We are looking forward to seeing you on report card pickup day, which is Wednesday, April 10, 2024. For parents who signed up to meet virtually, a link will be sent to your email Monday, April 8.
In order to be considerate to all, please keep your appointment time. Each conference is allotted for ten minutes. However, should you feel the need to discuss your child’s progress further, you can always request another appointment and we will be happy to accommodate.
Thank you for your support.
Keniesha Charleston and Anh Tuan Hoang
Balanced Literacy
Day 1
Reading
Introduction
Comparing and Contrasting Two Texts
Objectives:
– Compare and contrast the most important points in two texts on the same topic.
– Distinguish between important and unimportant points in a text.
Read the Learning Target: Comparing and contrasting the most important points in two texts on the same topic will help you learn more about the topic.
Think: Students complete the activity chart with partners.
Talk: What do you learn about the topic of taking care of a planet Earth from comparing and contrasting the posters.
Independent reading and centers
Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 28 (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: Teacherreads the word series. Students say the requested sound (varies by day).
Tues & Wed: Final Sound, Thurs & Fri: Medial Sound
Segmenting: Basic sight word review
Teachersays the word. Students repeat the word and chop it into phonemes. Ex. T: too, S: too; t-oo
Substituting: Teacherssays 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
Writing:
Expert Projects–Informational Writing
All About Books
Students continue to write their “All-About Books”, keeping in mind that they should write with precision and specificity by providing step-by-step instruction and giving examples so the readers can really envision what it is the writer is trying to convey or teach.
Several students present their writing to the class.
Day 2
Reading
Modeled and Guided Instruction
Don’t Feed the Animals and Our Animal Friends by Marvin Reinhart and Jerry Lemeto
Objectives:
– Compare and contrast the most important points in two texts on the same topic.
– Distinguish between important and unimportant points in a text.
First read (Students read; teacher asks questions.)
Second read (independent, small group and guided group)
Think: Teacher explicitly models how to fill the graphic organizer.
Talk: What are the most important points in each passage? Use the information in the Venn diagram to talk about which points are the same in both passages and which are different.
Independent reading and centers
Writing
Expert Projects–Informational Writing
Interactive Read-Aloud using the Smart Board: World Cup Soccer by Dave Ord (Conclusion)
Explain to students that one effective way to conclude their “expert project” is to write some facts to encourage the readers to take action.
– Teachers highlight the ending of the read aloud and use it to explain to students the author’s intention of encouraging the readers to take action.
– Shared Writing: Selecting a topic from previous read-alouds, teachers guide the whole class to write an effective ending.
Day 3
Report Card Pick-Up Parent/Teacher Conferences
Day 4
Reading
Guided Instruction
Read: Turn on the Tap and Fresh Water by Marisa Wolcott and Seamus Langworthy
Objectives:
– Compare and contrast the most important points in two texts on the same topic.
– Distinguish between important and unimportant points in a text.
First read (Students read; teacher asks questions.)
Second read (independent, small group and guided group)
Think: Students work in partners to complete questions 1 and 6.
Talk: What are both articles mostly about? How are they different? How are they the same? Work with your partner to fill in the Venn diagram on page 333.
Independent reading and centers
Writing
Peer Conferencing
– Peer Conferencing (revising) – What it is and steps for conferencing:
“TAG” method: Tell 1 thing you like about the story, Ask 1 question, Give 1 suggestion
1. Read and listen
2. Compliment author
3. Question and suggestion (Students make their writing better by answering those questions and adding more details to the writing in red revising pencil.)
– Students confer with peers.
– Students edit their “All-About Books”.
– Students share their work-in-progress to the whole-class.
Day 5
Reading
Independent Practice
Read: Recycle That! and Turning Trash into Treasure by Fay Robinson and Ron Fridell
Objectives:
– Compare and contrast the most important points in two texts on the same topic.
– Distinguish between important and unimportant points in a text.
Students read the story independently and answer comprehension questions 1-4.
Students will play 4 corners to justify the answers that they chose.
Independent reading and center
Spelling Test
Word Study
Spelling Words: (The following words will be tested on Friday, April 19.)
bolt, jolt, colt, felt, belt, welt, built, stilt, wilt, melt, salt, face, edge, lay, arms, sound
Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.
Writing
Students continue to edit their “all-about Books”.
Several students present their writing to the class.
Math
Topic 9 Performance Task Numbers to 1,000
ANSWERING THE TOPIC ESSENTIAL QUESTION
How can you count, read, and show numbers to 1,000? Restate the Topic Essential Question from the Topic Opener or project it from the Interactive Student Edition.
Ask students to answer the Essential Question (verbally or in writing) and give examples that support their answers. The following are key elements of the answer to the Essential Question. Be sure these are made explicit when discussing students’ answers.
– Use place value to understand hundreds, tens, and ones.
– Read and write 3-digit numbers in standard form, expanded form, and word form.
– Skip count by 5s, 10s, and 100s within 1,000. Use a number line to help.
– Compare numbers using place value.
Topic Opener
Add Within 1,000 Using Models and Strategies
TOPIC ESSENTIAL QUESTION
What are strategies for adding numbers to 1,000?
