February 26 to March 1

Dear Parents and Caregivers,

Please join Murray Language Academy for the Black History Fair on the evening of Thursday, February 29 from 5 to 8 p.m. Please refer to the school flyers for information about the fair.

During the fair, our second graders will recite their poems written to honor our African American trailblazers in room 106. We will send a flyer home this Monday with indication of a specific time.

Thank you for your support.

Keniesha Charleston and Anh Tuan Hoang

Balanced Literacy

Day 1

Reading Parts of a Story

Introduction 

Objectives:

– Learn that a story has three different parts, including a beginning, middle, and end. 

– Describe how the beginning introduces the story and the ending concludes the action. 

Read the Learning Target:  Purpose of a Text – Knowing how the beginning, middle, and end of a story work together will help you understand what you read. 

Think: Students complete the activity chart with partners.

Talk: Think about what you see in the cartoon. What will the boy next?

Independent reading and centers

Writing

Interactive Read Aloud: One Step Further by Katherine Johnson (pages 1-10)

Why did Katherine like math?

How did the stars spark Katherine’s imagination? Give an example. 

What did Katherine’s father mean when he said, “Count on me”?

How was Katherine treated differently and why?

What was her contribution to NASA? Why was it important?

Students discuss and share information they learned about Katherine Johnson. 

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 Katherine Johnson. 

Students compose their poems.

Day 2

Reading Modeled and Guided Instruction 

Read: Jasper the Farm Cat by Henry Adamson

Objectives:

– Learn that a story has three different parts, including a beginning, middle , and end. 

– Describe how the beginning introduces the story and the ending concludes the action.

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: Take turns with your partner describing what happened in the beginning, middle, and end. 

Independent reading and centers

Phonics Lesson:

LSR22 p 166 – 168 Recognize and Use Vowel Sounds with r

Teach: Teacher teaches the concept

Apply: Students apply the concept learned by making words.

Share: Students share words they made.

Writing 

Interactive Read Aloud: One Step Further by Katherine Johnson (pages 11 -20)

How was Katherine a star student? What is your evidence?

How did her professor, Clayton, influence her?

Students discuss and share information they learned about Katherine Johnson. 

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 Katherine Johnson. 

Students compose their poems.

Day 3

Reading Modeled and Guided Instruction

Read: The Case of the Missing Mutt by John Hansen

Objectives:

– Learn that a story has three different parts, including a beginning, middle , and end. 

– Describe how the beginning introduces the story and the ending concludes the action.

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 4. 

Talk: Talk with a partner about why Mrs. Brown thinks Snippets was stolen. Be sure to use details from the story. 

Writing 

Interactive Read Aloud: One Step Further by Katherine Johnson (pages 20 – 32)

Why did Katherine quit teaching to join the National Advisory Committee for Aeronautics? (NACA)

Katherine asked a lot of questions when she worked. Why was this important?

Students discuss and share information they learned about Katherine Johnson. 

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 Katherine Johnson. 

Students compose their poems.

Day 4

Reading Independent Practice 

Read: The Shade Seller by Marilyn Helmer 

Objectives:

– Learn that a story has three different parts, including a beginning, middle, and end. 

– Describe how the beginning introduces the story and the ending concludes the action.

Read: Students read the story independently and answer questions 5-6. 

Independent reading and centers

Writing 

Interactive Read Aloud: One Step Further by Katherine Johnson (pages 32 -36)

How was Katherine honored? 

According to Katherine, what is one important skill that made her successful?

Students compose and edit their poems.

Day 5

Independent Practice 

Read: The Shade Seller by Marilyn Helmer 

Objectives:

– Learn that a story has three different parts, including a beginning, middle , and end. 

– Describe how the beginning introduces the story and the ending concludes the action.

Read: Students read the story independently and answer comprehension questions on the quiz.

Independent reading and centers

Word Study

Spelling Words: (The following words will be tested on Friday, March 8.)

graph, laugh, paragraph, tough, rough, enough, triumph, dough, though, cough, force, feather, wide, store, gravity, model

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 compose and edit their poems.

Math

Lesson 8-5 Problem Solving: Reasoning

Lesson Overview:

Students focus on the thinking habits good problem solvers use when they reason about quantities. Students show such reasoning by being able to contextualize a situation involving money within a story. They decontextualize the story by using tally marks and making an organized list in order to find different ways to show the same amount of money.

Mathematics Objective

Reason about values of coins, and find different ways to make the same total value.

Essential Understanding

Good math thinkers know how to think about words and numbers to solve problems.

Application

Rigorous mathematics instruction calls for the selection, use, and management of multiple problem-solving methods. Use the Thinking Habits shown in the Solve & Share task to help focus thinking in the lesson.

Lesson 8-6 Tell and Write Time to Five Minutes

Lesson Overview:

Students learn how to tell and write time to the nearest five minutes on analog and digital clocks. Review the basics of telling and writing time, as needed.

Mathematics Objective

Tell and write time to the nearest five minutes.

Essential Understanding

Time can be told and written to the nearest 5 minutes. Time can be expressed using different units that are related to each other.

Conceptual Understanding

Students learn how to read, tell, and write time on analog and digital clocks.

Procedural Skill

Students develop skills in skip counting to show, tell, and write the time to the nearest five minutes.

Lesson 8-7 Tell Time Before and After the Hour

Lesson Overview:

Students draw on their understanding of parts of a whole (halves and fourths) to tell time using half hours and quarter hours. Students visualize parts of the whole using analog clock faces.

Mathematics Objective

Say the time in different ways.

Essential Understanding

Time can be described before and after the hour in different ways.

Conceptual Understanding

Students learn how to describe the time of day in different ways, using phrases such as quarter to , quarter past , and half past .

Procedural Skill

Students continue to recognize how to tell time by the position of the hands on an analog clock, or the numbers on a digital clock.

Vocabulary

Quarter past, half past, quarter to

Lesson 8-8 A.M. and P.M. (2 days)

Lesson Overview:

Students learn the meaning of the abbreviations a.m. and p.m. They use those abbreviations when writing and describing different times of the day.

Mathematics Objective

Tell time and use reasoning to state if the event is happening in the a.m. or p.m.

Essential Understanding

Certain time periods can be described using the abbreviations a.m. or p.m.

Conceptual Understanding

Students learn the meaning of the abbreviations a.m. and p.m.

Procedural Skill

Students learn how to use the abbreviations a.m. and p.m. to describe the time of day.

Vocabulary

a.m., p.m.

Science

2-2 Modeling Landform Changes

Overview: In this lesson, students explore whether water can change landforms. Using an Anticipatory Chart, the class brainstorms ideas about what water can do to a landform. Students then investigate a model; they observe what happens to chalk (which represents a landform) when it is sprayed with water. They record observations in their Investigation Notebooks before and after they spray the chalk. Students’ observations provide evidence that supports the idea that water can change landforms. The hands-on activity serves as a starting point for thinking about how erosion works. The purpose of this lesson is for students to learn that water can change landforms.

Students learn:

• Observations of models can provide evidence of processes that occur in the real world.
• Water can change landforms.
• Lesson at a Glance

1: Considering How Water Changes Landforms 
Students discuss ideas about what water can do to a landform—in order to access prior knowledge and generate ideas—before constructing new knowledge through using models.

2: Modeling Landform Changes 
Students spray water at chalk in order to explore whether water can change a landform. Students record observations of the Chalk Model in their notebooks. They are not expected to reach solid conclusions about the process of erosion, but they should begin to generate ideas about how water can change landforms.

3: Discussing Evidence 
Students share evidence from the Chalk Model to support the idea that water can change landforms. This activity includes an On-the-Fly Assessment to assess students’ understanding that water can change landforms.

2-3 What’s Stronger?

Overview: Students build upon their understanding that water can change landforms, by reading about how this process occurs. Students are introduced to a new Investigation Question: How could water change a landform even though landforms are made of hard rock?, and they read the book What’s Stronger? How Water Causes Erosion to gather evidence about this question. At the beginning of the lesson, students preview the book and visualize how water might change the land in each of the examples in the book. Partners read the book and consider the ways in which liquid and solid water can erode landforms. At the end of the lesson, the class discusses different examples of landforms and how water can change them. The purpose of this lesson is for students to get explicit exposure to the idea that water breaks tiny pieces of rock off landforms.

Students learn:

• Visualizing is a useful strategy for making sense of things you cannot observe firsthand.
• Water can be solid or liquid in form.
• Liquid water and solid water can cause landforms to change shape.

Lesson at a Glance

1: Previewing What’s Stronger? 
Previewing What’s Stronger? prepares students to read and gives them an opportunity to visualize how water can change landforms.

2: Partner Reading 
Students gather evidence about how water can change the shape of a landform, and they get more practice visualizing. This activity includes an On-the-Fly Assessment to assess students’ developing facility with the sense-making strategy of visualizing.

Generation Genius

Maps of Landforms

Students learn: 

– Maps show us where things are located on Earth.

– Physical maps can show us landforms.

Social Studies

African American History Month Unit of study (Integrated with Language Arts)

Scholastic News 

Read and discuss “Lollipop, Lollipop.”  As we read, think about how the lollipop is made. 

Video: How Dum Dums are Made and What Happens in a Factory. 

Game: Carnival Hearts 

Activity: Sequencing

February 19 to February 23

Dear Parents and Caregivers,

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 

February 12 to February 16

Dear Parents and Caregivers,

The math Topic 7 Assessment and Performance Task will take place on Tuesday, February 13 and Wednesday, February 14 respectively. Please refer to the graded homework and the online Family Engagement to help your child review. 

https://media.pk12ls.com/curriculum/math/family_engage_cc/g02_t07_overview_en.html

Students should be able to:

Model problems using equations with unknowns in any position.

Use drawings and equations to make sense of the words in problems.

Model and solve two-step problems using equations.

Use different ways to solve two-step problems.

Find unknown numbers in equations that relate four whole numbers.

Find unknown numbers in equations that relate four or more whole numbers.

Use reasoning to write and solve number stories.

The next five-week rotation for the essential classes begins Monday, February 12, 2024. Please see the schedule below.

Grade: 2nd 1:45-2:45	Monday	Tuesday	Wednesday	Thursday	Friday
Room: 103	Music	WL	Gym	WL	Music

Ms. Charleston’s Class

Grade: 2nd 1:45-2:45	Monday	Tuesday	Wednesday	Thursday	Friday
Room: 106	Gym	WL	Music	WL	Gym

The Field Museum field trip permission slip was sent home last week.  Please make sure to return the trip permission slip and payment by Friday, February 16, 2024.

Thank you for your support.

Keniesha Charleston and Anh Tuan Hoang

Balanced Literacy

Day 1

Reading Introduction 

Sound and Meaning in Stories 

Objectives:

– Describing the special ways that authors use words and sounds to help understand the meaning of a story. 

Read the Learning Target: Purpose of a Text.  

Describing the special ways that authors use words and sounds will help you get more meaning from stories you read.  

Think: Students complete the activity chart with partners.

Talk: Have you heard or read any examples of repetition or alliteration? 

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

Writing 

African American History Month Unit of study-Black Scientists and Inventors

Interactive Read Aloud:

Who was the Hair- Care Millionaire? Madam C.J. Walker by Mary Kay Carson

Read pgs. 3-13 

Questions for discussion:

– How was C.J. Walker’s childhood difficult? 

– What caused C.J. Walker to create her own hair product? 

– How do you know her business will be successful?

– Why do you think her business grew so quickly? 

Students read a short handout bio of Madame C.J. Walker with a partner and underline important information about Madame Walker. They use this information to compose a poem about Madame Walker.

Day 2

Reading Modeled and Guided Instruction 

Read: Crow Sings a Song byAesop 

Objectives:

– Describing the special ways that authors use words and sounds to help understand the meaning of a story. 

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:

Fox speaks the nicest way to Crow. Find examples of alliteration that help his nice words sound good to crow. 

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

Writing

Interactive Read Aloud:

Who was the Hair- Care Millionaire? Madam C.J. Walker by Mary Kay Carson

Read pgs. 14-19 

Questions for discussion:

– How did Madam C.J. Walker business help African American women?

– Why did she give money to charities?

– How did that help change lives? 

– How did determination pay off for Madam C.J Walker? 

Students begin to discuss with a partner how they might write their poems about our African American scientists.

Students compose their poems.

Day 3

Reading Modeled and Guided Instruction

Read: Jungle Parade by Stephen Krensky 

Objectives:

– Describing the special ways that authors use words and sounds to help understand the meaning of a story. 

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: Look again at the alliteration example that you underlined from paragraph 5. How do they add to the fun of the story?

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

Writing

Interactive Read Aloud: 

Madam C.J Walker’s Road to Success  by Akua Agusi 

Read pgs. 1-14 

Students continue to discuss with a partner how they might write their poems about our African American scientists.

Students compose their poems.

Day 4

Reading Independent Practice 

Read: Picnic Guests by Cynthia Reeg 

Objectives:

– Describing the special ways that authors use words and sounds to help understand the meaning of a story. 

Read: Students read the story independently and answer comprehension questions 6-7. 

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

Writing

Interactive Read Aloud: 

Madam C.J Walker’s Road to Success  by Akua Agusi 

Read pgs. 14-28

Students continue to discuss with a partner how they might write their poems about our African American scientists.

Students compose their poems.

