Dear Parents and Caregivers,
This is a reminder that Spring Picture Day is Monday, April 15. For this round of school photos, only students who have paid online with a credit card or bring in money and the order form on Monday will take pictures.
We have assigned IXL work for home. The skills for this week include parallel lines, perpendicular lines, and polygons up to twelve sides.
Thank you for your support.
Keniesha Charleston and Anh Tuan Hoang
Balanced Literacy
Day 1
Reading
Objectives:
– Explain how images and diagrams contribute and clarify the text.
– Understand how visual features and words work together to show and describe information.
– Describe how reasons support an author’s specific points in a text.
– 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 underline key points in the texts.
Students read independently and/or with a partner using strategies they’ve learned.
Independent Reading and Centers
Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 29 (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
Writing
Interactive Read-Aloud: Animal Classes: Insects by Kari Schuetz
Questions to guide the read-aloud.
What are the characteristics of an insect?
What is unique about an insect?
How do insects travel?
Are insects important to our environment? Why?
Teachers present the rubric to explain expectations for the insect All-About Books.
(Discussion points used the following day to model note taking for insect research projects.)
Students work in pairs to view books on insects.
Day 2
Reading
Interim Assessment
Read Spacesuits and Spaceships by Ron Fridell and Space Center Houston by Emily Paul
Objectives:
– Explain how images and diagrams contribute and clarify the text.
– Understand how visual features and words work together to show and describe information.
– Describe how reasons support an author’s specific points in a text.
– Compare and contrast the most important points in two texts on the same topic.
– Distinguish between important and unimportant points in a text.
Second Read: Students take notes on the Venn diagram organizer.
Phonics Lesson:
Spelling Pattern 5 p.187-189
Recognize and Use Phonograms with a VCe Pattern
– Teach: Teacher teaches the concept
– Apply: Students apply the concept learned by making words.
– Share: Students share words they made.
Writing
Insects Research (All About Book)
Interactive Read-Aloud: Insect by Allan Morey (chapter 1, 2)
Using a graphic organizer, teachers model how to take notes for chapter one, which is “What Is an Insect and Its Characteristics.”
Teachers review the rubric to explain expectations for writing the characteristics of insects for their All-About Books.
Students collaborate in pairs to read and discuss the characteristics of insects, and to generate ideas for their writing (Chapter One: Characteristics of Insects).
Students work independently to take notes on the characteristics of insects.
Day 3
Reading
Interim Assessment
Read Spacesuits and Spaceships by Ron Fridell and Space Center Houston by Emily Paul
Objectives:
– Explain how images and diagrams contribute and clarify the text.
– Understand how visual features and words work together to show and describe information.
– Describe how reasons support an author’s specific points in a text.
– Compare and contrast the most important points in two texts on the same topic.
– Distinguish between important and unimportant points in a text.
Students answer questions 1-4.
Independent Reading and Centers
Writing
Insects Research (All About Book)
Interactive Read-Aloud: Insect by Allan Morey (chapter 3, 4, 5)
Using a graphic organizer, teachers model how to take notes for chapter one; what are the specific characteristics of each student’s chosen insect.
Teachers review the rubric to explain expectations for writing the characteristics of insects for their All-About Books.
Students collaborate in pairs to read and discuss the characteristics of each student’s chosen insect, and to generate ideas for their writing (Chapter One: Characteristics of each student’s chosen insect).
Students work independently to take notes on the characteristics of their chosen insects.
Day 4
Reading
Interim Assessment
Read Spacesuits and Spaceships by Ron Fridell and Space Center Houston by Emily Paul
Objectives:
– Explain how images and diagrams contribute and clarify the text.
– Understand how visual features and words work together to show and describe information.
– Describe how reasons support an author’s specific points in a text.
– Compare and contrast the most important points in two texts on the same topic.
– Distinguish between important and unimportant points in a text.
Students answer questions 5-10.
Independent Reading and Centers
Writing
Teachers model to students how to elaborate on the notes we have taken to write a paragraph about their insect’s characteristics.
Students discuss/practice with a partner how they would elaborate their notes.
Using their notes, students begin composing a paragraph about their insect’s characteristics.
Day 5
Read Spacesuits and Spaceships by Ron Fridell and Space Center Houston by Emily Paul
Objectives:
– Explain how images and diagrams contribute and clarify the text.
– Understand how visual features and words work together to show and describe information.
– Describe how reasons support an author’s specific points in a text.
– Compare and contrast the most important points in two texts on the same topic.
– Distinguish between important and unimportant points in a text.
Students answer questions 11-12.
Word Study
Spelling Words: (The following words will be tested on Friday, April 26.)
whale, when, where, what, why, which, whistle, whip, white, while, whirl, sun, woman, seasons, knew, himself
Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.
Writing
Using their notes, students continue composing a paragraph about their insect’s characteristics.
Math
Lesson 10-4 Continue to Add Using Models and Place Value
Lesson Overview
Students use models to work from the concrete to the symbolic stage of using partial sums to add 3-digit numbers.
Mathematics Objective
Use models and place value to add 3-digit numbers.
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. These partial sums can be recorded and added to get the final sum.
Conceptual Understanding
Students use place-value blocks and drawings of blocks to reinforce conceptual understanding of place value and the use of partial sums.
