2nd Grade Blog

Dear Parents and Caregivers,

We would like to thank the parents who volunteered last week. Your support made learning a blast, especially with the science explorations.

Students will be taking the math Unit 1 assessment on Wednesday 9/30/09. We have been reviewing the skills each day in class. Please refer to the information below to help your child succeed.

Finally, please send the following coins to class if you haven’t done so: 25 pennies, 15 dimes, 10 quarters, and 20 nickels. They are due on Monday, 9/28/09.

Language Arts:
Independent Reading (35-40 minutes at the beginning of each day)
Teachers administer the Reading 3D tests each day during this time.

Day 1:
Author Study
Interactive Read Aloud: Read Lilly’s Big Day by Kevin Henkes.
- Teachers refer to the charted strategies good writers utilize.
Writing the stories:
- Students continue their personal narratives in response to the story Chester’s Way from last week.
Celebrate the writing:
- Reinforce what helped produce good writing and celebrate students’ ideas with positive feedback.
Conducting public conferences:
- Students share their work-in-progress to the whole class.
Spelling Words for the week: ask, from, had, how, know, once, thank, them, think, when.
Differentiated Instruction:
Phonics/Word Knowledge: Identifying words with short vowel sounds. Students play “Making Words”.
Comprehension Strategy: Using Context Clues
-Teachers guide students to read a leveled passage (#3) with a vocabulary word underlined. Students explain the definition of the underlined word using the context clue(s).

Day 2:
Author Study
Interactive Read Aloud: Read Lilly’s Purple Plastic Purse by Kevin Henkes.
- Teachers refer to the charted strategies good writers utilize.
Writing the stories:
- Teachers model how to write the conclusion for the students’ personal narratives.
- Students share knee-to-knee how they would write a conclusion for their narratives.
- Students begin writing their conclusion.
- Celebrate the writing:
- Reinforce what helped produce good writing and celebrate students’ ideas with positive feedback.
Differentiated Instruction:
Phonics/Word Knowledge: Identifying words with short vowel sounds. Students play “Making Words”.
Comprehension Strategy: Using Context Clues
-Teachers guide students to read a leveled passage (#4) with a vocabulary word underlined. Students explain the definition of the underlined word using the context clue(s).

Day 3:
Author Study
Interactive Read Aloud: Read Julius the Baby of the World by Kevin Henkes.
Modeled Writing:
Editing and Fancying up Writing (Lucy Calkins)
- Teachers model how to edit common misspelled words (sight words) and adding interesting (juicy) adjectives.
Differentiated Instruction:
Phonics/Word Knowledge: Identifying words with short vowel sounds. Students play “Making Words”.
Comprehension Strategy: Using Context Clues
- Teachers guide students to read a leveled passage (#5) with a vocabulary word underlined. Students explain the definition of the underlined word using the context clue(s).

Day 4:
Author Study
Interactive Read Aloud: Read Sheila Rae, The Brave by Kevin Henkes.
Modeled Writing:
Editing and Fancying up Writing (Lucy Calkins)
- Teachers model how to publish an edited piece of writing.
- Students publish their edited narrative.
Differentiated Instruction:
Phonics/Word Knowledge: Identifying words with short vowel sounds. Students play “Making Words”.
Comprehension Strategy: Using Context Clues
- Teachers guide students to read a leveled passage (#6) with a vocabulary word underlined. Students explain the definition of the underlined word using the context clue(s).

Day 5:
Author Study
Interactive Read Aloud: Read A Weekend With Wendell by Kevin Henkes.
- Students present their published copies to whole class and table groupings.
Differentiated Instruction:
Phonics/Word Knowledge: Identifying words with short vowel sounds. Students play “Making Words”.
Comprehension Strategy: Using Context Clues
- Teachers guide students to read a leveled passage (#7) with a vocabulary word underlined. Students explain the definition of the underlined word using the context clue(s).