Day 5

Reading Independent Practice 

Read: Picnic Guests by Cynthia Reeg 

Objectives:

– Describing the special ways that authors use words and sounds to help understand the meaning of a story. 

Read: Students read the story independently and answer comprehension questions 1-10 on a quiz. 

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

Word Study

Spelling Words: (The following words will be tested on February 23.)

boxes, foxes, messes, dishes, couches, brushes, bushes, rushes, wishes, washes, dashes, find, whole, fear, fair, flutter

Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Writing

Interactive Read Aloud: 

Madam C.J Walker’s Road to Success  by Akua Agusi 

Read pgs. 28- 42 

Students continue to discuss with a partner how they might write their poems about our African American scientists.

Students compose their poems.

Math

Topic 7 Practice Test

Math Story: More Solving Problems Involving Addition and Subtraction 

ANSWERING THE TOPIC ESSENTIAL QUESTION

How can you solve word problems that use adding or subtracting?

You can write addition and subtraction equations to help you solve word problems.

You can reason about the meaning of the words to help you make sense of the words in a word problem.

Sometimes you need to find and answer a hidden question before you can solve the problem.

Use reasoning to write and solve number stories.

Topic 7 Assessment 

Math Story: More Solving Problems Involving Addition and Subtraction 

ANSWERING THE TOPIC ESSENTIAL QUESTION

How can you solve word problems that use adding or subtracting?

Mathematics Objectives:

Model problems using equations with unknowns in any position.

Use drawings and equations to make sense of the words in problems.

Model and solve two-step problems using equations.

Use different ways to solve two-step problems.

Find unknown numbers in equations that relate four whole numbers.

Find unknown numbers in equations that relate four or more whole numbers.

Use reasoning to write and solve number stories.

Topic 7 Assessment Performance Task

Topic 8 Math Background: Focus Work with Time and Money

Topic 8 focuses on identifying and counting coins and bills, solving word problems about money, telling time to the nearest 5 minutes using a.m.and p.m., and telling time before and after the hour.

Lesson 8-1 Solve Problems with Coins

Lesson Overview:

Students will use skip counting and adding on to find the value of a group of coins.

Mathematics Objective

Solve problems with coins.

Essential Understanding

Each kind of coin has a specific value unrelated to its physical size.

Conceptual Understanding

Students practice counting money and solving word problems about money. Students must be able to identify coins and their corresponding values in order to solve problems.

Lesson 8-2 Continue to Solve Problems with Coins

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.

Science

1-3 Observing Sand Samples

Overview: This lesson expands upon the previous lesson’s introduction to making observations. The teacher reminds students that the edge of the recreation center’s cliff is closer to the flagpole than it used to be even though no one has observed the change happening, which prompts the new Investigation Question: How do geologists figure out how something changed when they can’t observe it changing? Students are introduced to the idea that sand can be an accessible way to collect evidence about landforms, since both are made of rock. After a brief exploration of sand samples, students come up with a list of questions about sand, and the teacher guides students to recognize that some of their questions involve processes or events that cannot be observed. Then students observe the sand samples more closely and compare the samples to one another. Finally, students create Sand Sample Cards in preparation for a more focused sand investigation in Lesson 1.5. The purpose of this lesson is for students to explore and become familiar with sand in preparation for learning about how the recreation center’s cliff got to be the way it is today.

Students learn:

• Sand can be different sizes, shapes, and colors.
• Scientists compare what they have observed to help them see how things are alike and different.
• Something that is stable stays mostly the same.

Lesson at a Glance

1: Exploring Sand Samples 
Students explore sand samples in order to generate questions about sand.

2: Comparing Sand Samples 
Comparing sand samples familiarizes students with the sand and prepares them to use their observations as evidence in Lesson 1.5.

3: Making Sand Sample Cards 
Students make Sand Sample Cards in preparation for further sand investigations in Lesson 1.5.

1-4 Gary’s Sand Journal

Overview: Students read Gary’s Sand Journal—a book about a real geologist and how he studies sand—and gather more information about how geologists figure out how something changed when they can’t observe it changing. The teacher introduces and models how to use the reading strategy of visualizing. Partners read the book together and practice visualizing during reading to help them better understand ideas in the book. At the end of the lesson, students record observations of a mystery sand in their notebooks, based on information provided in the book. This lesson reinforces the idea that observations can be evidence to help explain how something got to be the way it is.

Students learn:

• Scientists study the world in many different ways.
• Scientists start with questions and conduct investigations to find answers.
• Visualizing while reading helps readers better understand the ideas in a text.
• Scientists can make observations to help them visualize how something may have happened.
• Scientists look for patterns when they make observations about the world.
• Sand is formed when rock or other materials break into small pieces.

Lesson at a Glance

1: Setting a Purpose for Reading 
Students are introduced to the visualization reading strategy, which students will employ throughout the unit.

2: Partner Reading 
Reading Gary’s Sand Journal provides students with a model of how a real geologist gathers evidence of change from his observations. This activity includes an On-the-Fly Assessment to assess students’ initial facility with the sense-making strategy of visualizing.

3: Making Observations of Mystery Sand
This activity provides students with an opportunity to make observations and use them as evidence like Gary does.

1-5 Making Sense of Sand Samples

Overview: Students further investigate the sand they chose in Lesson 1.3 in order to see what they can figure out about how that sand formed. First, students closely observe the sand on their Sand Sample Cards and discuss their observations with a partner. Then, pairs determine what their observations could be evidence of, using information presented in Gary’s Sand Journal. Students analyze their sand samples, using the same procedure they used in the previous lesson to analyze the mystery sand. Finally, pairs discuss observations of their sand samples with other pairs that have different sand samples. The purpose of this lesson is for students to use observations as evidence to explain processes they can’t observe.

Students learn:

• Observations and evidence can help scientists explain things that happened in the past.
• Scientists use information from books to help them answer their questions.

Lesson at a Glance

1: Observing Sand Samples 
Students make observations about the grains of sand on their Sand Sample Cards in preparation to explain how the sand got to be the way it is.

2: Writing About Sand Samples 
Students practice making explanations of processes involving changes to sand that they can’t directly observe, because they happened in the past. Students’ explanations are based on evidence from their own observations and information from a book.

3: Sharing Sand Samples 
Students share their ideas about their sand samples with another pair of students in order to practice supporting ideas with evidence and to learn more about sand. This activity

Social Studies

Integrated with Language Arts

Students write their poems about our African American scientists.

Scholastic News 

Read and discuss “George’s First Day”, the day that George Washington became president. As we read, think about how George Washington felt about being president 

Video: The Life of George Washington Game:  Hello George 

Activity: Sequencing

February 5 to February 8

Dear Parents and Caregivers,

The Mid-term Progress Reports will be sent home with the students this Thursday, February 8. Please discuss the report with your child and complete the bottom portion to return to us. The reports are a reminder of how your child is doing up to date. Grades will be affected by missing assignments. However, if assignments are submitted later, the grades will reflect the completed assignments.

Murray has just renewed our IXL accounts. On Tuesday, February 6, each student will take home a letter with individual username/password and instructions to log in to the site. Please support your child’s learning at home by encouraging your child to use IXL regularly.  

There is no school for students this Friday, February 9. It is a staff professional development day.

Thank you for your support.

Keniesha Charleston and Anh Tuan Hoang

Balanced Literacy

Day 1

Reading Interim Assessment 

Students read a historic article The Wright Brother by Emilianna Gutierrez and use what they have learned in the unit to answer comprehension questions and write an extended response.

Students read and take notes.

Phonemic Awareness:  The Skills That They Need To Help Them Succeed! By Michael Heggerty, Ed.D. (Room 103)

Week 20 (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: All Aboard Elijah McCoy’s Steam Engine by Monica Kulling

(pages 1-13)

Objectives:

– Use descriptive words in poetry

– Choose words to evoke the five senses

– Select information about our African American scientists to write a poem about

– Incorporate feelings and emotions into poems

– Use line break and rhyming techniques

Questions:

Where was Elijah McCoy born?

Who helped Elijah McCoy’s parents escape to freedom?

Model to students how to take notes by writing information on chart paper for students to use as support for their writing.

– Distribute to students the graphic organizers for the chapter entitled “Who is Elijah McCoy?” Refer to the reading to model to students how to take notes on the graphic organizers. 

– Students discuss at table groupings additional information about Elijah McCoy from their own reading to contribute to the graphic organizers.

– Students continue to read and add information onto their graphic organizers.

– 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.

Day 2

Reading Interim Assessment 

Students read a historic article The Wright Brother by Emilianna Gutierrez and use what they have learned in the unit to answer comprehension questions and write an extended response.

Students respond to the text question 1-6.

Phonics Lesson:

LSR21 p. 160, 161  Recognize and Use Letter Combinations That Represent Two Different  Vowel Sounds

Writing 

Interactive Read Aloud: All Aboard Elijah McCoy’s Steam Engine by Monica Kulling (pages 14-22)

Objectives:

– Use descriptive words in poetry

– Choose words to evoke the five senses

– Select information about our African American scientists to write a poem about

– Incorporate feelings and emotions into poems

– Use line break and rhyming techniques

Questions:

When did Elijah McCoy receive his first patent?

How many patents did Elijah McCoy receive?

Name something Elijah McCoy invented.

– Students continue to read and add information onto their graphic organizers.

– 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.

Day 3

Reading Interim Assessment 

Students read a science article Sue the Dinosaur by Richard T. Banks and use what they have learned in the unit to answer comprehension questions and write an extended response.

Students read and take notes.

Writing 

Interactive Read Aloud: All Aboard Elijah McCoy’s Steam Engine by Monica Kulling

(pages 23- the end)

Objectives:

– Use descriptive words in poetry

– Choose words to evoke the five senses

– Select information about our African American scientists to write a poem about

– Incorporate feelings and emotions into poems

– Use line break and rhyming techniques

Questions:

How did Elijah McCoy gain recognition for his achievements?

How do his inventions benefit our society?

– Students continue to read and add information onto their graphic organizers.

– 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.

Day 4

Reading Interim Assessment 

Students read a science article Sue the Dinosaur by Richard T. Banks and use what they have learned in the unit to answer comprehension questions and write an extended response.

Students respond to the text question 6-12.

Writing 

Objectives:

– Use descriptive words in poetry

– Choose words to evoke the five senses

– Select information about our African American scientists to write a poem about

– Incorporate feelings and emotions into poems

– Use line break and rhyming techniques

– Students discuss with a partner how they might write their poems about our African American scientists.

– Students compose their poems.

Math

7-6 Make True Equations

Lesson Overview

Students use strategies, such as counting on, to find the missing number that will make both sides of the equation have the same value. They also write equations with missing numbers to represent and solve word problems.

Mathematics Objective

Find unknown numbers in equations that relate four whole numbers.

Essential Understanding

An equation can have different numerical expressions on each side of the equal sign, but each

has the same value.

 7-7 Continue to Make True Equations

Lesson Overview

Students find unknown numbers in equations that relate four or more whole numbers, with up to three numbers on each side. They also continue writing equations with missing numbers to represent and solve word problems.

Mathematics Objective

Find unknown numbers in equations that relate four or more whole numbers.

Essential Understanding

An equation can have different numerical expressions on each side of the equal sign, but each has the same value.

7-8 Problem Solving: Reasoning

Lesson Overview

Use this lesson to stop and focus on the Thinking Habits good problem solvers use when they reason about quantities. In this lesson, students show such reasoning by being able to contextualize an addition or a subtraction situation with a story and decontextualize the story by writing a matching equation. Instruction during this lesson should focus on reasoning and understanding rather than computational skills.

Mathematics Objective

Use reasoning to write and solve number stories.

Essential Understanding

Reasoning can be used to identify relationships between quantities in real-world problems.

Equations can be written to represent relationships.

Topic 7 Fluency Practice Activity – More Solving Problems Involving

Addition and Subtraction

Lesson Overview

Students practice fluently adding and subtracting within 20 during a partner activity that reinforces mathematical practices.

Lesson Overview:

Students practice fluently adding and subtracting within 20 during a partner activity that reinforces mathematical practices.

Essential Understanding:

How can you solve word problems that use adding and subtracting?

Topic 7 Reteaching

More Solving Problems Involving Addition and Subtraction

Mathematics Objectives:

Model problems using equations with unknowns in any position.

Use drawings and equations to make sense of the words in problems.

Model and solve two-step problems using equations.

Use different ways to solve two-step problems.

Find unknown numbers in equations that relate four whole numbers.

Find unknown numbers in equations that relate four or more whole numbers.

Use reasoning to write and solve number stories.

Science

1-1 Pre-Unit Assessment

Overview: Students’ Initial Explanations

Students are introduced to their role as geologists and the problem they will investigate throughout the Changing Landforms unit: how the edge of a particular cliff got to be closer to a flagpole than it used to be. Students write initial explanations of what they think ocean waves could do to a landform over many years. Students’ written explanations serve as a Pre-Unit Assessment for formative purposes, designed to reveal students’ initial understanding of the unit’s core content, both unit-specific science concepts and the crosscutting concept of Scale, Proportion, and Quantity, prior to instruction. As such, students’ explanations offer a baseline from which to measure growth of understanding over the course of the unit. These explanations can also provide the teacher with insight into students’ thinking as they begin this unit. This will allow the teacher to draw connections to students’ experiences and to watch for alternate conceptions that might get in the way of students’ understanding. After students write their initial explanations, they read the book Landform Postcards to become familiar with what a landform is and to learn about different types of landforms. The purpose of this lesson is to introduce the unit, to allow students to demonstrate their current understanding of how landforms change, and to provide a shared understanding of landforms.

