Dear Parents and Caregivers,
The students will take the Math Topic 10 Assessment and Math Performance Task on Tuesday, April 23 and Wednesday, April 24 respectively. Students must be able to:
– Add 10 and 100 mentally using place value strategies.
– Use an open number line to add 3-digit numbers.
– Add 3-digit numbers using models.
– Use models and place value to add 3-digit numbers.
– Add 3-digit numbers using place value and partial sums.
– Use different addition strategies and explain why they work.
– Identify calculations or steps that repeat when solving problems.
Please refer to the graded homework and the online Family Engagement (topic 10, scroll down for lesson 10-1 to 10-6)to help your child review.
https://media.pk12ls.com/curriculum/math/family_engage_cc/g02_t10_overview_en.html
Please submit the permission slip and payment for the Chicago Symphony Orchestra field trip by Wednesday, April 24.
We have assigned IXL work for home. The skill for this week is 3-D shapes.
Thank you for your support.
Keniesha Charleston and Anh Tuan Hoang
Balanced Literacy
Day 1
Reading
Connecting Words and Pictures – Introduction
Objectives:
– Use information from pictures and words in a story to help understand the characters, setting, and plot.
Read the Learning Target:
Use information from the pictures and words in a story to help you better understand the characters, setting, and plot.
Think: Students complete the activity chart with partners.
Talk: Think about the pictures again. How do the words and pictures work together to help you understand what happened?
Independent reading and centers
Phonemic Awareness: The Skills That They Need To Help Them Succeed! By Michael Heggerty, Ed.D.
Week 30
Rhyming (Words change daily)
– Teacher gives the rime. Students make rhyming words ending with the given rime.
Ex. T: ack S: black, knack, etc.
Onset Fluency (Words change daily)
– Teacher says the word pair. Students open their eyes if the word pair begins with the same vowel sound. Students close their eyes if the word pair do not begin with the same vowel sound.
Blending (Words change daily)
– Teacher says individual phonemes. Students listen and they say the whole word.
Ex. T: /b-a-k-e-r/ S: baker
Identify Final and Medial Sounds (Words change daily)
– Teacher says the word in regular voice. Students repeat the word and “punCH ouT the sOUnd!”
Ex. T:/yawn/ S: yAWn
Segmenting (Words change daily)
– Teacher says the whole word. Students repeat the word and chop it into phonemes. Example, T: winner S: winner /w-i-n-er/
Substituting (Words change daily)
– Teacher says the word. Students repeat the word. Teacher says change the /*/ to /*/ and the word is? *Use sounds
Adding Phonemes (Words change daily)
– Teacher says word or word part. Students repeat the word or word part. 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: Where Do Insects Live? by Molly Aloian
Questions to Guide Discussion:
What are the characteristics of the habitats of insects that live among plants?
What elements of the habitat are essential to the insects’ survival?
Using a graphic organizer, teachers model how to take notes for chapter two, which is the insect’s habitat.
Day 2
Reading
Modeled and Guided Instruction
Read Mr. March and the Moose by Wendell Riley.
Objectives:
– Use information from pictures and words in a story to help understand the characters, setting, and plot.
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: Mr. March says he’s hoping to see a moose. How does Picture 1 help make this line from the story family?
Independent reading and centers
Phonics Lesson:
Spelling Pattern 6 p. 193-196
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
Interactive Read Aloud:What Do Insects Eat? by Megan Kope
Questions to Guide Discussion:
How do insects living among plants avoid being eaten?
What is camouflage?
How else does an insect take advantage of its habitat in order to survive?
– Teachers review the rubric to explain expectations for writing about the habitat of insects for their All-About Books.
– Students collaborate in pairs to read and discuss the habitats of their insects, and to generate ideas for their writing (Chapter two: Habitat(s) of the Insect).
-Students continue to work independently to take notes on the habitat(s) of their insects.
Day 3
Reading
Modeled and Guided Instruction
Read: Fast Learner by Julie Barnes
Objectives:
– Use information from pictures and words in a story to help understand the characters, setting, and plot.