Math:
1. 12 Explore Temperature, Base-10 Structures, and Dominos (Day 2)
Objective: To guide students as they read and display
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Exploration A: Measuring Temperature (Small-Group Activity)
- Exploration B: Calculating the Values of Base-10 Structures (Small-Group Activity)
- Exploration C: Sorting Dominoes (Small-Group Activity)

Unit 1 Review:
- Stop-and-start count by 2s, 5s and 10s beginning with any given numbers.
- Solve addition and subtraction problems, including story problems.
- Identify place value (ones, tens, and hundreds).
- Tally marks to the two-digit numbers.
- Counting mixed coins (quarter, dimes, nickels, and pennies in combinations)
- Using coins to show the given amount in multiple ways (e.g. $0.35 could be shown with a quarter and a dime, or a quarter and 2 nickels)
- Finding the missing number on dominoes
- Number grid puzzles
- Telling time to the half and quarter hour
- Writing equivalent names for a given number using addition and subtraction facts (e.g. 25 can be written as 20+5 or 10+15 or 30-5, etc.)
- Writing the number that is ten less and ten more of a given number (e.g. The given number is 15, and therefore, 5 is ten less and 25 is ten more.)

Unit 1 Math Open Response: Tuesday, 9/29/09
Students apply skills and concepts from Unit 1 (such as counting forwards and backwards by 1s, recognizing skip-counting patterns in given sets of numbers) to solve a multistep problem.

Unit 1 Written Assessment: Wednesday 9/30/09

2.1 Additional Number Stories
Objective: To guide students as they make up, represent, and solve addition number stories
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Making Up and Solving Addition Number Stories (Whole-Class Activity)
- Writing Addition Number Stories (Independent Activity) Differentiated Instruction: Teacher guides a small group of students using manipulatives to write addition number stories.
Enrichment: Students work in pairs to write and illustrate addition number for a bulletin board.

2.2 Review “Easy” Addition Facts
Objectives: To review +0 and +1 addition facts, and to provide practice with addition facts in which one of the addends is 0, 1, 2, or 3
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Reviewing =0 and =1 Shortcuts (Whole-Class Discussion)
- Demonstrating Beat the Calculator (Whole-Class Activity)
- Playing Beat the Calculator (Small-Group Activity) Differentiated Instruction: Teachers work with a selected group of a few students to re-teach how to count up mentally or by using fingers.
Enrichment: Students work independently to find distances on a number grid.

Science:
Science Extension: Rockets (2 days)
Inquiry Question:
How can I use compressed air to propel a balloon rocket?
Students and teachers set up a balloon rocket system and find out how far the air in the balloon will propel the system along a flight line.
- Air can be compressed.
- The pressure from compressed air can move things.
- Students journal about what they have discovered from the exploration.
- Review what we’ve learned about air.
Assessment:
- Students will complete a true or false quiz for the Unit about Air on Friday 10/02/09. A study guide will be sent home on Monday, 9/28/09.

Thank you for your support.
Anh Tuan Hoang, LuAnn Lawson, and Angela Henderson

Dear Parents and Caregivers,

We were delighted to have such a great turnout at the Back to School Night. For those who were unable to attend, please carefully review the first quarter newsletter (which is on the 2nd grade Murray blog). Make sure you work with your child each day on the specified skills under the math portion of the newsletter. We need to work together to ensure our students are at the expected stage of development as indicated by Everyday Math.

Students are also expected to read for 30 minutes at home each day. Additionally, they will have a daily written assignment (Monday to Friday) and a math Home Link (or worksheet). Home Links and math worksheets are worth 5% of the math grade. Please check your child’s homework for accuracy and have your child submit it daily.

Kindly stop by to sign up for report card pick up/conferences and read alouds. Sign-up sheets are posted outside both classrooms.

Many students have not returned all the required forms for this school year. We will send a check list and duplicate forms home on Monday. Please return all forms ASAP.

Friday, 9/25/09 is a professional development day for teachers and staff. Students will not attend school on this day.

Students will be taking the math Unit 1 assessment on Wednesday 9/30/09. Please refer to the information below to help your child succeed.

Finally, please send the following coins to class by Friday, 9/28/09 (All coins will be returned at the end of the school year.): 25 pennies, 20 nickels, 15 dimes, and 10 quarters.

Language Arts:
Independent Reading (35-40 minutes at the beginning of each day)
Teachers administer the DIBELS and the Reading 3D tests each day during this time.