Students learn:

• A landform is a feature of Earth’s surface, such as a mountain, a cliff, or a valley.
• A geologist is a scientist who studies the solid part of Earth.
• Reflecting on what you understand and don’t understand allows you to prepare for learning new things.

Lesson at a Glance

1: Introducing the Unit 
Students are introduced to the unit and the central problem they will solve. This helps provide motivation and context for students’ investigations throughout the unit.

2: Writing Initial Explanations 
Students complete a pre-unit writing assessment to demonstrate what they already know about how landforms change and to provide a baseline from which to measure growth in understanding over the course of the unit.

3: Partner Reading 
Reading Landform Postcards builds students’ familiarity with different types of landforms.

1-2 Observations About Landforms

Overview

In order to understand how it’s possible for a landform such as the cliff to change, students must first gain a solid understanding of what landforms are and what they are made of. Students begin the lesson using an Anticipatory Chart to explore ideas and questions they have about what landforms are made of. Students use their initial ideas to create a diagram of a landform. They are then introduced to the unit’s reference book, Handbook of Land and Water, and preview the landforms and bodies of water included in the book. Students also use the reference book to gather evidence to support the idea that landforms are made of rock. At the end of the lesson, students return to the Anticipatory Chart and their diagrams to discuss how their ideas about landforms have changed based on evidence. The purpose of this lesson is for students to learn that landforms are made of rock.

Students learn:

• Landforms are made of rock.
• Water can be found in the ocean, rivers, lakes, and ponds.
• Evidence is information that supports an answer to a question.
• Observations can be used as evidence to answer a question.

Lesson at a Glance

1: Activating Prior Knowledge About Landforms 
Students use an Anticipatory Chart to discuss and list their ideas about the Investigation Question: What are landforms made of? Students use their ideas to diagram a landform.

2: Previewing Handbook of Land and Water 
Students preview the unit’s reference book, Handbook of Land and Water, familiarizing themselves with the different landforms and bodies of water included in the book. This preliminary use of the reference book prepares students to use the book as a source of secondhand data, just as scientists do, in the next activity and throughout the unit.

3: Gathering Evidence from the Book 
Students make observations of the different landforms in the book to use as evidence to support the idea that landforms are made of rock.

4: Reflecting on Landforms 
Students return to the Anticipatory Chart to revise their initial ideas about and diagrams of what landforms are made of, based on new information they gathered from the books.

Social Studies   

Integrated with Language Arts

Read Aloud: The Real McCoy The Life of an African-American Inventor by Wendy Towle 

Scholastic News 

Read and discuss “Lion School” 

As we read, ask students to think about what makes lion dancing hard to learn.

Video: Happy Lunar New Year!

Game: Game Show – Lion School

Activity: Editor’s Pick: Text Evidence/Writing

January 29 to February 2

Dear Parents and Caregivers,

Your child’s middle-of-year i-Ready reading and math results were sent to your email over the weekend. Please go over the score and don’t hesitate to reach out to us to learn of the next steps you can take to ensure your child will have optimal growth by the end of the year.

Thank you for your support.

Keniesha Charleston and Anh Tuan Hoang

Balanced Literacy

Day 1

Reading Introduction 

Author’s Purpose 

Objectives:

-Understanding what the author wants to explain or describe will help you find the main purpose of a text.  

Read the Learning Target: 

Understanding what the author wants to explain or describe will help you find the main purpose of a text.  

Think: Students complete the activity chart with partners.

What is the main purpose of this passage? 

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

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

Week 19 (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 sound

Writing 

Shared Reading: A Picture Book of George Washington Carver by David Adler

Book Summary

This read-along picture book biography of George Washington Carver by David Adler presents information about his life, including his birth into slavery, education, scientific accomplishments, and death in 1943. Carver’s interest in plants began as a child when he had a secret garden. He received a degree in agriculture from Iowa State University and used his interest in plants to help African Americans by finding ways to use sweet potatoes and peanuts to replace the dependence on cotton as a crop in the South. Carver was an educator as well as a researcher, and was head of the agriculture department at Tuskegee Institute. Some vocabulary will need clarification. Dan Brown’s watercolor illustrations reflect the pastoral nature of Carver’s life. 

– Retell and Summary

Objectives

– Use the reading strategy of retelling to understand and remember a timeline of events

– Use the reading strategy utilizing retelling notes to summarize texts

Distribute to students the graphic organizer of George Washington Carver. Refer to the read aloud to model to students how to take notes on the graphic organizers.

Students begin to take notes.

Day 2

Reading Modeled and Guided Instruction 

Read George Crum: Inventor by Otto Klein  

Objectives:

-Understanding what the author wants to explain or describe will help you find the main purpose of 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: Why does the author tell about French Fries?

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

Phonics Lesson:

LSR20 p. 147, 149 Recognize and Use Letter Combinations That Represent Long Vowel Sounds

– Teach: Teacher teaches the concept

– Apply: Students apply the concept learned by making words.

– Share: Students share words they made.

Writing 

Shared Reading: A Picture Book of George Washington Carver by David Adler

– Explain that today we will read our retelling notes from yesterday’s shared reading and use them to summarize the text.

– Students continue to record notes on their graphic organizers.

Day 3

Reading Modeled and Guided Instruction

Read Bananas Are Best by Julian Green 

Objectives:

-Understanding what the author wants to explain or describe will help you find the main purpose of 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 4. 

Talk: What does the author explain in the article?

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

Writing 

Read Aloud: A Weed is a Flower – The Life of George Washington Carver by Aliki pages 18-23 

Questions:

Why were the farmers afraid to plant sweet potatoes and peanuts?

What makes sweet potatoes and peanuts ideal plants for farmers?

– Students record notes on their graphic organizers.

– Using the notes from the graphic organizer, teacher models how to elaborate the notes into a short biography of George Washington Carver.

– Students discuss with a partner how they would compose a short biography about Dr. Carver.

– Students utilize notes to compose a short biography about Dr. Carver.

Day 4

Reading Independent Practice 

Read Apple Picking Time 

Objectives:

-Understanding what the author wants to explain or describe will help you find the main purpose of a text.  

Students read the story independently and answer comprehension questions 1-6. 

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

Writing 

Read Aloud: George Washington Carver by National Geographic

Questions:

What did Dr. Carver invent?

What prompted him to invent the products?

Why was it important for him to not give up when his experiments fail?

– Students utilize notes to compose a short biography about Dr. Carver.

Day 5

Reading Independent Practice 

Read Apple Picking Time 

Objectives:

-Understanding what the author wants to explain or describe will help you find the main purpose of a text.  

Students read the story independently and answer comprehension questions 7-8. 

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

Students take the spelling test.

Word Study

Spelling Words: (The following words will be tested on Thursday, February 8.)

still, learn, should, America, world, hush, slush, dash, wash, wish, dish, money, coin, bill, cents, dollars

Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check. 

Writing 

Read Aloud: George Washington Carver by Lance Paladino

– Students utilize notes to compose a short biography about Dr. Carver.

– Some students may work in pairs to assist each other.

– 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.

Math

Topic Opener and Topic 7-1

Topic 7 Interactive Math Story More Solving Problems Involving Addition and Subtraction

TOPIC ESSENTIAL QUESTION

How can you solve word problems that use adding and subtracting?

Revisit the Topic Essential Question throughout the topic. Teaching strategies for answering the Topic Essential Question are provided in the Topic Assessment pages.

Topic Opener

More Solving Problems Involving Addition and Subtraction

Lesson Overview:

Students write equations to show and solve word problems. They use a “?” to represent the unknown in any position. The word problems involve situations of adding to, taking from, putting together, taking apart, and comparing.

Mathematics Objective

Model problems using equations with unknowns in any position.

Essential Understanding

A bar diagram can be used to show the relationship between quantities in a real-world problem, and an equation can be written to represent that relationship.

Procedural Skill

Students practice using strategies with the goal of developing fluency in adding and subtracting within 100 by the end of Grade 2.

Application

Students solve word problems by reading the problems carefully, taking them apart step by step, and writing equations to represent and solve the problems.

7-2 Mixed Practice: Solve Addition and Subtraction Problems

Lesson Overview:

Students solve addition and subtraction word problems, using drawings and equations to help them make sense of the problems. The focus is on solving bigger unknown comparison problems.

Mathematics Objective

Use drawings and equations to make sense of the words in problems.

Essential Understanding

A bar diagram can be used to show the relationship between quantities in a real-world problem, and an equation can be written to represent that relationship. Strategies for adding and subtracting whole numbers can be used to find unknowns.

7-3 Continue Practice with Addition and Subtraction Problems

Lesson Overview:

Students continue to solve word problems that involve adding and subtracting, with a focus on difference unknown and smaller unknown comparison problems. They work toward independence with using bar diagrams and equations to show and solve problems.

Mathematics Objective

Use drawings and equations to make sense of the words in problems.

Essential Understanding

A bar diagram can be used to show the relationship between quantities in a real-world problem, and an equation can be written to represent that relationship. Strategies for adding and subtracting whole numbers can be used to find unknowns.

7-4 Solve Two-Step Problems

Lesson Overview:

Students will have additional guidance through the two-step problem-solving process as they model two-step problems using equations. Students are developing their ability to solve two-step problems by learning how to identify the first step, which often involves answering a hidden question that is not explicitly stated.

Mathematics Objective

Model and solve two-step problems using equations.

Essential Understanding

Sometimes a problem has an unstated, or hidden, question that you need to answer before you can find the final answer.

7-5 Continue to Solve Two-Step Problems

Lesson Overview:

Students work toward independence in solving two-step word problems. They use equations and bar diagrams to show and solve the problems. Encourage students to solve the problems any way they choose.

Mathematics Objective

Use different ways to solve two-step problems.

Essential Understanding

Sometimes the answer to one problem is needed to find the answer to another problem.

Science

4-2 Making Final Glues

Overview: Students evaluate test results from their third glues, share successful glue recipe ideas with each other, and have the opportunity to revise their glue designs one final time. Student pairs begin by completing tests, reviewing their results, and looking for evidence of whether or not the design goals were met. Next, the Thought Swap routine provides a forum through which students share successful design ideas with their classmates. Students then consider the evidence presented during the Thought Swap and revise their glue recipes one last time. After that, they make their final glues and use them to create a picture frame. Finally, as a class, they reflect briefly on the design process. Because students have planned, made, and tested glues several times during the unit, this lesson provides them with more independence and the cognitive space to focus on the effects of using specific substances as they reach their goal of making a glue with certain desired properties.

Students learn:

• Engineers share their ideas and accomplishments with others. 

3: Revising Glue Recipes and Making Picture Frames 
Students consider the evidence presented as they revise their glue recipes one final time. They have the opportunity to use their glue for a real-life application—making a picture frame.

4-3 Mystery Mixtures

Overview: Students practice vocabulary through a Word Relationships routine and then use the Properties of Materials Sorting Tool to apply what they’ve learned in two sorting activities, an Ingredient Properties sort and a Mystery Mixtures sort. Students begin by drawing from their prior knowledge to consider properties of common drink ingredients. Next, students match ingredients to drink mixtures based on the properties of the drink. The lesson closes with students reflecting on causes and effects in the context of discussing the likely results of adding various ingredients to drink mixtures. This lesson prepares students for the activities in Lesson 4.4 by providing them with an opportunity to apply their learning in a different context and to gain further experience thinking about cause and effect.

Students learn:

• One may be able to use the known properties of a mixture to make a conjecture about what ingredients are in the mixture. 
• It is possible to make inferences about causes when one knows the effect. 

Lesson at a Glance

1: Word Relationships Routine 
Students work together to practice key vocabulary as they discuss their final glues. They also begin to form ideas about what they might include in their final design arguments in the following lesson.

2: Engaging in the Ingredient Property Sorts 
The teacher demonstrates the first activity in the Properties of Materials Sorting Tool and models how to work with a partner to make sorting decisions. Then student pairs go on to engage with the sorts themselves. This experience provides students with an opportunity to demonstrate their understanding of the concept that different ingredients have different properties.

3: Engaging in the Mystery Mixture Sorts 
The teacher demonstrates the second activity in the Properties of Materials Sorting Tool. Engaging with these sorts provides students with an opportunity to demonstrate their understanding of the concept that mixtures have a combination of the properties of their ingredients.

4: Reviewing Cause and Effect with Mystery Mixtures 
Students apply their understanding of cause and effect as they discuss the effect of various ingredients on the properties of mystery drink mixtures. This activity includes an On-the-Fly Assessment about how students are talking about cause and effect.

Review for our final design arguments

Generation Genius: Heating and Cooling

• Heating and cooling can cause changes we can see.
• Sometimes these changes are reversible and can be changed back.
• Sometimes these changes are non-reversible and cannot be changed back.

4-4 Culminating Design Arguments

Overview

Students’ Culminating Design Arguments

This culminating writing activity, in which students write a final design argument in the form of a letter to the principal, serves as the End-of-Unit Assessment. Students first have the opportunity to record observations of their final glue and reflect on the success of their final designs toward meeting the design goals. They then write their design argument in which they identify their design goals, making a claim about which glue mixture best meets those goals, and provide evidence to support their claim. The lesson and unit are concluded with students reflecting on their learning, answering the unit question, and thinking about ways in which they can apply their learning to new situations. The purpose of this lesson is for students to apply all they have learned about designing mixtures as they develop a final design argument, to engage in a culminating class discussion, and to serve as an assessment of students’ learning.