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 6.
Talk: Look closely at the pictures again. What details in the picture help make the story funny? Talk with a partner.
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 habitat(s).
– Students discuss/practice with a partner how they would elaborate their notes.
– Using their notes, students begin composing a paragraph about their insect’s habitat(s).
Day 4
Reading
Independent Practice
Read: Gu Dong by Xu Li
Objectives:
– Use information from pictures and words in a story to help understand the characters, setting, and plot.
Read: Students read the story independently and answer comprehension questions 5-6
Students read independently and/or with a partner using strategies they’ve learned.
Writing
Interactive Read Aloud:What Do Insects Eat? by Megan Kope (EPIC)
Questions to Guide Discussion:
What kinds of foods do insects eat?
How do insects communicate with each other when they find food?
– Teachers review the rubric to explain expectations for writing about the diet of the insects for their All-About Books.
– Students collaborate in pairs to read and discuss the diet of their insects, and to generate ideas for their writing (Chapter two: The Insect’s Diet).
Students work independently to take notes on the diet of their insects.
Day 5
Reading
Independent Practice
Read: Gu Dong by Xu Li
Objectives:
– Use information from pictures and words in a story to help understand the characters, setting, and plot.
Read: Students reread the story independently and answer comprehension questions 1-10
Independent reading and centers
Word Study
Spelling Words: (The following words will be tested on Friday, May 3.)
badly, madly, quickly, weekly, daily, sadly, gladly, proudly, softly, loudly, bravely, care, hill, case, simple, echo
Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.
Writing
Expert Projects–Informational Writing
– 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.
Math
Topic 10 Practice Test – Numbers to 1,000
Topic 10 Assessment – Numbers to 1,000
Topic 10 Performance Task – Numbers to 1,000
ANSWERING THE TOPIC ESSENTIAL QUESTION
What are strategies for adding 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.
Mathematics Objectives:
– Add 10 and 100 mentally using place value strategies.
– Use an open number line to add 3-digit numbers.
– Add 3-digit numbers using models.
– Use models and place value to add 3-digit numbers.
– Add 3-digit numbers using place value and partial sums.
– Use different addition strategies and explain why they work.
– Identify calculations or steps that repeat when solving problems.
Topic Opener
Subtract Within 1,000 Using Models and Strategies
TOPIC ESSENTIAL QUESTION
What are strategies for subtracting 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
Subtract Within 1,000 Using Models and Strategies
Lesson 11-1 Add 10 and 100
Lesson Overview
Students will use mental math and basic facts to subtract 10 or 100 from 3-digit numbers.
Mathematics Objective
Subtract 10 or 100 mentally using place-value strategies.
Essential Understanding
Place-value patterns and basic facts can be used to help you mentally subtract 10 or 100 from any given 3-digit number.
Conceptual Understanding
Students use place-value blocks to reinforce conceptual understanding that subtracting 10 makes the tens digit decrease by 1, and subtracting 100 makes the hundreds digit decrease by 1. Students recall basic facts and use them to help mentally subtract 10 and 100 from 3-digit
Lesson 11-2 Subtract on an Open Number Line
Lesson Overview
Students will learn to use an open number line to add up or count back hundreds, tens, and ones to subtract 3-digit numbers. Open number lines help students keep track of their thinking and develop number sense and computational fluency.
Mathematics Objective
Use an open number line to subtract 3-digit numbers.
Essential Understanding
Three-digit numbers can be broken apart using hundreds, tens, and ones to subtract in different ways. You can represent how you break apart and subtract numbers with hops or jumps on an open number line. You can count back or add up to subtract.
Conceptual Understanding
The use of an open number line supports conceptual understanding and develops mental math skills in adding and subtracting within 1,000.
Procedural Skill
Students understand and use place-value strategies and properties of operations to add and subtract.
Science
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.
2: Modeling Loose Material and Rock
Students use the Changing Landforms Modeling Tool to show how much one big storm could erode landforms made of different materials. This activity provides an On-the-Fly Assessment to assess students’ understanding of why different landforms can erode at different rates.