Day 1:
Morning Meeting Message: Today is Monday, September 21, 2009. We will learn a life lesson about accepting other people’s differences. (Question) How many people live in your home?
Two/Three/Four/Other
- Administering the DIBELS and the Reading 3D tests
Author Study
Word Study: absolutely, dreadful, scarcely, winsome
(unconditionally or entirely, terrible or appalling, barely or hardly, charming and agreeable)
Interactive Read Aloud:
Chrysanthemum by Kevin Henkes
Read and analyze characters to guide students to make written connections from text to self.
Modeled Writing:
Teachers and students discuss the “Big Idea” (theme) of the story (acceptance).
- Students share knee-to-knee discussing Chrysanthemum’s experiences at school.
- Teachers and students chart a theme web to identify the theme and the supporting details for the theme.
Spelling Words:
as, by, fly, give, has, his, let, of, put, some
Differentiated Instruction:
- Teachers administer the DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
- Reading 3D

Day 2:
Morning Meeting Message: Today is Tuesday, September 22, 2009.
We will continue to explore compressed air. (Question) If you could travel anywhere in the world, where would you go and why?
Author Study
- Reread Chrysanthemum by Kevin Henkes and review the theme web.
Modeled Writing: Prewriting, Thinking aloud, Drafting (Reggie Routman)
- Teachers model how to write a personal narrative responding to Chrysanthemum using information from the book to make connections to an experience of being teased.
Brainstorming:
- Teachers and students brainstorm writing ideas.
Talking out the story before writing:
- Students share knee-to-knee the events that took place when they are being teased.
- Students begin their personal narrative, writing about what happen to them when they are being teased, and who helps them to regain their confidence.
Differentiated Instruction:
- Teachers administer the DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
- Reading 3D
- Writing conferences

Day 3:
Morning Meeting Message: Today is Wednesday, September 23, 2009. We will explore in math using relational symbols. (Question) What is your favorite vegetable? corn/broccoli/beets/carrots
Author Study
- Students share their writing from the previous day.
Reviewing what good writers do:
- Teachers refer to the charted strategies good writers utilize.
- Students continue their compositions.
Differentiated Instruction:
- Teachers administer the DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
- Reading 3D
- Writing conferences

Day 4:
Morning Meeting Message: Today is Thursday, September 24, 2009. We will explore temperatures, base-10 structures, and dominoes. (Question) Do you have a hobby or participate in an extracurricular activity?
Author Study
Interactive Read Aloud:
Owen by Kevin Henkes
Reviewing what good writers do:
- Teachers refer to the charted strategies good writers utilize.
Writing the stories:
- Students continue their personal narratives.
Celebrate the writing:
- Reinforce what helped produce good writing and celebrate students’ ideas with positive feedback.
Conducting public conferences:
- Students share their work-in-progress to the whole-class.
Differentiated Instruction:
- Teachers administer the DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
- Reading 3D
- Writing conferences

Math:
1.9 Equivalent Names for Numbers (Day2)- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Review Equivalent Names for Numbers (Whole-Class Discussion)
- Reviewing Calculator Use (Whole-Class Activity)
- Skip Counting on the Calculator (Whole Class Activity)
- Solving Broken Calculator Problems (Independent Activity)
Differentiated Instruction: Students work in pairs under teachers’ guidance.

1.10 Counting Patterns- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Counting with a Calculator (Whole-Class Activity)
Differentiated Instruction: Teachers guide a small group of students using calculators to count up and down.
Enrichment: Playing Pin the Number on the Number Grid (Small-Group Activity)

1.11 Relations (, =) and Home Links- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Review Relations: Less Than (), Equal To (=) (Whole-Class Discussion)
- Practicing the Use of the Symbols , and =
Differentiated Instruction: Students work in assigned pairs under teachers’ supervision
Enrichment: Playing Digit Discovery (Small-Group Activity)

1.12 Explore Temperature, Base-10 Structures, and Dominoes (Day 1)- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Exploration A: Measuring Temperature (Small-Group Activity)
- Exploration B: Calculating the Values of Base-10 Structures (Small-Group Activity)
- Exploration C: Sorting Dominoes (Small-Group Activity)

Unit 1 Review
- Stop-and-start count by 2s, 5s and 10s beginning with any given numbers.
- Solve addition and subtraction problems, including story problems.
- Identify place value (ones, tens, and hundreds).
- Tally marks to the two-digit numbers.
- Count mixed coins (quarters, dimes, nickels, and pennies in combinations)
- Use coins to show the given amount in multiple ways (e.g. $0.35 could be shown with a quarter and a dime, or a quarter and 2 nickels)
- Find the missing number on dominoes
- Solve number grid puzzles
- Tell time to the half and quarter hour
- Write equivalent names for a given number using addition and subtraction facts (e.g. 25 can be written as 20+5 or 10+15 or 30-5, etc.)
- Write the number that is ten less and ten more of a given number (e.g. The given number is 15, and therefore, 5 is ten less and 25 is ten more.)