Students learn:

Mixtures can be designed for different purposes by understanding the properties needed to fulfill those purposes and utilizing ingredients with the necessary properties. 

Lesson at a Glance

1: Observing Final Glues 
In preparation for writing their final design arguments, students observe their dried glues and picture frames and assess and record how successful their glues were at meeting the design goals. As a whole class, they discuss to what extent their glues met their design goals. They also discuss which ingredients helped them get the specific properties they wanted.

2: Writing a Design Argument for the Principal 
The design arguments students write to the principal are in the form of a letter. This writing task provides an opportunity for students to muster all of the evidence they have learned over the course of the unit. Students’ writing from this lesson serves as an End-of-Unit Assessment.

3: Final Reflection 
This activity provides students with an opportunity to reflect on their learning throughout the unit and to apply what they have learned about designing mixtures to answer the Unit Question: How can you design a mixture for a certain purpose?

Social Studies   

African American History Month Unit of study (Integrated with Language Arts) 

I Have a Dream Project: 

Objectives: 

– Students express their personal dream and dream for their school in writing.

– Students explain how they achieve their personal and dream for their school in writing.

Students create posters to share what dreams they have for themselves and for our school, and what they can contribute to make these dreams a reality.

Scholastic News 

Read and discuss “A Cup of Cheer”.

As we read, ask students to think about how hot chocolate has changed.

Video: The Sweet History of Chocolate 

Game: A cup of cheer

Activity: Writing

January 22 to January 26

Dear Parents and Caregivers,

The students will take the Math Topic 6 Assessment and Math Performance Task on Wednesday, January 24 and Thursday, January 25. Students must be able to:

– Use place value and models to subtract one-digit numbers.

– Subtract using place value and partial differences.

– Break apart two-digit numbers to make it easier to subtract.

– Subtract two-digit numbers using a variety of subtraction strategies.

– Use models and equations to solve word problems.

– Reason about word problems and use bar diagrams and equations to solve them.

Please refer to the graded homework and the online Family Engagement to help your child review. 

https://media.pk12ls.com/curriculum/math/family_engage_cc/g02_t06_overview_en.html

Thank you for your support.

Keniesha Charleston and Anh Tuan Hoang

Balanced Literacy

Day 1

Reading 

Introduction Text Feature, Part 2 (Glossaries, Indexes, and Tables of Contents)

Objectives:

-Identify text features including glossaries, indexes, and table of contents to help find information. 

Read the Learning Target: 

When you know the features in a text, including glossaries, tables of contents, and indexes, you can use them to find information. 

Think: Students complete the activity chart with partners.

Talk: How can text features help you locate information and understand that you read? 

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

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

Week 18 (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

Teachers introduce poetry as a genre of writing. 

“Big Thoughts in Small Packages”

Bend 1: Seeing with Poet’s Eyes

Session 1: Seeing with Poet’s Eyes

Minilesson

Celebrate the way the class has immersed itself in poetry, and tell students that today you’ll teach them to see the world in fresh ways, like poets do. Name the teaching point.

Teaching: Show the students how one poet saw an object in a different, unusual way, contrasting it with the “regular” way someone might see the same object. Highlight the novelty in the poet’s vision, thinking out loud how she might have done this. Show the class how you can practice seeing with poet’s eyes by looking at a familiar object in a new way.

Ask the students to think how they would write with poet’s eyes about another object. Then show what the poet did. Debrief; highlight the transferable point you are making. Poets see in fresh ways by looking closely, by caring about what they see, and sometimes by making compressions.

Send your students off to study objects you’ve brought (feathers, shells, and so on) and to see them in fresh, new ways.

What is a poem?

Interactive Read Aloud:

– Students listen to a poem entitled “Things” read by Eloise Greenfield from Hip Hop Speaks to Children.

– Teachers and students read together “Things”.

– Teachers and students discuss how our expressions and patterns are different after listening to the author read the poem.

– Teachers introduce the genre of poetry by creating a chart entitled “What Is A Poem?” based upon the students’ thinking.

Day 2

Reading Modeled and Guided Instruction 

Read: Hot Air Balloons by Rachel Nelson  

Objectives:

-Identify text features including glossaries, indexes, and table of contents to help find information. 

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 can a table of contents and a glossary help you understand the information in the book?

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

Phonics Lesson:

LSR19 p. 147, 149 Recognize and Use Letter Combinations That Represent Long Vowel Sounds

– Teach: Teacher teaches the concept

– Apply: Students apply the concept learned by making words.

– Share: Students share words they made. 

Writing 

“Big Thoughts in Small Packages”

Bend 1: Seeing with Poet’s Eyes

Session 2: Listening for Line Breaks

Conferring and Small-Group Work: Hearing More in the Music of Poetry

Share: Using Line Breaks to Highlight Meaning

Introduce the idea that line breaks not only create music, but can also highlight special parts or words in poems. Set the students up to reflect on the line breaks in “Between Two Trees” by Kristine O’Connell George, particularly the lines with only one word. Ask students to reread their own poems today, considering if there might be one important word that deserves its very own line. Then, invite students to share these possible new line breaks with their partners.

Day 3

Reading Modeled and Guided Instruction

Read: Bullet Trains by Tiffany Gibson 

Objectives:

– Identify text features including glossaries, indexes, and table of contents to help find information. 

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: Where would you look if you wanted to find out how bullet trains are run?

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

Writing

– Through a shared writing, model to students how to write a simple poem using line breaks.

– Students discuss with a partner how they would write a simple poem using line breaks.

– Students work independently using the example we created to write a poem using line breaks.

Day 4

Reading Independent Practice 

Read: Kids on the High Seas by Dave and Jaja Martin 

Objectives:

 – Identify text features including glossaries, indexes, and table of contents to help find information. 

Read: Students read the story independently and answer comprehension questions 1-3. 

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

Writing

– Through a shared writing, model to students how to write a simple poem using alliteration.

– Students discuss with a partner how they would write a simple poem using alliteration.

– Students work independently using the example we created to write a poem using alliteration.

Day 5

Read: Kids on the High Seas by Dave and Jaja Martin

Objectives:

 – Identify text features including glossaries, indexes, and table of contents to help find information. 

Read: Students reread the article independently and answer comprehension questions 4-5. 

Students will play 4 corners to justify the answers that they chose. 

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

Students take the spelling test.

Word Study

Spelling Words: (The following words will be tested on Friday, February 2.)

away, animal, house, point, spot, desk, mask, task, ask, tusk, disk, hero, able, monument, pair, multiply

Writing

– Through a shared writing, model to students how to write a simple poem using repetition.

– Students discuss with a partner how they would write a simple poem using repetition.

– Students work independently using the example we created to write a poem using repetition.

Math

Topic 6 Fluency Practice Activity – Fluently Subtract Within 100

Students practice fluently adding within 100 during a partner activity that reinforces mathematical practices.

Lesson Overview:

Students practice fluently adding and subtracting within 100 during a partner activity that reinforces mathematical practices.

Essential Understanding:

There are different ways to subtract two-digit numbers. Certain strategies may be better to use for a problem than others.

Topic 6 Reteaching

Fluently Subtract Within 100 Using Strategies

Mathematics Objectives:

– Use place value and models to subtract one-digit numbers.

– Subtract using place value and partial differences.

– Break apart two- digit numbers to make it easier to subtract.

– Subtract two-digit numbers using a variety of subtraction strategies.

– Use models and equations to solve word problems.

– Reason about word problems and use bar diagrams and equations to solve them.

Topic 6 Practice Test

Fluently Subtract Within 100

ANSWERING THE TOPIC ESSENTIAL QUESTION

What are strategies for subtracting numbers to 100?

Restate the Topic Essential

Ask students to answer the Essential Question and give examples that support their answers.

Topic 6 Assessment 

Fluently Subtract Within 100

Essential Understanding:

There are different ways to subtract two-digit numbers. Certain strategies may be better to use for a problem than others.

ANSWERING THE TOPIC ESSENTIAL QUESTION

What are strategies for fluently subtracting numbers to 100?

Topic 6 Assessment Performance Task

Fluently Subtract Within 100

MARS

Ducks and Sheep

Objectives:

Students demonstrate fluency in the addition of whole numbers to reach a sum. 

This task asks students to find the number of legs for a given number of sheep, ducks

and for sheep and ducks together. Successful students use mathematical models

and/or symbols to represent these situations that involve repeated addition or

multiplication of whole numbers. Students can find two combinations of sheep and

ducks with 32 legs in all.

Science

3-5 Making Our Second Glue

Overview: Students apply the evidence that they have collected about the properties of glue ingredients to create a recipe for glue that meets three design goals. Although students’ glues are designed to have the same properties, each student creates a recipe based on his own understanding of the evidence. Students discuss their recipe plans with a partner, make their glue mixtures, and set up a fair test that will allow them to compare the properties of each glue. Activity 4 includes a Critical Juncture in which students are presented with a small design challenge and write about their solutions. This will provide an opportunity for you to assess students’ grasp of Chapter 3 key concepts and their readiness to move on to Chapter 4.

Students learn:

• There may be different solutions to a design problem. Testing and comparing those solutions will help show which one better met the design goals.
• Mixtures can be designed for certain purposes by using ingredients with certain properties.

Lesson at a Glance

1: Writing a Glue Recipe 
Pairs of students review the glue design arguments they wrote in the last lesson. Then students independently make plans for their own glue recipes based on all of the evidence gathered so far.

2: Making Glue and Setting Up Tests 
Students follow their own glue recipes to make glues with the same desired properties: stickiness, strength, and the third property the class has decided upon. Then student pairs set up fair tests so that they may compare the properties of their two glue recipes.

3: Making and Discussing Predictions 
Students make and discuss predictions of the number of washers their glue mixtures will hold in the strength test.

4: Critical Juncture: Reflecting on Designing Mixtures 
Students are given a small design challenge—they are asked to write and provide evidence to support claims about which ingredients they would use in a toothpaste mixture with desired properties. This serves as a Critical Juncture Assessment.

4-1 Evaluating Second Glues and Revising Recipes

Overview: Students experience the iterative nature of design as they move through a full design cycle during this lesson: They test glues, evaluate evidence to learn new information, and work with a partner to plan, make, and test a new glue. Students begin by completing a strength test and evaluating their two different glues to determine which recipe(s) make a glue with the desired properties. They then review their test results and think about how to refine their recipes to better achieve the desired glue design goals. Next, pairs choose a final design goal for their glue and work together to plan and make a glue recipe that meets all four of the design goals. Finally, students set up a new kind of test using the glue they created. This lesson provides students with the opportunity to apply their understanding of key concepts and engage in engineering practices as they evaluate, design, and test glues.

Students learn:

• Engineers typically go through the design cycle multiple times before landing on a design that works to meet the design goals.
• Engineers evaluate designs based on whether they meet the design goals.

Lesson at a Glance

1: Completing Tests and Evaluating Results of Second Glues 
Pairs of students test and compare the two different glues they made—both designed to have the same properties. After reviewing their test results, pairs think about how to refine their recipes to better achieve the desired glue properties.

2: Discussing Results and Preparing to Modify Recipes 
Pairs reflect on the evidence they gathered through testing their second glues. Then they decide how they will revise their recipes to better meet the design goals. This activity includes an On-the-Fly Assessment about how students are using evidence to revise their recipes.

3: Writing Recipes for Third Glues 
Students carefully consider and then choose a fourth and final design goal—an additional property that they think good school glue should have. Then they reflect on the effects that adding certain ingredients will have on the properties of their glue mixture.

4: Making Third Glues and Setting Up Tests 
Students make their final glue according to their recipe and set up a new test—the Final Design Goals Test—to help them determine whether their new glue has all the desired properties.

4-2 Making Final Glues

Overview: Students evaluate test results from their third glues, share successful glue recipe ideas with each other, and have the opportunity to revise their glue designs one final time. Student pairs begin by completing tests, reviewing their results, and looking for evidence of whether or not the design goals were met. Next, the Thought Swap routine provides a forum through which students share successful design ideas with their classmates. Students then consider the evidence presented during the Thought Swap and revise their glue recipes one last time. After that, they make their final glues and use them to create a picture frame. Finally, as a class, they reflect briefly on the design process. Because students have planned, made, and tested glues several times during the unit, this lesson provides them with more independence and the cognitive space to focus on the effects of using specific substances as they reach their goal of making a glue with certain desired properties.

Students learn:

• Engineers share their ideas and accomplishments with others. 

Lesson at a Glance

1: Completing Tests and Recording the Results 
Student pairs gather test results from their third glue and assess how successful it was in meeting what are now their four design goals.

2: Engaging in a Thought Swap 
Through a Thought Swap, students learn from one another’s design successes and gather ideas about how to improve their own glue designs. The Thought Swap and follow-up sharing provide an On-the-Fly Assessment to assess students’ understanding of the properties that certain ingredients will add to a mixture and their ability to support their claims with evidence. 

Social Studies

African American Inventors

Interactive Read Aloud: Whoosh! Lonnie Johnson’s Super-Soaking Stream of Inventions by Chris Barton

A cool idea with a big splash!

