There will be no school on Monday, February 19 in observance of Presidents’ Day.
The Field Museum field trip permission slip and payment were due last Friday, February 16, 2024. If you haven’t already done so, please submit slip and payment on Tuesday, February 20. If you signed up to volunteer on the field trip, you must also apply and be approved by CPS. Please click the link below to apply as soon as possible to ensure approval before March 5, which is the day of the field trip.
https://www.cps.edu/services-and-supports/parent-engagement/volunteer-programs
Thank you for your support.
Keniesha Charleston and Anh Tuan Hoang
Balanced Literacy
Day 1 Presidents’ Day (No School)
Day 2
Reading Introduction
Rhythm and Meaning in Poems and Songs
Objectives:
– Describe how poets use rhyme and rhythm to add meaning to a poem.
– Identify words and phrases in poems and songs that use rhyme and regular beats to describe how the language builds meaning and rhythm.
Read the Learning Target:
purpose of a text.
Describing how poets use rhythm and rhyme will help you understand how both can add meaning to a poem.
Think: Students complete the activity chart with partners.
Talk: Look at what you marked in number 1. What do you notice about the words or syllables with check marks? Look at what you circled in number 2. Where do you find the rhyming words?
Independent reading and centers
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.)
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: Teachersays the word. Students say the final sound found in the series. Ex. T: get, got, bet, S: /t/
Segmenting: Teacherssays 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: Teacherssays 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
Writing
Interactive Read Aloud: Benjamin Banneker: Pioneer Scientist by Ginger Wadsworth
(Pages 1 -13)
Who was Benjamin Banneker?
How was Benjamin’s grandmother an important figure in his life? Give an example.
What did Benjamin like to do? What is your evidence from the story?
How was Benjamin curious about nature? What did he do?
– Students discuss and share information they learned about Benjamin Banneker.
– Teachers circulate, guide, and/or pose questions to support students, noting which students are ready for independent writing and those who may need additional support.
– Students discuss with a partner how they might write their poems about Benjamin Banneker.
– Students compose their poems.
Day 3
Reading Modeled and Guided Instruction
Read: There Was an Old Donkey Named Joe. by Andrea Sanders
Objectives:
– Describe how poets use rhyme and rhythm to add meaning to a poem.
– Identify words and phrases in poems and songs that use rhyme and regular beats to describe how the language builds meaning and rhythm.
Read: First read (Students read; teacher asks questions.)
Explore: Second read (independent, small group and guided group)
Think: Teacher explicitly models how to fill the graphic organizer.
Talk: How do the rhymes help connect lines in the poem? Tap out the rhythm and talk about how it changes in each line.
Independent reading and centers
Phonics Lesson:
LSR22 p163 – 165 Recognize and Use Letter Combinations That Represent Two Different Vowel Sounds
– Teach: Teacher teaches the concept
– Apply: Students apply the concept learned by making words.
– Share: Students share words they made.
Writing
Interactive Read Aloud: Benjamin Banneker: Pioneer Scientist by Ginger Wadsworth
(Pages 14 -23)
How many years did Benjamin attend school? Why did he quit?
What was he determined to do? How did he manage to do so?
What did he learn to make on his own? Why was it important?
How did Benjamin help other farmers?
– Students discuss and share information they learned about Benjamin Banneker.
– Teachers circulate, guide, and/or pose questions to support students, noting which students are ready for independent writing and those who may need additional support.
– Students discuss with a partner how they might write their poems about Benjamin Banneker.
– Students compose their poems.
Day 4
Reading Modeled and Guided Instruction
Read: My Lizard by Elizabeth Tidy
Objectives:
– Describe how poets use rhyme and rhythm to add meaning to a poem.
– Identify words and phrases in poems and songs that use rhyme and regular beats to describe how the language builds meaning and rhythm.
Read: First read (Students read; teacher asks questions.)
Explore: Second read (independent, small group and guided group)
Think: Students work in partners to complete questions 1 and 4.
Talk: Read the poem aloud. Clap on the strong beats in each line. How would you describe where the strong beats fall? How does the rhyme make you feel when you read the poem?
Independent reading and centers
Writing
Interactive Read Aloud: Benjamin Banneker: Pioneer Scientist by Ginger Wadsworth
(Pages 25 -37)
What did Benjamin do during the Revolutionary War?
How did studying the planets prompted Benjamin to write his almanac?
How did Benjamin help with the planning of the U.S. capital?
– Students discuss and share information they learned about Benjamin Banneker.
– Teachers circulate, guide, and/or pose questions to support students, noting which students are ready for independent writing and those who may need additional support.
– Students discuss with a partner how they might write their poems about Benjamin Banneker.
– Students compose their poems.
Day 5
Reading Independent Practice
Read: I Love the World by Eileen Spinelli
Objectives:
– Describe how poets use rhyme and rhythm to add meaning to a poem.
– Identify words and phrases in poems and songs that use rhyme and regular beats to describe how the language builds meaning and rhythm.
Read: Students reread the article independently and answer comprehension questions 1-5.
Students will play 4 corners to justify the answers that they chose.
Independent reading and centers
Spelling Test
Word Study
Spelling Words: (The following words will be tested on Friday, March 1.)
thing, string, sing, bring, spring, ring, king, sting, wings, cling, sling, chart, wall, holiday, freedom, road
Writing
Interactive Read Aloud: Benjamin Banneker: Pioneer Scientist by Ginger Wadsworth
(Pages 38 – 47)
Why did Benjamin send a letter along with his almanac to Thomas Jefferson?