Science:
Investigation 1, part 4 (2 days)
Pushing on Air
Inquiry Question:
What happens when I push air into a smaller space?
Students use syringes to investigate air. They discover that air can be compressed and that air under pressure can push objects around.
Science Content:
- Air is matter and takes up space.
- Air can be compressed.
- The pressure from compressed air can move things.
Assessment Opportunities
(Student Journal): Students indicate how air can be compressed and how air pressure can be used to move things.
Investigation 1 part 5 (Day 1):
Air and Water Fountain
Inquiry Question:
How can I use air to push water around a system?
Students put together tubes, a bottle, water, a rubber stopper, and two syringes to create a system. They add water and use air pressure to push water around the system.
Science Content:
- Air is matter and takes up space.
- Air pressure can move water.
Assessment Opportunities
Anecdotal notes.
Read Aloud “Air in the Invisible Ocean” by Sigmund Kalina
Social Studies:
Friendship and acceptance of people’s differences (Integrated with Language Arts)

Thank you for your support.
Anh Tuan Hoang, LuAnn Lawson, and Angela Henderson

Dear Parents and Caregivers,

Thank you so much for all your support to make the first week of school an awesome one.

We look forward to meeting all of you on Back-To-School night. Parents and caregivers will meet with the World Language Teachers from 6 p.m. until 6:30. The second grade teachers will meet with you from 6:30 until 7 p.m. in room 106.

If you are unable to attend our meeting in room 106 on Back-To-School night, please stop by the classroom anytime on or after that day to sign up for the first quarter report card pickup/conferences and volunteer opportunities. For your convenience, we have posted a sign-up sheet outside of each classroom, next to the door.

Thank you to the parents who have returned the emergency forms, walking permission, media consent and lunch forms. For parents who haven’t done so, please return these forms as quickly as possible. If you need any additional forms, contact us and we will be happy to send home another set.

Language Arts:
Day 1:
Independent Reading
Morning meeting: We learn about each other’s interest, hopes and expectations for the school year. Teachers give an overview of the day’s activities.
Morning Message: Today is Monday, September 14, 2009. We will investigate how to keep a paper towel in a vial dry when immersing the vial into a tub of water. Question: What form of transportation do you use to come to school?
Bus/Car/Walking/Other
- Discuss and model expectations for second grade.
Introduce:
- Classroom helpers
Author Study
Word Study: miniature, duplicated, pleasant, nifty
Students discuss definitions and identify given synonym (small or minuscule, copied, replicated, agreeable or enjoyable, cool or first-rate)
Idiomatic expression:
two peas in a pod (exact replica)
Interactive Read Aloud: Chester’s Way by Kevin Henkes
Read and analyze characters to guide students to identify the theme or (“big idea”), which is friendship.
- Chart theme using a word web (kinship, fellowship, connection, familiarity, compatibility, getting along or going well together, harmony, being at home with)
Differentiated Instruction (during independent reading):
- Teachers administer the DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
- Reading 3D

Day 2:
Independent Reading
Morning meeting: We learn about each other’s interest, hopes and expectations for the school year. Teachers give an overview of the day’s activities.
Morning Message: Today is Tuesday, September 15, 2009. We will
brainstorm ideas for narratives about friendship. Question: Who is your best friend and why?
Author Study
Interactive Read Aloud:
Reread Chester’s Way by Kevin Henkes and review the word web to highlight the elements of friendship.
Prewriting, Thinking aloud, Drafting (Regie Routman):
- Teachers model orally and chart notes on how to write a personal narrative about friendship.
Brainstorming:
- Teachers and students brainstorm writing ideas.
- Students share knee-to-knee their personal experiences about why/how friendships develop.
Differentiated Instruction (during independent reading):
- Teachers administer the DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
- Reading 3D