You know the Super Soaker. It’s one of the top twenty toys of all time. And it was an accidental discovery that brought it into being. Trying to create a new cooling system for refrigerators and air conditioners, inventor Lonnie Johnson instead created the mechanics for the iconic toy.

A love for rockets, robots, inventions, and a mind for creativity were present in Lonnie Johnson’s early life. Growing up in a house full of siblings, Lonnie demonstrated persistence and a passion for problem solving that became the cornerstone of his career as an engineer and his work with NASA. But it is Lonnie’s invention of the Super Soaker water gun that has made the most memorable splash in popular culture.

Interactive Read Aloud: Sweet Dreams, Sarah by Vivian Kirkfield

Sarah E. Goode was one of the first African-American women to get a US patent. Working in her furniture store, she recognized a need for a multi-use bed and through hard work, ingenuity, and determination, invented her unique cupboard bed. She built more than a piece of furniture. She built a life far away from slavery, a life where her sweet dreams could come true.

Scholastic News – Read and discuss “The Snowman” 

As we read, ask students to think abouthow snowflake science has changed over time. 

Dance Break: Snowman 

Game: Build Your Snowman 

Activity: Text Evidence

January 15 to January 19

Dear Parents and Caregivers,

This is a reminder that the second-grade students will take the Middle-of-Year i-Ready reading and math tests on January 17, 18 and 19. Students will need headphones for the tests. Please check with your child to see if the headphone is working and send a replacement if necessary.

Thank you for your support.

Keniesha Charleston and Anh Tuan Hoang

Balanced Literacy

Day 1

M L K Day (No School)

Day 2

Writing 

Unit of Study

Dr. Martin Luther King, Jr.

Interactive Read Aloud: I Have a Dream by Kadir Nelson

Questions for discussion:

Why is there racism?

How does it feel to be discriminated against?

How did Martin Luther King Jr. impact the future of the United States of America?

Why are non-violent protests more powerful than violent ones?

How did people work to end discrimination?

How can we help to end discrimination?

How and why was Dr. King a great leader? Explain.

Students utilize notes from their graphic organizers to answer the writing prompt.

Day 3

i-Ready MOY Reading Test (9:00 am. to 10:00 am.)

Unit of Study

Dr. Martin Luther King, Jr.

Interactive Read Aloud: Martin Big Words by Maureen Raporport

Martin Luther King, Jr., grew up in a place where people used words that made him feel bad. Martin used words to fight for equal rights for black people. When Martin was growing up, he saw the words “Whites Only” all over town. But he remembered the words of his mother, “You are as good as anyone.”

Purpose: Students experience unequal treatment first hand and discuss fairness to understand the meaning of equality. Students will learn about the life and dream of Dr. Martin Luther King and write about what his dream for equality means in their own lives.

Objectives:

Students will be able to:

•Define equality

•Learn about the life of Dr. Martin Luther King Jr.

•Identify key words in MLK’s teachings on nonviolence.

•Write or draw pictures of what equality means to them.

Question: What if all the students who wear red shirts get extra recess?

Possible prompts:

•Does this seem right?

•How would you feel about coming to school?

Discuss with students why this isn’t fair. Explain that another word for fairness is equality. Today they will be learning about the life of Dr. Martin Luther King Jr. who fought for equality in the United States throughout his life.

Ask students to think about how Martin felt about the unfair treatment of people and how he tried to solve the problem as you read.

Read Martin’s Big Words: The Life of Dr. Martin Luther King Jr. by Doreen Rappaport.

Stop throughout the story to check for understanding: What people were not treated equally/fairly? What does segregation mean? How did MLK “fight” the problem?

Discussion

Ask students to respond to the reading.

•How did Dr. Martin Luther King, Jr. use big words?

•Can you think of times when you used your words to solve a problem?

•What was MLK’s dream?

•How can we keep his dream alive today? 

Writing/Art Connection

Ask students to write or draw illustrations of what equality means or looks like to them. You could also ask students to choose different ‘big words’ from the story to write or draw about.

How and why was Dr. King a great leader? Explain.

Students utilize notes from their graphic organizers to answer the writing prompt.

Day 4

i-Ready MOY Reading Test (9:00 am. to 10:00 am.)

Unit of Study

Dr. Martin Luther King, Jr. 

Shared Reading: My Daddy, Dr. Martin Luther King, Jr. by Martin Luther King III

Ask students what they think it means to be treated unfairly at home or school because of their parents’ jobs.

Pose these questions for small group discussion:

How might a child be treated by classmates if his/her parent’s occupation is ____________?   By neighbors?  By strangers?

Encourage them to give examples of positive and negative treatment by others.

Lead the discussion with students about their reaction to being treated differently because of their parent’s occupation.

Explain that the fair and unfair treatment of others based upon this scenario is real.

During the shared reading ask students what they know about the children of Dr. King as they read. Encourage students to identify evidence in the book that reveals the lives of the King children and other family members.

How and why was Dr. King a great leader? Explain.

Students utilize notes from their graphic organizers to answer the writing prompt.

Day 5

Word Study

Spelling Words: (The following words will be tested on January 26.)

away, animal, house, point, spot, desk, mask, task, ask, tusk, disk, hero, able, monument, pair, multiply

Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Unit of Study

Dr. Martin Luther King, Jr. 

Shared Reading: My Daddy, Dr. Martin Luther King, Jr. by Martin Luther King III

Summarizing

Review with students that to summarize, “I need to decide which information is the most important to remember in each section I read. To do this, I can consider who and what the section is about, what happened, and when and why it happened. Then I organize that information into a few sentences.”

Model the process to students through the think aloud below.

Under who I write: the family of Dr. Martin Luther King, Jr.

Under what I write: M.L. III and family were treated unfairly

Under when I write: the 1960s during the Civil Rights Movement

Under where I write: Atlanta, Georgia

Under why I write: Some people did not agree with Dr. King’s beliefs.

When I organize all the information, a summary might be: The lives of the children of Dr. Martin Luther King, Jr. were affected by unfair treatment during the 1960s in Atlanta, Georgia because some people did not agree with Dr. King’s beliefs or teachings regarding the Civil Rights Movement.

Summarizing Activity

Assign different sections of the book to different groups of students. Have them work in small groups to summarize the assigned text and select a presenter to share the summary with the class.

How and why was Dr. King a great leader? Explain.

Students utilize notes from their graphic organizers to answer the writing prompt.

Math

Lesson 6-6 Solve One-Step and Two-Step Problems

Lesson Overview

Students use models and equations to solve one-step and two-step word problems, including start-unknown word problems.

Mathematics Objective

Use models and equations to solve word problems.

Essential Understanding

Two-step- word-problems can be solved by first identifying and solving a hidden question. The answer to the hidden question is then used to answer the question given in the problem.

Procedural Skill

Students practice adding and subtracting within 100, with the goal of achieving fluency by the end of Grade 2.

Application

Students apply their knowledge and understanding of addition and subtraction within 100 to solve one-and two-step word problems.

Lesson 6-7 Problem Solving: Reasoning

Lesson Overview

Students show reasoning about quantities by contextualizing an addition or a subtraction situation within a story. They decontextualize the story by completing a matching equation. Instruction during this lesson focuses on reasoning and understanding.

Mathematics Objective

Reason about word problems and use bar diagrams and equations to solve them.

Essential Understanding

A bar diagram can be used to identify the relationship between quantities in a word problem and the operation(s) needed to solve it.

Procedural Skill

Students use the Thinking Habits shown in the Solve & Share task to help focus thinking in the lesson.

Application

A key goal of this topic is for students to be able to select, use, and manage multiple problem-solving methods.

Topic 6 Fluency Practice Activity – Fluently Subtract Within 100

Students practice fluently adding within 100 during a partner activity that reinforces mathematical practices.

Lesson Overview:

Students practice fluently adding and subtracting within 100 during a partner activity that reinforces mathematical practices.

Essential Understanding:

There are different ways to subtract two-digit numbers. Certain strategies may be better to use for a problem than others.

Science

3-4 Writing Design Arguments

Overview: Using the substance table from Jess Makes Hair Gel as a model, the class works together to synthesize and evaluate all of their evidence. Students refer to findings from the strength tests they conducted and the information they gathered from the Handbook of Interesting Ingredients as the teacher guides them to complete a class table to organize their evidence. Using multiple sources of evidence, students write design arguments explaining what ingredients will make the glue that best meets the design goals. In addition, the class agrees upon another property they would like their glue to have and adds a new design goal to their list. This lesson prepares students to design a new glue based on evidence that has been thoroughly evaluated.

Students learn:

• Part of evaluating evidence involves considering how sure you are that the evidence is correct.
• Having multiple sources of evidence that are the same increases confidence that the evidence is accurate.

Lesson at a Glance

1: Adding a Third Design Goal 
With new information in mind that they’ve gathered through testing and the reference book, students discuss what additional properties they would like their glue to have. Once they agree upon a third design goal, the class updates their Design Goals list.

2: Evaluating Evidence 
Students have the opportunity to evaluate and synthesize all of the evidence collected in the previous lesson—observations, strength test results, and information from the Handbook of Interesting Ingredients reference book—and record it in a Class Substance Table.

3: Writing Design Arguments 
Students write design arguments in which they provide evidence from multiple sources to support a claim about which glue ingredients will meet their three design goals. This activity includes an On-the-Fly Assessment that focuses on students’ use of multiple sources of evidence.

3-5 Making Our Second Glue

Overview: Students apply the evidence that they have collected about the properties of glue ingredients to create a recipe for glue that meets three design goals. Although students’ glues are designed to have the same properties, each student creates a recipe based on his own understanding of the evidence. Students discuss their recipe plans with a partner, make their glue mixtures, and set up a fair test that will allow them to compare the properties of each glue. Activity 4 includes a Critical Juncture in which students are presented with a small design challenge and write about their solutions. This will provide an opportunity for you to assess students’ grasp of Chapter 3 key concepts and their readiness to move on to Chapter 4.

Students learn:

• There may be different solutions to a design problem. Testing and comparing those solutions will help show which one better met the design goals.
• Mixtures can be designed for certain purposes by using ingredients with certain properties.

Lesson at a Glance

1: Writing a Glue Recipe 
Pairs of students review the glue design arguments they wrote in the last lesson. Then students independently make plans for their own glue recipes based on all of the evidence gathered so far.

2: Making Glue and Setting Up Tests 
Students follow their own glue recipes to make glues with the same desired properties: stickiness, strength, and the third property the class has decided upon. Then student pairs set up fair tests so that they may compare the properties of their two glue recipes.

3: Making and Discussing Predictions 
Students make and discuss predictions of the number of washers their glue mixtures will hold in the strength test.

4: Critical Juncture: Reflecting on Designing Mixtures 
Students are given a small design challenge—they are asked to write and provide evidence to support claims about which ingredients they would use in a toothpaste mixture with desired properties. This serves as a Critical Juncture Assessment.

Social Studies

Video: I Have a Dream speech by Martin Luther King Jr.

Watch and discuss the video with students. Ask them to connect what they are learning to previous lessons.

Shared Reading: My Daddy, Dr. Martin Luther King, Jr. by Martin Luther King III

Cause and effect

Review and discuss cause-and-effect relationships. Explain that a cause is an action or event that makes something happen, and the effect is what happens because of, or as a result of, the action or event.

Model the following to students:

I know that there are reasons, or causes, for events to happen. Dr. King presented a speech because some Americans were treated unfairly. The cause is that people were treated unfairly. The effect is the speech. 

Explain to students that there can be more than one effect resulting from a cause. Ask students: What else might have resulted from Dr. King’s speech? Have students share their thinking with a classmate. Then we share as a class.

Explain to students that they will be looking for cause-and-effect relationships as they read the book, My Daddy, Dr. Martin Luther King, Jr.

Scholastic News 

Read and discuss “The New Year’s Walrus. ”

As we read, ask students to think about The New Year’s Walrus. 

Video: A Swim in the Arctic

Slideshow-Vocabulary Words 

Game: The New Year’s Walrus 

Activity: Writing 

January 8 to January 12

Dear Parents and Caregivers,

Happy New Year! We hope that everyone had a safe, healthy, and enjoyable winter break.

The next five-week rotation for the essential classes begins Monday, January 8, 2024. Please see the attached schedule below.

Mr. Hoang’s Class

Grade: 2nd 1:45-2:45	Monday	Tuesday	Wednesday	Thursday	Friday
Room: 103	Gym	WL	Music	WL	Gym

Ms. Charleston’s Class

Grade: 2nd 1:45-2:45	Monday	Tuesday	Wednesday	Thursday	Friday
Room: 106	Music	WL	Gym	WL	Music

The Second Quarter Report Cards will be sent home Friday, January 12.  Please review the report card with your child.

The second-grade students will take the Middle-of-Year i-Ready reading and math tests on January 17 and 18. Students will need headphones for the tests. Please check with your child to see if the headphone is working and send a replacement if necessary.

Thank you for your support.

Keniesha Charleston and Anh Tuan Hoang

Balanced Literacy

Day 1

Reading 

Unit of Study

Dr. Martin Luther King, Jr.

Inquiry Questions:  Can you imagine a world where laws kept black and white people apart?  Where black children couldn’t swim in the same pools as white children?  Or go to the same schools?  A place where laws made it hard for black people to vote?  Or where a black person had to stand up on the bus so a white person could sit down? Have students turn and talk with a classmate.  

