations.

Students continue to write about their experiments.

**Math**

Lesson 4 – 2

Telling Time to the Nearest 5 Minutes

Students will tell time to the nearest 5 minutes.

Goals:

– Understand place value.

– Work with time and money.

– Use tools effectively and make sense of your results.

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

– Use clear labels, units, and mathematical language.

Vocabulary: hour hand, minute hand, analog clock, digital clock

Lesson 4 – 3

A.M. and P.M.

Students tell time using A.M. and P.M.

Goals:

– Understand place value.

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

– Make sense of the representations you and other use.

– Make mathematical conjectures and arguments.

Vocabulary: A.M., P.M., 24-hour interval

Lesson 4 – 4 Numeration and Place Value

Students will discuss place value and represent 3 – digit numbers using base – 10 blocks and expanded form.

Goals:

– Understand place value.

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

– Make sense of the representations you and other use.

– Make mathematical conjectures and arguments.

Lesson 4 – 5 Using Place Value to Compare Numbers

Students will use place value and expanded form to compare 3 – digit numbers.

Goals:

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

– Use structures to solve problems and answer questions.

Lesson 4-6 Using Base-10 Blocks to Show a Number (Day 1)

Students make sense of a 3-digit number represented by base-10 blocks by making trades or counting.

Goals:

– Make sense of your own problem.

– Make sense of the representations you and other use.

– Make connections between representations.

**Science**

How Do Magnets Move Things?

Interactive Read-Aloud: Magnets Pulling Together, Pushing Apart by Natalie M. Rosinsky

Objectives:

– Hypothesize how magnets interact with each other.

– Know that one way to change how something is moving is to push or pull it.

– Know that objects can be moved by being pushed and pulled with magnets.

Vocabulary: magnet, pole, attract, repel

Students will work in small groups to assemble needles and pieces of cork. Each group will float the needle in a bowl of water and observe how the needle swings around so one end of it points north. Students will take turns moving the need around and watch how the same end will again point north.

Lab Observation: Students write to explain their observations of the needle magnet compass exploration.

Rollers

Rolling Cups

Inquiry Question: Can we predict the behavior of a rolling cup? What happens if weight is added to a rolling-cup system?

Science Content

– Cups roll in the direction of the smaller end.

– To roll straight, two cups can be taped together so the ends are the same size.

– The amount and location of an added weight can change the way a system rolls.

Lab Observation:

– Students work with a partner to discuss how they would write their lab observations.

– Students write independently to explain the following question:

How do weights change the motion of a rolling cup? Why?

Inquiry Question: How does the added weight affect the distance the rolling-cup system travels?

Materials:

Paper cups, pennies, tape, slopes, meter sticks

Working in partnerships, students design slopes with different angles.

Students perform a multiple-trialed experiment and collect data to prove or disprove their hypothesis.

Students discuss their findings with a partner.

Students write to explain their findings.

**Social Studies **

Leader in Me

By Week 3, the cadence of the school day is taking shape. Continue to point out examples of leadership in content areas and to reinforce appropriate leadership behavior. You may find that students are beginning to notice and comment on inappropriate behavior. This positive peer pressure will further enforce the leadership culture of your classroom.

Expectations

• “How can we Begin With the End in Mind when starting an assignment?”

• Continue to use leadership language by sharing the “end in mind” for each lesson. Relationships

What Makes a Good Citizen?

Objectives:

– Identify characteristics of a good citizen such as a belief in justice, truth, equality, and responsibility for the common good.

– Identify ordinary people who exemplify good citizenship.

Vocabulary: justice, public service

Research Project: States

-Students will begin their projects on states using child friendly educational websites. Students will be provided with guidelines to focus on researching information for their assigned states.

– Students will label each state on the U.S.A. map, highlighting their state with color.

Thank you for your support.

Keniesha Charleston and Anh Tuan Hoang