How should we remember Benjamin Banneker?
– Students discuss and share information they learned about Benjamin Banneker.
– Teachers circulate, guide, and/or pose questions to support students, noting which students are ready for independent writing and those who may need additional support.
– Students discuss with a partner how they might write their poems about Benjamin Banneker.
– Students compose their poems
Math
Lesson 8-2 Continue to Solve Problems with Coins (Day 2)
Lesson Overview:
Students solve problems with coins when the coins are not given in order. They also solve problems which include determining the amount of change.
Mathematics Objective
Solve problems with coins.
Essential Understanding
Money is measurable, and the value of coins can be quantified using cent amounts.
Procedural Skill
A key goal of this topic is for students to be able to solve word problems about money. Procedural skill involves finding the total value of a set of coins by organizing the coins and then counting on.
Lesson 8-3 Solve Problems with Dollar Bills
Lesson Overview:
Students find the value of a group of bills.
Mathematics Objective
Solve problems with dollar bills and coins that model 100 cents.
Essential Understanding
Money is measurable and can be quantified using dollar and cent amounts. Each kind of bill has a specific value. You can count to find the total value of a group of dollar bills.
Conceptual Understanding
A key goal of this topic is for students to be able to count money and solve word problems about money. Conceptual work focuses on understanding what the value of each bill is and how to identify each bill.
Procedural Skill
Students find the value of a set of bills by counting on.
Lesson 8-4 Continue to Solve Problems with Dollar Bills (2 Days)
Lesson Overview:
Students solve word problems that involve adding and subtracting dollar amounts.
Mathematics Objective
Solve problems with dollar bills.
Essential Understanding
Each kind of bill has a specific value, and the value of the bills can be used to solve problems about money. Word problems about money can often be solved by adding and subtracting.
Procedural Skill
Students find the total value of a set of bills by organizing the bills and then counting on, and writing equations to solve one- and two-step word problems.
Application
Students apply the skills of counting dollar bills and adding and subtracting dollar amounts to solve word problems about money.
Science
1-6 Explaining Landform Changes
Overview: In this lesson, students are introduced to models as another way to gather evidence of processes that cannot easily be observed. The class uses a Hard Candy Model to further investigate how grains of sand can change shape. The model provides evidence to support the idea that rock can change shape. Then, the teacher introduces students to scientific explanations and their importance in science. As a class, students help the teacher write a scientific explanation to answer the Chapter 1 Question: How did the edge of the cliff get to be so close to the flagpole? This activity serves as a Critical Juncture through which students demonstrate their understanding of chapter content thus far. This Critical Juncture will reveal students’ readiness to move on to the next chapter by determining whether they have gained a foundational understanding that landforms are made of rock and that rock can change. This serves as the first of three Critical Juncture Assessments in the unit. The purpose of this lesson is to introduce students to models and the central elements of writing a scientific explanation.
Students learn:
- A model can help scientists answer questions about the real world.
- Even if geologists can’t see a change happening, they can use models to visualize how it may have happened.
- Even though rock is hard, it can change shape.
- Scientists write scientific explanations to explain how things work or why something happens.
- A scientific explanation answers a question, is based on science ideas, and is shared with someone.
Lesson at a Glance
1: Gathering Evidence from a Hard Candy Model
Students learn that models are another way geologists visualize how something changed when they can’t observe it changing. Then, students gather more evidence that rock can change.
2: Considering the Cliff
The class revisits the Hard Candy Model to conclude that rock can change shape.
3: Critical Juncture: Writing a Scientific Explanation
The teacher introduces guidelines for writing a scientific explanation and guides students in composing an explanation to answer the Chapter 1 Question. The teacher listens to students’ discussions to gauge students’ understanding that landforms are made of rock and that rock can change. This Critical Juncture also serves as a formative assessment: it provides teachers the opportunity to assess students’ learning of key unit content before proceeding with the unit.
2-1 Diagramming Landform Changes
Overview: Building on their conclusion that it is possible for landforms to change, students begin to investigate how this change happens. Students are introduced to diagrams as a way to communicate their ideas about how something happens. Then they discuss, visualize, and create their own diagrams to show their ideas about how the recreation center’s cliff changed. Students observe pictures of landforms before and after big changes to discuss what may have caused the change in each landform. Students realize that water is a common factor in each pair of landform pictures. The purpose of this lesson is to introduce students to the idea that water plays a role in causing landforms to change. This launches students into a chapter focused on how water changes landforms.
Students learn:
- Scientists use diagrams to communicate and share their ideas about how the world works.
- Diagrams often include captions to help explain ideas more clearly.
- Comparing landforms helps geologists determine what could cause landforms to change.
Lesson at a Glance
1: Returning to the Cliff
Visualizing and discussing their initial ideas of what may have caused the recreation center’s cliff to change prepares students to begin investigating causes of the change.
2: Diagramming Landform Changes
Students record their initial ideas about how landforms change, which they will later revise—allowing them to reflect on how their thinking has changed.
3: Observing Landform Changes
Students observe and discuss pictures of landforms that changed, leading them to identify water as a possible agent of landform change.
Social Studies
Integrated with Language Arts
Students write poems to honor our African American trailblazers.
Scholastic News
Read and discuss “Isn’t He Wonderful?” As we read, think about why Stevie Wonder’s music is important to people.
Video: Five things to know about Stevie Wonder
Game: Musical Concentration
Activity: Writing
Second Grade Blog 