Day 3:
Independent Reading
Morning meeting: We learn about each other’s interest, hopes and expectations for the school year. Teachers give an overview of the day’s activities.
Morning Message: Today is Wednesday, September 16, 2009. We will make white origami cranes for Peace Day (Friday). Question: What does peace mean to you?
Peace Day Activity
Interactive Read Aloud: Tree of Cranes by Allen Say
- Teachers lead a discussion about peace within the family and the larger community.
- Students fold white origami cranes to symbolize peace.
Author Study
- Review how to write a personal narrative by going over the teacher’s writing from previous the day. Continue to orally model think alouds.
Talking out the story before writing:
- Students share their journal writing entries about friendship.
- Students begin writing their personal narratives.
Differentiated Instruction (during independent reading):
- Guided writing: teachers circulate the room to assist students.
- Teachers administer the DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
- Reading 3D

Day 4:
Independent Reading
Morning meeting: We learn about each other’s interest, hopes and expectations for the school year. Teachers give an overview of the day’s activities.
Morning Message: Today is Thursday, September 17, 2009. We will explore place value using a number grid. Question: What is your favorite sport?
Soccer/Baseball/
Basketball/Other
Author Study
Reviewing what good writers do:
- Teachers discuss and chart strategies good writers utilize.
Writing the stories:
- Students continue their personal narratives.
Celebrate the writing:
- Reinforce what helped produce good writing and celebrate students’ ideas with positive feedback.
Conducting public conferences:
- Students share their work-in-progress to the whole-class.
Differentiated Instruction (during independent reading):
- Guided writing: teachers circulate the room to assist students.
- Writing conferences
- Teachers administer the DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
- Reading 3D

Day 5:
Independent Reading
Morning Message/: Today is Friday, September 18, 2009. We will share our personal narratives about friendship. Question: What is your favorite genre? Fantasy/Realistic Fiction/Info. Text/Other
Author Study Fancying up Writing (Lucy Calkins)
- Teachers model how to stretch a piece of writing by adding rich details and vivid descriptions.
- Students continue fancying up their writing assignments.
- Students share their personal narratives to the whole-class.
Differentiated Instruction (during independent reading):
- Teachers administer the DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
- Reading 3D

Math:
1. 5 Grouping by Tens-$1, $10, $100
Objectives: To provide review for grouping by tens, and to provide practice exchanging 1, 10, and 100 dollar bills
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Counting Money (Independent Activity)
- Differentiated Instruction: Teacher guides a small group of students using paper money to find the values of bill combinations.
- Playing the Money Exchange Game with $100 Bills (Partner Activity)
- Differentiated Instruction: Enrichment: Playing the Money Exchange Game with $1,000 Bank Drafts (in assigned pairs)

1. 6 Math Boxes
Objectives: To introduce My Reference Book, and to introduce the Math Boxes routine
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Introducing Math Boxes (Whole-Class Discussion)
- Completing a Math Boxes Page (Differentiated Instruction:
Students work in assigned pairs)
- Playing Penny Cup (Partner Activity)

1. 7 Working in Small Groups
Objectives: To establish rules for working in small groups, and to review number patterns and sequences
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Exploring Counting Patterns on the Class Number Grid Poster (Whole-Class Activity)
- Establishing Rules for Small-Group Work (Whole-Class Discussion)
- Making a Class Number Scroll from 1 to 1,000 (Small-Group Activity)
Differentiated Instruction:
Students who finish early will play Addition Top-It.

1.8 Number Grids
Objectives: To guide students as they explore place-value patterns on number grids
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Finding Patterns on a Number Grid (Whole-Class Discussion)
- Completing Number-Grid Puzzles (Independent Activity Differentiated Instruction: Students work in pairs under teacher’s guidance.)
- Enrichment: Going on a Number-Grid Hunt (Independent Activity)

1.9 Equivalent Names for Numbers (Day1)
Objectives: To provide experiences with giving equivalent names for numbers, and to review calculator use
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Review Equivalent Names for Numbers (Whole-Class Discussion)
- Reviewing Calculator Use (Whole-Class Activity)
- Skip Counting on the Calculator (Whole Class Activity)
- Solving Broken Calculator Problems (Independent Activity)
Differentiated Instruction:
- Students work in pairs under teacher’s guidance.