Revisit the Topic Essential Question throughout the topic. Teaching strategies for answering the Topic Essential Question are provided in the Topic Assessment pages.
Interactive Math Story
Add Within 1,000 Using Models and Strategies
Lesson 10-1 Add 10 and 100
Lesson Overview
Students will use mental math and basic facts to add 10 or 100 to 3-digit numbers.
Mathematics Objective
Add 10 and 100 mentally using place value strategies.
Essential Understanding
Place-value patterns and basic facts can be used to help you mentally add 10 or 100 to any given 3-digit number.
Conceptual Understanding
Students use place-value blocks to reinforce conceptual understanding that adding 10 makes the tens digit go up by 1, and adding 100 makes the hundreds digit go up by 1. They recall basic facts to mentally add 10 and 100 to 3-digit numbers.
Lesson 10-2 Add on an Open Number Line
Lesson Overview
In this lesson, students use an open number line to add 3-digit numbers. As students use an open number line to add, they may count on by groups of hundreds, tens, or ones.
Mathematics Objective
Use an open number line to add 3-digit numbers.
Essential Understanding
Three-digit numbers can be broken apart using hundreds, tens, and ones and added in different ways. You can represent how you break apart and add numbers with hops or jumps on an open number line.
Conceptual Understanding
Adding hundreds, tens, and ones on an open number line involves decomposing and composing numbers and supports an understanding of place value.
Lesson 10-3 Add Using Models
Lesson Overview
In this lesson, students build upon that earlier work, as they use models to add 3-digit numbers.
Mathematics Objective
Add 3-digit numbers using models.
Essential Understanding
When adding three-digit numbers, hundreds are added to hundreds, tens to tens, and ones to ones. You can add starting in any place value. Sometimes you can compose 10 ones for 1 ten or 10 tens for 1 hundred.
Conceptual Understanding
The focus is on using models and place value to add 3-digit numbers. Students break apart numbers into hundreds, tens, and ones in order to add hundreds to hundreds, tens to tens, and ones to ones.
Science
4-1 Exploring How Landforms Erode Quickly
Overview: Students are introduced to the final chapter of the unit. They will now consider the cliff near Oceanside Recreation Center that eroded significantly overnight. This fast change to the nearby cliff prompts students to begin investigating how landforms can erode quickly. Students share initial ideas and record them on a new Anticipatory Chart. Then students diagram what they think may have happened to the nearby cliff to cause it to erode so quickly. Students read Handbook of Land and Water to discover that landforms with cracks and landforms made of loose materials can erode quickly. The purpose of this lesson is for students to generate ideas about how landforms erode quickly.
Students learn:
- Some landforms are made of loose materials.
- Landforms with cracks and landforms made of loose materials are less stable than landforms made of solid rock.
Lesson at a Glance
1: How Landforms Erode Quickly Anticipatory Chart
Students discuss ideas about what could cause a landform to erode quickly. Through discussing their initial ideas, students access prior knowledge and generate ideas before investigating models and reading about landforms eroding quickly.
2: Diagramming the Nearby Cliff
Students create diagrams to show how they think the nearby cliff eroded so quickly.
3: Reading About How Landforms Erode Quickly
Students read about examples of landforms that could erode quickly, in order to come to the understanding that landforms with cracks and landforms made of loose materials are less stable than landforms made of solid rock. This activity includes an On-the-Fly Assessment to assess students’ use of visualizing to comprehend how landforms can erode quickly.
4: Discussing Landforms That Erode Quickly
Pairs use ideas from Handbook of Land and Water to discuss how landforms with cracks and landforms made of loose materials can erode quickly.
4-2 Modeling How Landforms Erode Quickly
Overview
In this lesson, students use two models made of different materials to investigate how water can cause some landforms to erode quickly. Students observe what happens to chalk when it is sprayed with water and what happens to sand when it is sprayed with water. Students conclude that landforms made of loose materials erode faster than landforms made of solid rock. The teacher then refers to Handbook of Land and Water and demonstrates a Wind Erosion Model to show how, in addition to water, wind can also erode landforms made of loose materials. At the end of the lesson, students add new ideas based on evidence from models and text to the How Landforms Erode Quickly Anticipatory Chart (from Lesson 4.1). The purpose of this lesson is for students to construct an understanding that wind and water can erode a landform quickly if the landform is made of loose materials.
Students learn:
- Wind and water can erode a landform quickly if the landform is made of loose materials.
Lesson at a Glance
1: Comparing Models
Students learn that they will be using models to compare two types of materials.
2: Modeling Erosion
Students investigate two models, and this supports students in visualizing how a landform made of loose materials erodes quickly.
Social Studies
Designing an ad for Farmer Fran to tell about her farm.
Now that we’ve read the lessons in this chapter, we have clues to help us create our ad.
Write Your Ad
It is time to put it all together and write your ad!
1. Prepare to Write
2. Write a Draft
3. Share with a Partner
4. Revise Your Draft
5. Present Your Ad!
Scholastics News
Read and discuss “Something Big is Coming!”
As we read, ask students to think about why the eclipse is a big deal?
Video: Moon and Stars
Slideshow: Vocabulary Words
Game: Space Concentration
Activity: Persuasive Writing
Second Grade Blog 