Shared Reading: Martin Luther King Jr. by Renee Mitchell

Book Summary 

Martin Luther King Jr. was one of the most important civil rights leaders in American history. He worked hard for equality and taught others how to stand up for what they believed in. This book tells the story of his courageous life from his birth in 1929 to his death in 1968. 

Key Question 

Why is Martin Luther King Jr. called a great leader? 

Targeted Reading Strategy 

Summarize 

Objectives 

Use the reading strategy of summarizing to understand text 

Understand and identify cause-and-effect relationships 

Identify and categorize r-controlled vowel sounds 

Identify and use pronouns 

Vocabulary 

Academic vocabulary 

remember (v.), separate (v.) 

Story words 

• Civil War (n.), march (n.), minister (n.), refused (v.), rights (n.), separation (n.), slavery (n.)

Discuss each academic vocabulary word with students. Point to the use of each word in
the book, and then use each word in a different model sentence. 

Introduce the Reading Strategy: Summarize 

Explain to students that one way to understand and remember information in a book is to write a summary, or a brief overview, of the most important information in a section or chapter. Point out that a summary includes the main idea and one or two supporting details. It often answers the questions who, what, when, where, and why. 

Create a chart on the board, similar to the summarize worksheet, with the headings who, what, when, where, and why. Read the introduction on page 4 aloud to students and model summarizing.
Think-aloud: To summarize, I need to decide which information is the most important to remember in a section. To do this, I can consider who and what the section was about, what happened, and when and why it happened. Then I can organize that information into a few sentences. This section is quite short, but I can still identify Who: Martin Luther King Jr., a great African American leader. Under the What heading, I will write celebrate Martin Luther King Day. Under When, I will write each year. It does not mention a place, so I will leave the Where heading blank. I will leave the Why heading blank also. When I organize all this information, a summary of this first page might be: Every year, we celebrate a great African American leader named Martin Luther King Jr. 

As we read, encourage them to use other reading strategies in addition to the targeted strategy presented in this section. 

Phonemic Awareness:  The Skills That They Need To Help Them Succeed! By Michael Heggerty, Ed.D. (Room 103)

Week 17 (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 

Question: How and why was Dr. King a great leader? Explain.

Model to students how to take notes by writing information on chart paper for students to use as support for their writing.

– Distribute to students the graphic organizers entitled Martin Luther King Jr. Refer to the reading this morning to model to students how to take notes on the graphic organizers. 

– Students discuss at table groupings additional information about Dr. King from their own learning to contribute to the graphic organizers.

– Students continue to read and add information onto their graphic organizers.

– 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.

Day 2

Reading

Unit of Study

Dr. Martin Luther King, Jr.

Interactive Read Aloud:Let’s Celebrate Martin Luther King Jr. Day by Barbara de Rubertis

Questions for discussion:

How was segregation hurtful?

Why couldn’t Martin’s white friend play with him? How did it make him feel? 

How did Martin Luther King Jr.’s education prepare him to be a leader?

What is the civil rights group?

How did Dr. King feel about peaceful demonstrations? 

What dream did Dr. King have for America? How should we all work toward that dream?

Phonics Lesson:

LSR17 p. 142, 143 Recognizing and Use Consonant Letters That Represent Two or More Different Sounds at the Beginning of a Word.

– Teach: Teacher teaches the concept

– Apply: Students apply the concept learned by making words.

– Share: Students share words they made. 

Writing 

How and why was Dr. King a great leader? Explain.

Students utilize notes from their graphic organizers to answer the writing prompt.

Day 3

Reading

Unit of Study

Dr. Martin Luther King, Jr.

Interactive Read Aloud:Martin Luther King Jr. by Kitson Jazinka pages 1 to 23

Read and model to students the importance of text feature (titles, subtitles, keywords, captions), text structure (elaboration, description, sequence, compare and contrast, problem and solution, and cause and effect), and determine Importance (main idea vs. interesting details)

Targeted Reading Strategy 

Summarize 

Objectives:

Use the reading strategy of summarizing to understand text. 

Understand and identify cause-and-effect relationships.

Questions for discussion:

How did Dr. King help change unfair laws? 

What did Dr. King’s parents teach their children?

Where did Dr. King learn about the power of words?

In which way did Dr. King use his words?

Writing

How and why was Dr. King a great leader? Explain.

Students utilize notes from their graphic organizers to answer the writing prompt.

Day 4

Reading

Unit of Study

Dr. Martin Luther King, Jr.

Interactive Read Aloud:Martin Luther King Jr. by Kitson Jazinka pages 24 to 44

Read and model to students the importance of text feature (titles, subtitles, keywords, captions), text structure (elaboration, description, sequence, compare and contrast, problem and solution, and cause and effect), and determine Importance (main idea vs. interesting details)

Targeted Reading Strategy 

Summarize 

Objectives:

Use the reading strategy of summarizing to understand text. 

Understand and identify cause-and-effect relationships.

Questions for discussion:

How did Dr. King help others? 

Why is his speech “I Have a Dream” so important?

Writing

How and why was Dr. King a great leader? Explain.

Students utilize notes from their graphic organizers to answer the writing prompt.

Day 5

Reading

Unit of Study

Dr. Martin Luther King, Jr.

Read and model to students the importance of text feature (titles, subtitles, keywords, captions), text structure (elaboration, description, sequence, compare and contrast, problem and solution, and cause and effect), and determine Importance (main idea vs. interesting details)

 “A Great Leader” from ReadWorks

Questions for discussion:

How were African Americans treated differently? 

What was the result of Martin Luther King Jr.’s work to change unfair laws?

How do Americans honor Martin Luther King Jr. every January?

Word Study

Spelling Words: (The following words will be tested on January 19.)

feet, off, led, spell, air, bend, send, mind, offend, sand, land, wind, yes, week, share, fourth 

Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check. 

Writing 

How and why was Dr. King a great leader? Explain.

Students utilize notes from their graphic organizers to answer the writing prompt.

Math

Lesson 6-2 Subtract 2-Digit Numbers Using Models (Day 2)

Lesson Overview

This lesson solidifies the concept of regrouping by extending student practice to subtracting two-digit numbers from two-digit numbers. Modeling the subtraction problem with place-value blocks and then writing the steps for subtracting in frames helps students to reinforce their understanding of the process.

Mathematics Objective

Use place value and models to subtract two-digit numbers.

Essential Understanding

When you use place-value materials to subtract a two- digit whole number from a two-digit whole number, sometimes you need to decompose 1 ten as 10 ones. When subtracting, you can start with the tens or the ones.

Conceptual Understanding

Students use concrete and symbolic representations to reinforce understanding of subtracting two-digit numbers.

Procedural Skill and Fluency

A key goal of this topic is for students to develop fluency in subtracting within 100.

Lesson 6-3 Subtract Using Partial Differences

Lesson Overview
Students use partial differences and focus on breaking apart numbers by place value, into tens and ones, to subtract two-digit numbers.

Mathematics Objective

Subtract using place value and partial differences.

Essential Understanding

When subtracting two-digit numbers, you can subtract the tens and then subtract the ones by making a 10.

Conceptual Understanding

Using partial differences supports students’ understanding of place value and properties of operations.

Procedural Skill and Fluency

The partial differences strategy helps students develop fluency in subtracting within 100.

Lesson 6-4 Continue to Subtract Using Partial Differences (2 Days)

Lesson Overview

In this lesson, students subtract a two-digit number from a two-digit number by breaking apart the lesser number, or subtrahend, into tens and ones to make it easier to subtract. This builds on the work they did in Lesson 6-3.

Mathematics Objective

Break apart two- digit numbers to make it easier to subtract.

Essential Understanding

Two-digit numbers can be broken apart to make it easier to subtract them mentally.

Conceptual Understanding

By breaking apart the subtrahend into tens and ones, students see the importance of thinking about place value when working with numbers.

Procedural Skill and Fluency

Students continue to develop fluency with finding differences within 100, as they practice subtracting two-digit numbers from two-digit numbers.

Lesson 6-5 Practice Subtracting

Lesson Overview

Students use subtraction strategies as they practice subtracting with two-digit numbers.

Mathematics Objective

Subtract two-digit numbers using a variety of subtraction strategies.

Essential Understanding

Subtraction problems involving two-digit numbers can be solved using different subtraction strategies.

Conceptual Understanding

Students work toward fluency as they practice subtracting two-digit numbers.

Procedural Skill

Students use strategies to demonstrate understanding of place-value concepts used to subtract.

Science

3-1 Jess Makes Hair Gel

Overview: Students read Jess Makes Hair Gel, which follows a boy as he moves through the design cycle to create a mixture that meets his design goals. Before reading, students reflect on what they know about hair gel and make predictions about what they might read in the book. They then read the book with a partner, making and revising predictions as they read. Next, they engage in a second all-class shared read to focus on key elements of the text. Throughout the book, students have an opportunity to see the design process in action, complete with the obstacles Jess encounters, the missteps he takes, and the successes he achieves. After reading, the teacher engages students in discussing cause and effect and relates the concept to both the boy’s experience designing hair gel and students’ own experiences making glue. This lesson serves to foreground cause and effect for students and to provide an example of how one student designing mixtures moved through the design cycle.

Students learn:

• While each step in the design cycle is important, engineers don’t always follow the same exact steps in the same order.
• Engineers often need to revise their plans and repeat some steps over again as they go along, based on what they learn.
• Understanding cause and effect can help inform scientists, engineers, or students as they design mixtures.

Lesson at a Glance

3: Connecting to the Design Cycle 
Students discuss how Jess worked to address his design problem by making, testing, refining, and testing his hair gel recipe again. As they do, the teacher helps the class connect the design cycle, what Jess did when he designed hair gel, and what the students are doing as they design glue.

4: Reflecting on Cause and Effect 
Students reflect on the concept of cause and effect as they relate it to the experiences of Jess designing hair gel and to their own experience designing glues. Students learn that understanding cause and effect is key for those engaging in the design process.

3-2 Adding Strength As A design Goal

Overview: The class revisits the uses for their school glue, adds an additional design goal, and conducts a new test on both new and familiar glue ingredients. When reminded of an important use of school glue—to build structures—the class adds a new design goal—strength. The teacher adds this new design goal to the Design Goals poster, and the class begins investigating which ingredients might make a glue that is both sticky and strong. Students have the opportunity to observe some new wet ingredients—corn syrup and gelatin—as well as some familiar ones, and then they set up a strength test. This lesson catalyzes student thinking about how it might be possible to design mixtures with certain properties.

Students learn:

• Engineers usually have multiple design goals.
• Mixtures can be designed to have particular properties for specific uses.
• Mixtures may have a combination of properties of their ingredients.

Lesson at a Glance

1: Adding Strength as a Design Goal 
In Jess Makes Hair Gel, Jess came up with several design goals because he wanted his hair gel to have more than one property. Following that example, the class speculates on what additional properties (besides being sticky) their glues could have. When presented with an important use case for school glue (being able to use it to build structures), they add strength as a second design goal for their glues.

2: Introducing Strength Tests 
The teacher introduces how students are to set up the strength test for glue ingredients.

3: Observing Ingredients and Setting Up the Tests 
Students work independently to observe and record observations about each ingredient. Then they set up strength tests.

4: Discussing How Ingredients Affect Mixtures 
Students review the idea of cause and effect and are formally introduced to the idea with which they have had a growing amount of experience—that mixtures may have a combination of the properties of their ingredients. This activity provides an On-the-Fly Assessment opportunity to see if students understand the relationship between the properties of ingredients and the properties of a mixture made of those ingredients.

3-3 Evaluating Strength Test Evidence

By completing strength tests and conducting research using a reference book, students gather evidence about which ingredients might make a strong glue. Students complete strength tests on the new glue ingredients and come away with more evidence about which ingredients will make a glue that meets their design goals. Using the Properties of Materials Graphing Tool, students graph and evaluate their results and they make claims about which ingredients had the properties of being both sticky and strong. Then they search in the Handbook of Interesting Ingredients for evidence about which ingredients might give the property of strength to their glue mixtures. At the end of the lesson, the teacher records the class’ key evidence from the strength tests and the handbook. This lesson prepares students to make evidence-based plans that include the best ingredients to make a strong glue mixture.

Students learn:

• Some ingredients are better suited for making a strong glue than others.
• Engineers and scientists communicate their results using graphs.

Lesson at a Glance

1: Making Observations and Gathering Test Results 
To ensure that students understand how to conduct the new glue test, the teacher provides detailed instruction on how the strength tests are to be conducted. Students make observations of the dried mixtures and then conduct their strength tests for the purpose of gathering evidence to determine which glue ingredient will help meet the design goal of being strong.

2: Graphing Test Results and Making Claims 
The teacher reminds students how to use the Properties of Materials Graphing Tool, and pairs of students graph the results of their strength tests. Then student pairs work together to make claims about which ingredients were strongest

3: Searching for Evidence in a Reference Book 
Students gather evidence related to strength (and other relevant glue properties) in the Handbook of Interesting Ingredients. This evidence, from a secondhand source, will be important as students work to make convincing design arguments about their glue mixtures.

4: Reporting Multiple Sources of Evidence 
Students have the opportunity to share and hear others report the evidence they collected from their strength test findings and the reference book. This short discussion provides closure to the lesson and prepares students for what they will do in the next lesson.