Science/Social Studies:
Investigation 1, parts 1 and 2 (2 days):
How can I keep a paper towel dry underwater?
- Students use vials, paper towels, and basins to explore the idea that air takes up space.
Science Content:
- Air is matter and takes up space.
Assessment Opportunities
(Student Journal): Students indicate how air takes up space, and that prevents the paper towels from getting wet.

Investigation 1, part 3 (2 days):
Parachutes
Inquiry Question:
How does air affect how a parachute floats to the ground?
- Students construct and observe parachutes dropping through the air. They
think about how air slows the descent of the parachute.
Science Content:
- Air is all around objects.
- Air resistance affects how things move.
Assessment Opportunities
(Student Journal): Students indicate how air affects a parachute’s descent.

Social Studies: Friendships (social studies is integrated with language arts)

Thank you for your support.
Anh Tuan Hoang, LuAnn Lawson and Angela Henderson

Dear Parents/Students:

Welcome back to the 2009-10 school year. We are looking forward to an exciting year of learning in second grade. Please be aware of the following information about the beginning of the school year. Back-To-School night is scheduled for September 15, from 6:00 p.m. to 7:00 p.m. The world language teachers will meet with parents of children in grades K- 3 from 6:00 to 6:30 p.m. We will be gathering in room106 from 6:30 p.m. to 7:00 p.m. to meet and discuss information. Because space is limited, only parents/guardians are invited to the event.

On the first day of school, students and parents are expected to gather at 8:00 a.m. in the schoolyard. On subsequent days, unless we are experiencing inclement weather, your child is expected to line up at 8:30 a.m. in front of the outside door leading to room 106. (There will be an 8:30 a.m. bell to signal the students to line up.) This door is in the center of the old building, facing the playground. We, of course, will be there to greet your child as we line up to enter the building. We will begin instruction at 8:40. All students will be marked tardy after 8:45 a.m. Please support your child’s education by arriving on time everyday. For safety reasons, please be consistent about who is picking up your child at the end of the school day.

A package, which includes the emergency forms, walking permission, lunch forms, media consent form and release and YMCA after school letter will be sent home this week. We ask that you fill out the forms and return them to us as soon as possible.

This is the room 103 schedule for the school year. We will inform you if there are any changes. Students’ ancillary classes will take place as follows:
Monday-Friday: (1:20 p.m. to 1:40 p.m.) World Language
Monday: (11:40 p.m. to 12:20 p.m.) Library
Tuesday, Wednesday: (1:40 p.m. to 2:20 p.m.) Fine Arts
Thursday, Friday:(1:40 p.m. to 2:20 p.m.) Gym
Recess is from 11:20 a.m. to 11:30 a.m.

This is the room 106 schedule for the school year. We will inform you if there are any changes. Students’ ancillary classes will take place as follows:
Monday-Friday: (1:00 p.m. to 1:20 p.m.) World Language
Monday: (1:40 to 2:20 p.m.) Gym
Wednesday: (11:40 to 1`2:20 p.m.) Library
Thursday, Friday: (1:40 to 2:20 p.m.) Fine Arts
Recess is from 11:20 a.m. to 11:30 a.m.

The lunch period is from 11:00 a.m. to 11:20 a.m. We will be eating lunch with the students in the school cafeteria. Please note the prices for lunch. Full breakfast costs $1.35, reduced breakfast costs 30 cents. Full lunch costs $1.85, reduced lunch costs 40 cents, and milk costs 35 cents. Exact change is greatly appreciated.

Language Arts:
Day 1:
- Students decorate their nametags.
- Morning meeting: We learn about each other’s interest, hopes and expectations for the school year. Teachers give an overview of the day’s activities.
- Discuss and model routines for a successful classroom.
Introduce:
- Classroom helpers
- Reading and writing folders
- Learning tools for science and math
- Organizing texts and supplies in desks
Author Study
Word Study: radiators, bolts, jungle gym, especially
Interactive Read Aloud: Wemberly Worried by Kevin Henkes
- Read and analyze characters. Teachers and students also discuss the “Big Ideas” or themes of the story (Different children worry about different things. Adults can help ease a child’s anxieties. Worry does not improve or resolve a situation.) to guide students to make connections from text to self.
Independent Reading
- Teachers model how to use second grade personal libraries and reading logs.
- Teachers model how to select a “just right” book.
- Students select books and read independently.