Lesson 10-5 Add Using Place Value and Partial Sums
Lesson Overview
Students use place value and partial sums to add two 3-digit numbers.
Mathematics Objective
Add 3-digit numbers using place value and partial sums.
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. These partial sums can be recorded and added to get the final sum.
Conceptual Understanding
Students use drawings of place-value blocks to reinforce understanding of how to use place value and partial sums to add two 3-digit numbers.
Lesson 10-6 Explain Addition Strategies
Lesson Overview
Students practice choosing and using strategies to add 3-digit numbers. Students explain their work and why their strategies work.
Mathematics Objective
Use different addition strategies and explain why they work.
Essential Understanding
When adding three-digit numbers, different strategies can be used to find the correct sum. Place value and properties of operations can be used to explain why most strategies work.
Conceptual Understanding
Students apply their understanding of place value and properties of operations as they add two 3-digit numbers and explain strategies.
Lesson 10-7 Problem Solving: Repeated Reasoning
Lesson Overview
Students look for and identify repeated reasoning as they solve problems adding 3-digit numbers. As they add 3-digit numbers, they look for things that repeat from 2-digit addition problems they have solved. Focus on the thinking habits good problem solvers use when they notice that calculations are repeated and when they look for shortcuts. Emphasize looking for and expressing regularity in repeated reasoning rather than on computational skills.
Mathematics Objective
Identify calculations or steps that repeat when solving problems.
Essential Understanding
Good math thinkers look for things that repeat in a problem. They use what they learn from one problem to help them solve other problems.
Science
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
3: Modeling How Wind Erodes Landforms
A review of the beach entry in Handbook of Land and Water and a teacher-demonstrated model show how wind can erode landforms made of loose materials.
4-3 Making Models of Streams
Overview
Students read and discuss the book Making Models of Streams in order to consider how scientists use models to answer questions. Through reading and discussing the book, students explore how scientists create models that are similar to and different from the real world. Finally, students reflect on many of the models they have used throughout the unit and review how the models were similar to the real world. The purpose of the lesson is for students to build on their understanding that scientists make models to answer questions about the real world.
Students learn:
· When scientists use models to help them answer their questions, they consider how their models are similar to and different from the real world.
Lesson at a Glance
1: Introducing Making Models of Streams
Students are introduced to Making Models of Streams and continue to consider the idea that scientists use models to learn about how things work in the real world.
2: Partner Reading
Partners read Making Models of Streams to learn about how scientists determine how to make stream models that will help them investigate real streams.
3: Reflecting on Models
Students reflect on the models they have used throughout the unit, focusing on how the models were similar to or different from the real process they wanted to investigate as geologists. This activity includes two opportunities to assess students’ understanding of models and how models are similar to and different from the real world.
4-4 Making Sense of How Landforms Erode Quickly
Overview
In this lesson, students reflect on how landforms erode quickly. Students discuss evidence that they have gathered in previous lessons to support the idea that wind and water can erode a landform quickly if the landform is made of loose materials. Pairs discuss and record evidence from multiple sources in an evidence chart located in their notebooks. Students then model their understanding of how some landforms erode slowly and some erode quickly in the Changing Landforms Modeling Tool. Using the Building on Ideas discourse routine, students discuss similarities and differences between landforms that erode quickly and landforms that erode slowly. They then return to the book Landform Postcards and use the photos of landforms to discuss whether each landform could erode quickly or slowly. The purpose of this lesson is to solidify students’ understanding of how some landforms can erode quickly, before applying this understanding to answer the Chapter 4 Question in the next lesson.
Students learn:
- There are similarities and differences between landforms that erode quickly and landforms that erode slowly.
Lesson at a Glance
1: Making Sense of How Landforms Erode Quickly
Students review evidence they have gathered throughout the chapter about how landforms erode quickly as a way to reflect on the chapter’s core ideas.
Social Studies
Review for Chapter 4 Test
Chapter 4 Test
Chapter 5 Making a Difference (pages 134, 137)
Objectives:
– Use Prior knowledge to gain understanding.
– Making meaningful connections to personal experience.
– Establish meaning.
Introduce the Big Question:
What makes someone a hero?
Jumpstart Activity
Introduce the Vocabulary
Sing About It!
Literacy Skill: Compare and Contrast
Chapter 5 Quest
Objectives:
– Apply the concepts learned in this chapter to create a book cover.
– Discuss the compelling question “How should we honor heroes?” after completing the Quest.
Help Honor Our Heroes
Pose Questions
Make Connections
Start with a Brainstorm
Collect Clues for.
Draw your Book Cover
Chapter 5
Lesson 1 What Makes a Hero? (pages 138, 139)
Objectives:
– Recognize the character traits of a hero.
– Know what a hero does.
– Understand a hero’s motivations.
– Explain why heroes of the past are important.
Introduce the Vocabulary
Read the Lesson
Who Is a Hero?
Summarize
Draw Conclusions
Compare and Contrast
How Does a Hero Act?
Analyze Images
Make Connections
Vocabulary
Scholastics News
Read and discuss “April Fools Insects”
As we read, ask students to think about how insects use their tricks to help.
Video: Insects, Insects, Everywhere
Slideshow: Vocabulary Words
Game: Build an Insect
Activity: Text Evidence
Second Grade Blog 