Social Studies

Dr. Martin Luther King, Jr.

Video: A Leader and a Hero from Scholastic

Dr. Martin Luther King, Jr.

Video: Octavia Spencer and Martin Luther King Jr.’s Granddaughter Visit MLK’s Home

Watch and discuss the video with students. Ask them to connect what they are learning to the previous lesson in language arts.

Scholastic News 

Read and discuss “The Story of a Speech”. As we read, ask students to think aboutwhy Dr. King’s speech was important.

Video: Dr. King: A Leader and a Hero

Slideshow: Vocabulary Words

Game: Design a Poster: The Story of a Speech

Activity: Editor’s Pick: Character Traits

December 18 to December 21

Dear Parents and Caregivers,

Please submit payment for the second-grade pizza party by Monday, December 18 if you haven’t already done so.

The second quarter ends December 22. Please visit the ASPEN Parent Portal to be informed of grades and missing assignments. Missing assignments need to be submitted no later than Thursday, December 21.

There will be no school on Friday for students, and the two-week holiday break follows.

We extend our best wishes during this time of year and wish you a delightful holiday season!

Thank you for your support.

Keniesha Charleston and Anh Tuan Hoang

Balanced Literacy

Day 1

Reading 

Modeled and Guided Instruction, Read: Sod Houses by Henry Wallace

Objectives:

– Identify common text features, including captions, bold print, and subheadings.

– Use text features to locate information in a text. 

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: Which text feature helped you the most as you read the article on sod house?

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

Phonemic Awareness:  The Skills That They Need To Help Them Succeed! By Michael Heggerty, Ed.D. (Room 103)

Week 16 (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 

Writing Nominations and Awarding Favorite Books

Have a student share his or her writing with the whole class.

Students also share their writing with a partner.

Review vocabulary words by having students get up to stretch and say out loud what the words mean: introduction, opinion, persuade, conclusion, evidence

Minilesson

Connection: Tell students a story about watching movies and then comparing them in a discussion with friends. Relate this to the kind of thinking and writing they can do across books. Name the teaching point.

Teaching: Show students how you compare similar books. Model your thinking closely about what aspects of the book you are comparing, and then include this thinking in your writing. Debrief, reviewing the steps you went through to compare books and think closely about the comparison.

Active Engagement: Give students an opportunity to practice this work using books from your collection.

Link: Remind students how making comparisons between books is another kind of evidence that can support their opinion. Give them an opportunity to come up with some possible books to compare.

Students continue writing nominations for their favorite books, applying what they’ve learned from the writing workshop.

Day 2

Reading 

Modeled and Guided Instruction, Read: Homes Around the World by Coriander Singh

Objectives:

– Identify common text features, including captions, bold print, and subheadings.

– Use text features to locate information in a text. 

Read: First read (Students read; teacher asks questions.)

Explore: Second read (independent, small group and guided group)

Students work in partners to complete questions 1 and 4. 

Talk: How can the text features in the article help you understand the information you read about houseboat?

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

Phonics Lesson:

LSR16 p. 140, 141 Recognizing the hard c and soft c

– Teach: Teacher teaches the concept

– Apply: Students apply the concept learned by making words.

– Share: Students share words they made. 

Writing 

Opinion

Writing Nominations and Awarding Favorite Books

Have a student share his or her writing with the whole class.

Students also share their writing with a partner.

Review vocabulary words by having students get up to stretch and say out loud what the words mean: introduction, opinion, persuade, conclusion, evidence

Day 3

Independent Practice 

Read: Home Built from Nature by Sarah J. Ball

Objectives:

– Identify common text features, including captions, bold print, and subheadings.

– Use text features to locate information in a text. 

Read: Students read the story independently and answer comprehension questions 1-5. 

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

Writing 

Interactive Read-Aloud

Dear Mrs. LaRue, Letters from Obedience School by Mark Teague

Writing Nominations and Awarding Favorite Books

Giving Readers Signposts and Rest Stops

Minilesson

Gather your writers and explain how longer sentences need some rest stops.

Invite your writers to notice some rest stop punctuation in a few well-written sentences. Guide them through the steps of first noticing the punctuation and then asking themselves what the purpose of the punctuation is. Record punctuation observations in a class chart.

Before sending students off, give them a chance to try rest-stop punctuation in their own fabulous writing. Remind the class that punctuation is one way of taking care of your readers. 

Students continue writing nominations for their favorite books, applying what they’ve learned from the writing workshop.

Day 4

Read: Home Built from Nature by Sarah J. Ball

Objectives:

– Identify common text features, including captions, bold print, and subheadings.

– Use text features to locate information in a text. 

Read: Students reread the article independently and answer comprehension questions 6-8.

Students will play 4 corners to justify the answers that they chose. 

Spelling Words: (The following words will be tested on January 12.)

farm, fire, home, us, move, bump, stump, clump, stamp, clamp, camp, question, test, predict, observe, guess

Writing 

Interactive Read-Aloud

Dear Mrs. LaRue, Letters from Obedience School by Mark Teague

Writing Nominations and Awarding Favorite Books

Writing Introductions and Conclusions to Captivate

Minilesson

Tell students that you are impressed with their nomination writing and all of the strategies that they are using to make their pieces powerful and persuasive. Explain that opinion writers have the challenge of catching the attention of their audience and communicating their claims, before releasing them.

Set writers up to investigate a mentor text by guiding then through a series of steps that help students discover answers to the overarching question. Then listen in and coach, to elicit and collect their comments. Coach students to study structure, voice, word choice, and craft as they work in pairs. Listen in and highlight observations that students make. Reconvene the group to elicit students’ observations. Repeat their observations using more precise language, and record these on sticky notes to add to a Venn diagram chart.

Send writers off to work independently, reminding them to call on prior knowledge as well as what they have learned today about writing introductions and conclusions.

Students continue writing nominations for their favorite books, applying what they’ve learned from the writing workshop.

Math

Topic 6 Opener

Fluently Subtract Within 100 

TOPIC ESSENTIAL QUESTION:

What are strategies for subtracting numbers to 100?

Revisit the Topic Essential Question throughout the topic.

Mathematics Objective:

Subtract within 100 by using understanding of place value, properties of operations, mental math, and the partial-differences strategy.

Lesson 6-1 Subtract 1-Digit Numbers Using Models

Lesson Overview:

Students practice regrouping

by using place-value blocks to subtract one-digit numbers from two-digit numbers.

They use number sense and critical thinking to decide if they need to regroup 1 ten as

10 ones.

Mathematics Objective:

Use place value and models to subtract one-digit numbers.

Essential Understanding:

When you use place-value materials to subtract a one-digit whole number from a two-digit

whole number, sometimes you need to decompose 1 ten as 10 ones.

Procedural Skill and Fluency:

Manually regrouping 1 ten as 10 ones supports conceptual understanding of place value,

and helps students develop fluency in subtracting within 100.

Lesson 6-2 Subtract 2-Digit Numbers Using Models (Day 1)

Lesson Overview:

This lesson solidifies the

concept of regrouping by extending student practice to subtracting two-digit numbers

from two-digit numbers. Modeling the subtraction problem with place-value blocks

and then writing the steps for subtracting in frames helps students to reinforce their

understanding of the process.

Mathematics Objective:

Use place value and models to subtract two-digit numbers.

Essential Understanding:

When you use

place-value materials to subtract a two- digit whole number from a two-digit whole number, sometimes you need to decompose 1 ten as 10 ones. When subtracting, you can

start with the tens or the ones.

Conceptual Understanding:

Students use concrete and symbolic representations

to reinforce understanding of subtracting two-digit numbers.

Procedural Skill and Fluency

A key goal of this topic is for students to develop fluency in subtracting within 100.

Science

Unit 2

2-4 Writing about Heating Ingredients

Overview: Students reflect on what happens to substances after they’ve been heated or cooled and returned to their original temperature, and then they support a claim with evidence about whether a possible glue ingredient should be heated. As a prewriting activity, students participate in a Thought Swap, in which they have an opportunity to practice making and supporting claims about whether cornstarch that has or has not been heated will make stickier glue. Then the teacher models and students write. This lesson provides students with an opportunity to synthesize their learning and evidence-gathering throughout Chapter 2 into a written argument.

Students learn:

• Providing multiple sources of evidence makes a more convincing argument.

Lesson at a Glance

1: Reviewing Key Concepts 
To prepare for discussing about and writing a claim supported by evidence, students review what they have learned about heating and cooling ingredients.

2: Evidence Thought Swap 
Using a Thought Swap, students come up with evidence to support their claim about whether the cornstarch and water mixture should be heated. This provides students with a low stakes opportunity to practice supporting a claim with evidence and to hear the range of evidence from other students.

3: Model Writing a Design Argument 
The teacher models writing a design argument about whether a different glue ingredient mixed with water should be heated and shows how an argument with evidence from multiple sources is especially convincing.

4: Writing an Argument 
This activity allows students to write another argument, applying the evidence they have gathered through testing, observation, and reading an informational reference text to support a written claim about a proposed design solution. Looking over students’ arguments provides an On-the-Fly Assessment of your students’ growing understanding about properties of substances and their ability to support a claim with evidence.

3-1 Jess Makes Hair Gel

Overview: Students read Jess Makes Hair Gel, which follows a boy as he moves through the design cycle to create a mixture that meets his design goals. Before reading, students reflect on what they know about hair gel and make predictions about what they might read in the book. They then read the book with a partner, making and revising predictions as they read. Next, they engage in a second all-class shared read to focus on key elements of the text. Throughout the book, students have an opportunity to see the design process in action, complete with the obstacles Jess encounters, the missteps he takes, and the successes he achieves. After reading, the teacher engages students in discussing cause and effect and relates the concept to both the boy’s experience designing hair gel and students’ own experiences making glue. This lesson serves to foreground cause and effect for students and to provide an example of how one student designing mixtures moved through the design cycle.

Students learn:

• While each step in the design cycle is important, engineers don’t always follow the same exact steps in the same order.
• Engineers often need to revise their plans and repeat some steps over again as they go along, based on what they learn.
• Understanding cause and effect can help inform scientists, engineers, or students as they design mixtures.

Lesson at a Glance

1: Introduction to Jess Makes Hair Gel 
This activity prepares students to read Jess Makes Hair Gel by providing them with the opportunity to reflect on their prior knowledge about hair gel and to generate some initial predictions of what the book is about.

2: Reading: Jess Makes Hair Gel 
Students partner read Jess Makes Hair Gel and make and refine predictions as they read. This activity includes an On-the-Fly Assessment opportunity for teachers to gauge how students are making predictions.

Social Studies   

Shared Reading: World Holidays by Cecelia Maeson

Book Summary

People all over the world celebrate holidays rich in tradition. Celebrations include preparing and eating food, playing games, and telling stories. In this informational text, students learn about seven holidays from around the world and how each one is celebrated.

About the Lesson

Targeted Reading Strategy

– Connect to prior knowledge

Objectives

– Use the reading strategy of connecting to prior knowledge to understand text 

– Compare and contrast information

– Identify r-controlled /o/ sound 

– Recognize subject-verb agreement

– Arrange words in alphabetical order 

Vocabulary 

– Content words: Chinese New Year, Christmas, dreidel, Hanukkah, Holi, kinara, Kwanzaa, menorah, mkeka, New Year, Ramadan, traditions

Shared Reading: Happy New Years Around the World by Lisa Harkrader 

Book Summary

People all over the world celebrate the New Year’s holiday, although not all do so on January 1st. Some of the celebrations in many countries are the same, such as fireworks. Other countries have special customs, such as breaking dishes in Denmark, eating grapes for good luck in Spain, and wearing yellow underwear in Central and South America.

Objectives

– Use the reading strategy of connecting to prior knowledge to understand text

December 11 to December 15

Dear Parents and Caregivers,

The students will take the Math Topic 5 Assessment and Performance Task on Thursday, December 14 and Friday, December 15. Please refer to the graded homework and the online Family Engagement to help your child review. (https://media.pk12ls.com/curriculum/math/family_engage_cc/g02_t05_overview_en.html)

The winter assembly for K-4  takes place Friday, December 15, at 9:30 a.m. in the gym. Please join us.

The holiday luncheon for the second-grade students is on Thursday, December 21. A flyer was sent home with the students last week. Please submit payment ($10 cash only) by Friday, December 15.

The second quarter ends Friday, December 22. Please visit the ASPEN Parent Portal to be informed of grades and missing assignments. Missing work must be submitted no later than December 21.

Thank you for your support.

Keniesha Charleston and Anh Tuan Hoang

Balanced Literacy

Day 1

Reading Introduction 

Text Feature, Part 1 (Caption, Bold Print, Subheadings)

Objectives:

– Identify common text features, including captions, bold print, and subheadings.

– Use text features to locate information in a text. 

Prerequisite Lesson A

Interactive Read Aloud: Watch Out for Asteroids! by Stephen Krensky

Read the text aloud and guide students to understand text feature using the following questions:

Do you know what space is?

What is a table of content?

What does the heading tell about the text?

What is the glossary? How does it work?

How do the text features help you understand the text?

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

Week 15 (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 sound

Writing 

Unit 3 Opinion

Session 11 Publishing Our Opinions for All to Read

Mini-lesson

Drumroll the upcoming writing celebration. Remind students that writers fancy up their writing before publishing and ask them to recall which tools located in the classroom they can use as resources to do this.