3: Building on Ideas
Students use Building on Ideas to discuss landforms that erode quickly and landforms that erode slowly. Students also return to the book Landform Postcards and use the photos to discuss landforms eroding quickly and slowly.
4-5 End-of- Unit Assessment Part 2
Overview
Students’ Explanations
In this final lesson of the unit, students reflect on the importance of using evidence to revise initial ideas and practice this as they revise diagrams and write their final explanations. They begin the lesson by evaluating how well two fictional students use evidence to revise diagrams of turtle defenses. Students are then presented with several new pieces of information about the nearby cliff; they consider which pieces of information to use as evidence in their new diagrams of the nearby cliff. Students use their new diagrams to help them write a scientific explanation to Director Higgins about why the nearby cliff eroded overnight. Using what they know about the nearby cliff, students discuss the Chapter 4 Question: Could the recreation center’s cliff erode quickly? The unit concludes with an opportunity for students to connect erosion to their everyday lives. Students are introduced to different solutions to slow or prevent erosion, and they discuss the pros and cons of each solution. In addition to providing an opportunity for students to demonstrate their knowledge, this lesson provides students with opportunities to reflect on and gain practice with using evidence to revise and add to initial ideas in science.
Students learn:
- Scientists are designing different solutions to slow or prevent erosion from changing the shape of the land.
Lesson at a Glance
3: Writing Scientific Explanations
Students have the opportunity to apply their understanding of ideas presented in this chapter when they write scientific explanations about why the nearby cliff eroded overnight. This activity serves as Part 2 of students’ End-of-Unit Assessment.
4: Preventing Erosion
Students use their understanding of how wind and water erode landforms to think about how erosion affects their everyday lives and to consider two possible ways to slow or prevent the erosion of loose materials.
Generation Genius
What is Engineering?
Objectives
Students learn:
Engineers use science and math to solve problems.
Engineers also build and test things.
Each time they re-design it, the solution can get better.
Social Studies
Chapter 5
Lesson 1 What Makes a Hero? (pages 140, 141)
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.
Why Does a Hero Act?
Check Understanding
Draw Conclusions
Why Are Heroes Important?
Make Prediction
Evaluate
Lesson 1 Check
Lesson 2 Heroic Leaders (pages 142, 143)
Objectives:
-Explain what leaders do to encourage their people to follow them.
-Discuss how leaders become heroes to their people.
-Identify Abraham Lincoln and what he did that makes him an American hero.
-Explain why Sitting Bull and Golda Meir are heroes to their people.
Introduce the Vocabulary: inspire, justice, Civil War, reservation
Read the Lesson
Heroes Know How to Lead
-Analyze Images
-Main Idea and Details
Abraham Lincoln
-Summarize
-Check Understanding
Lesson 2 Heroic Leaders (pages 144, 145)
Objectives:
-Explain what leaders do to encourage their people to follow them.
-Discuss how leaders become heroes to their people.
-Identify Abraham Lincoln and what he did that makes him an American hero.
-Explain why Sitting Bull and Golda Meir are heroes to their people.
Sitting Bull
-Summarize
-Draw Conclusions
– Check Understanding
Golda Meir
-Check Understand
-Make Connections
Lesson 3 Heroes Who Inspire Change (pages 146, 147)
Objectives:
– Know some historic examples of civil rights activists and rights for which they fought.
– Identify civil rights activists who worked against racial inequality.
– Identify women’s rights activists and their individual contributions.
– Recognize the need for worker’s rights and activists who fought for them.
Introduce the Vocabulary: civil rights, protest, race, boycott, considerable
Read the Lesson
Heroes Work for Justice
– Draw Conclusions
– Draw Inferences
– Compare and Contrast
– Check Understanding
Scholastics News
Read and discuss “Liam the Butterfly Helper.”
As we read, ask students to think about why Liam sends people seeds?
Video: The Life of a Butterfly
Slideshow: Vocabulary Words
Game: Fly Butterfly
Activity: Editor’s Pick: Social Awareness
Second Grade Blog 