Start a quick study of one of the books you have written about. Think out loud about what you see, noting not just the feature but why you think the author or illustrator included it. Start a quick chart to list different extras writers might include.

Invite students to find the extras in their books, asking why the author may have chosen to include them.

Remind students of their ongoing work and invite them to add the work of including extras to their plans for the day.

Students publish one of their letters, applying what they’ve learned from the writing workshop.

Day 2

Reading 

Text Feature, Part 1 (Caption, Bold Print, Subheadings)

Objectives:

– Identify common text features, including captions, bold print, and subheadings.

– Use text features to locate information in a text. 

Prerequisite Lesson B

Interactive Read Aloud: Weird Rain by Hazel Meador

Read the text aloud and guide students to understand text feature using the following questions:

What is a tornado?

What does the author want the readers to understand about rain?

What information do you find under the heading “Raining Frogs and Fishes”?

What can you learn from the caption?

Which question is answered under the subheading “Watch Out!”?

What information do you find under the subheading “What Was Happening?”

Why is the word “specks” in blue print?

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

Phonics Lesson:

LSR15 p. 135 Recognize and Use final Consonant Clusters at the end of the word.

– Teach: Teacher teaches the concept

– Apply: Students apply the concept learned by making words.

– Share: Students share words they made.

Writing 

Unit 3 Opinion

Session 11 Publishing Our Opinions for All to Read

Students continue to publish one of their letters, applying what they’ve learned from the writing workshop.

Conferring and Small-Group Work: When is Handwriting a Priority?

Day 3

The Wildcats’ Ways Assembly

Writing 

Unit 3 Opinion

Bend 3 Writing Nominations and Awarding Favorite Books

Session12 And the Nominees Are…

Mini-lesson

Tells students a story about visiting a bookstore and noticing all of the award-winning books. Explain that this is the work they will be undertaking: writing nominations for their own favorite books.

Walk students through the steps you take: first, choosing a book to nominate, then thinking about what makes your chosen book so special and the reasons why it is deserving of an award. Debrief.

Give students an opportunity to practice, first by choosing a book to nominate, and then by planning the reasons why their books deserve an award. Ask students to rehearse their writing with their partners.

Send students off to write, reiterating the procedure you introduced during the mini-lesson.

Students begin writing nominations for their favorite books, applying what they’ve learned from the writing workshop.

Day 4

Reading 

Introduction Text Feature, Part 2 (Glossaries, Indexes, and Tables of Contents)

Objectives:

– Identify text features including glossaries, indexes, and table of contents to help find information. 

Read the Learning Target: 

When you know the features in a text, including glossaries, tables of contents, and indexes, you can use them to find information. 

Think: Students complete the activity chart with partners.

Talk: How can text features help you locate information and understand that you read? 

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

Writing 

Opinion

Writing Nominations and Awarding Favorite Books

And the Nominees Are…

Students continue writing nominations for their favorite books, applying what they’ve learned from the writing workshop.

Conferring and Small-Group Work: Getting Mileage Out of Any Learning Tools You Have at Hand

Day 5

Winter Assembly

Students take the spelling test.

Writing 

Opinion

Writing Nominations and Awarding Favorite Books

Prove it! Adding Quotes to support Opinions

Minilesson

Share your observations about the impressive work students have been doing in this unit. Recall prior learning about quotation marks and hint at the new work they can do.

Demonstrate how you use direct quotes from the touchtone text to support your opinion. Reread your writing, thinking about your opinion. Then go back to the text to find evidence to support your opinion. Finally, add in the direct quote, using revision strips and quotation marks. Restate the entire teaching point, recapping your process, to reinforce the demonstration.

Give students an opportunity to plan for their independent work. Ask students to recall their writing and make a plan for how to make it stronger by quoting the books they are writing about.

Remind students to call upon all they know to make their writing strong and powerful. Give them an opportunity to get started on their revision work, right in the meeting area, before sending them off to work independently.

Students continue writing nominations for their favorite books, applying what they’ve learned from the writing workshop.

Math

Lesson 5-7 Solve One-Step and Two-Step Problems

Lesson Overview:

In this lesson, students encounter more challenging word problems, and they use the relationship between addition and subtraction to help them solve the problems

Mathematics Objective:

Solve one- and two-step problems using addition or subtraction.

Essential Understanding:

You can use bar diagrams, equations, and the relationship between addition and subtraction to help you solve one- and two-step word problems. In the case of two-step problems, you need to find the answer to the first step, and then use it to solve the second step.

Lesson 5-8 Problem Solving: Critique Reasoning

Lesson Overview:

In this lesson, students use tools and strategies to analyze and critique the reasoning of others.

Mathematics Objective:

Critique the thinking of others by using what is known about addition and subtraction.

Essential Understanding:

Good math thinkers use math to explain why they are right. They can talk about the math that others do, too.

Application:

Rigorous mathematics instruction calls for the selection, use, and management of multiple problem-solving methods. Use the Thinking Habits shown in the Solve & Share task to help focus thinking in the lesson.

Topic 5 Fluency Practice Activity

Subtract Within 100 Using different strategies

Lesson Overview:

Students practice fluently adding and subtracting within 20 during a partner activity that reinforces mathematical practices.

Essential Understanding:

There are different ways to subtract two-digit numbers. Certain strategies may be better to use for a problem than others.

Topic 5 Reteaching

Topic 5 Test and Performance Task

Essential Understanding:

There are different ways to subtract two-digit numbers. Certain strategies may be better to use for a problem than others.

Objectives:

Use a hundreds chart to subtract tens and ones.

Use an open number line to subtract tens and ones.

Add up to subtract using an open number line.

Break apart1-digit numbers to make it easier to subtract mentally.

Break apart1-digit numbers to make it easier to subtract mentally.

Make numbers that are easier to subtract, and use mental math to find the difference.

Choose and use any strategy to subtract 2-digit numbers.

Science

Unit 2

2-2 Exploring Heating and Cooling

Overview: Students review Can You Change It Back? to confirm ideas about what happens to substances that have been heated or cooled and returned to their original temperature. Then they observe a glue ingredient before and after heating, discuss how the properties have changed, and predict which substance would make a stickier glue. Next, using the Properties of Materials Sorting Tool, pairs of students apply their learning about the properties of substances that have been heated or cooled. Engaging in this two-part card sort helps confirm students’ understanding that after being heated or cooled, some substances can change back while others cannot; they also learn that if a substance doesn’t change back it has become a different substance. At the end of the lesson, students use what they have learned to make a claim (supported with evidence) about whether the heated mixture and the unheated mixture are the same or different substances. This lesson enables students to engage with the idea that heating or cooling changes some substances permanently but not others, and it also allows them to gain more experience writing an argument. The Critical Juncture lets you know if your students will be ready to go on to Chapter 3.

Students learn:

• If a substance doesn’t change back to the way it was, it has become a different substance.

Lesson at a Glance

3: Heating and Cooling Card Sort 
Students work in pairs to apply their learning about heated or cooled substances as they engage in two digital card sort activities using the Properties of Materials Sorting Tool. The first activity, Before and After, involves students in sorting images of substances before and after a heating or cooling event. The second activity, Can It Change Back?, involves students in sorting images of changed substances, according to whether they think they can change back to their original form or not. As they sort various substances, partners discuss their ideas about the properties of the substances and consolidate their understanding of how the properties of materials may change when heated or cooled; this will help them prepare for the writing in the next activity.

4: Critical Juncture: Writing About Heating and Cooling Concepts 
Students write about a substance before and after heating and returning to its original temperature. They provide evidence to support a claim about whether the substances are different. This Critical Juncture writing is designed to gauge student understanding of the concept that substances can change when heated or cooled.

Note: You may wish to allow students to engage in the activities in this lesson for longer than the estimated times shown. If this is the case, you could skip the Heating and Cooling card sort and go straight to the Critical Juncture. Alternatively, you could save the Critical Juncture for another time. Getting formative assessment information from the Critical Juncture will help you know if your students will be ready to move on to Chapter 3 or not so we do not advise skipping it.

2-3 Cause and Effect

Overview: Students are introduced to the crosscutting concept of Cause and Effect as they consider the effect that adding an ingredient can have on a glue mixture. To reinforce this concept, students explore and discuss examples of cause and effect from their own lives. Students then learn about the important features of a reference text and search in the Handbook of Interesting Ingredients for cause and effect relationships that provide evidence about which ingredients may be good for making a sticky glue. They record, share and discuss any evidence that they discover. Armed with an understanding of cause and effect and with more evidence about good glue ingredients, students are better prepared to design their next glue recipe after this lesson.

Students learn:

• Adding an ingredient to a mixture can cause an effect on the properties of the mixture.
• Engineers may search for evidence in reference books.

Lesson at a Glance

1: Sticky Test Results 
Students complete the Cornstarch Sticky Test to determine which mixture would make a better sticky glue—a cornstarch and water mixture that has been heated (and returned to its original temperature) or one that has not been heated. The teacher graphs students’ findings using the Properties of Materials Graphing Tool.

2: Navigating a Reference Book 
The teacher provides students with an in-depth introduction to using a reference book in order to prepare them for independently searching for evidence in the Handbook of Interesting Ingredients.

3: Introduction to Cause and Effect 
Students are introduced to the concept of cause and effect, an important thread throughout the Handbook of Interesting Ingredients. Students reflect on cause and effect in their own lives so that they can more easily access the concept of cause and effect as it relates to mixtures.

4: Cause and Effect in the Reference Book 
Students gain experience navigating a reference text for information as they gather evidence about potential glue ingredients that they might use in their next glue recipe and record it in their notebook.

5: Discussing Evidence 
Students discuss the evidence they gathered about various glue ingredients. The discussion provides an On-the-Fly Assessment opportunity that helps the teacher gauge how well students are understanding cause and effect.

2-4 Writing about Heating Ingredients

Overview: Students reflect on what happens to substances after they’ve been heated or cooled and returned to their original temperature, and then they support a claim with evidence about whether a possible glue ingredient should be heated. As a prewriting activity, students participate in a Thought Swap, in which they have an opportunity to practice making and supporting claims about whether cornstarch that has or has not been heated will make stickier glue. Then the teacher models and students write. This lesson provides students with an opportunity to synthesize their learning and evidence-gathering throughout Chapter 2 into a written argument.

Students learn:

• Providing multiple sources of evidence makes a more convincing argument.

Lesson at a Glance

1: Reviewing Key Concepts 
To prepare for discussing about and writing a claim supported by evidence, students review what they have learned about heating and cooling ingredients.

2: Evidence Thought Swap 
Using a Thought Swap, students come up with evidence to support their claim about whether the cornstarch and water mixture should be heated. This provides students with a low stakes opportunity to practice supporting a claim with evidence and to hear the range of evidence from other students.

Social Studies   

Lesson 4 Governments Work Together (pages 98, 99)

Primary Source

Objectives: 

– Understand that photography is a primary source of information about a past event.

– Interpret primary source photographs for historical information.

– Introduce the Source

– Using a Primary Source 

– Wrap It Up

Lesson 4 Governments Work Together (pages 100, 102)

Objectives: 

– Explain how trade and cultural exchanges help governments cooperate.

– Summarize the history, purpose, and function of the United Nations.

– Describe the role of diplomacy and treaties in between nations.

– Identify the reasons military force is sometimes used in international conflict.

Citizenship: Eleanor Roosevelt

Vocabulary: Patriotism

– Vocabulary and Key Ideas

– Review Strategies 

Was it Clear?

Big Question Review

Review for Chapter 3 Test

Chapter 3 Test

Objectives: 

– Define a rule and explain why rules are important.

– Describe important rules to follow at home and in school.

– Identify some of the rights we have and explain why we need them.

– Discuss what consequences are in relation to laws and how courts are used to determine if a law has been broken.

– Define the words cause and effect and explain their relationship.

– Recognize cause-and-effect relationships in written text.

– Define a government and 

describe how the Constitution has set up the U.S. government. – Explain the roles and 

responsibilities of the president and Congress in the federal government. 

– Identify the characteristics of the Supreme Court and its role in our government and civil life. 

– Explain the ways governments help their citizens. 

– Compare and contrast different forms of government, such as democracies, monarchies, and autocracies. 

– Describe America’s colonial history and how the colonists fought for their freedom from British rule. 

-Summarize the creation and content of the U.S. Constitution and the Bill of Rights. 

– Explain the ways governments help their citizens.

– Compare and contrast different forms of government, such as democracies, monarchies, and autocracies.

– Describe America’s colonial history and how the colonists fought for their freedom from British rule.

– Summarize the creation and content of the U.S. Constitution and the Bill of Rights.

– Identify problems that need a solution.

– Understand and know how to follow the steps in finding a solution to a problem.

– Understand that a photography is a primary source of information about a past event.

– Interpret primary source photographs for historical information.

– Explain how trade and cultural exchanges help governments cooperate.

– Summarize the history, purpose, and function of the United Nations.

– Describe the role of diplomacy and treaties in between nations.

– Identify the reasons military force is sometimes used in international conflict.

Scholastic News 

Read and discuss “A Minion Made of Food”

As we read, ask students to think about the steps it takes to build a sculpture? 

Video: Giving Feels Good 

Slideshow: Vocabulary Words 

Game: A Minion Made of Food 

Activity: Sequencing