Day 2:
Independent Reading
- Teachers review how to use second grade personal libraries and reading logs.
- Teachers reteach how to select a “just right” book.
- Students select books and read independently.
Morning meeting:
- Share our experiences, expectations, and input.
- Preview the day’s activities.
- Review routines for a successful classroom.
Differentiated Instruction:
- Teachers administer the DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
- Reading Conferences
Author Study
Read Aloud: Reread and review the themes of Wemberly Worried by Kevin Henkes
Writing
Prewriting, Thinking aloud, Drafting:
- Teachers model orally and chart notes on how to make connections from text to self.
Brainstorming:
- Teachers and students brainstorm writing ideas.

Day 3:
Independent Reading
- Teachers review how to use second grade personal libraries and reading logs.
- Teachers reteach how to select a “just right” book.
- Students select books and read independently.
Morning meeting:
- Share our experiences, expectations, and input.
- Preview the day’s activities.
- Review routines for a successful classroom.
Differentiated Instruction:
- Teachers administer the DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
- Reading Conferences
Author Study
Review the themes of Wemberly Worried by Kevin Henkes
Writing
Talking out the story before writing:
- Students share knee-to-knee their personal experiences about worrying.
Reviewing what good writers do:
- Teachers discuss and chart strategies good writers utilize.
Writing the stories:
- Students begin their personal narratives.
Celebrate the writing:
- Reinforce what helped produce good writing and celebrate students’ ideas with positive feedback.
Conducting public conferences:
- Students share their work-in-progress to the whole-class.

Day 4:
Independent Reading
- Teachers review how to use second grade personal libraries and reading logs.
- Teachers reteach how to select a “just right” book.
- Students select books and read independently.
Morning meeting:
- Share our experiences, expectations, and input.
- Preview the day’s activities.
- Review routines for a successful classroom.
Differentiated Instruction:
- Teachers administer the DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
- Reading Conferences
Author Study: Kevin Henkes
Writing/Editing:
- Students continue their writing.
- Teachers model on chart paper how to edit (capitals, periods, and fixing up spelling).
- Students begin to edit their papers.

Math:
1.1 Math Message and Number and Sequences
Objectives: To introduce the Math Message routine, and to review number sequences and number lines
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Writing Numbers in Sequence (Whole-Class Activity)
- Reviewing Number Sequences Starting with 1,000 (Whole-Class Activity)
- Introducing the Journal (Whole-Class Discussion)
- Missing Numbers on Number Lines (Partner Activity)
- Differentiated Instruction (Enrichment): Counting School Days with Roman Numerals (Small-Group Activity)
Differentiated Instruction: Teacher guides a small group of students on how to use the number line to find the missing numbers.

1.2 Tools and Coins
Objectives: To guide students as they find the values of coin combinations
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Distributing Tool Kits (Whole-Class Discussion)
- Finding the Values of Coin Combinations (Whole-Class Activity)
- More Oral Coin-Counting (Independent Activity)
Differentiated Instruction: Teacher guides a small group of students using real coins to find the values of coin combinations.

1.3 Calendars and Clocks
Objectives: To review months, weeks, and days, and to review telling time
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Building a Calendar for the Month (Whole-Class Discussion)
- Telling Time (Whole-Class Activity)
- Saying and Writing Ordinal Numbers (Small-Group Activity)
Differentiated Instruction: Students work in pairs using student clocks to tell time.

1.4 Partner Study Routines
Objectives: To provide practice with addition facts, and to establish partnership principles
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Discussing Partnership Principles (Whole-Class Discussion)
- Exploring the Everything Math Deck (Partner Activity)
- Demonstrating and Playing Addition Top-It (Partner Activity)
- Enrichment: Playing Coin Top-It (Partner Activity)
Differentiated Instruction: Students work in pairs under teacher’s guidance.

Science:
- Establish rules and expectations for science explorations.
- Paired students discuss and take notes about the concept of air. Class shares information and charts the content in the K part of the KWL chart. (K = what I know; W = what I want to learn; L = what I’ve learned.)

FOSS:
Investigation 1 part 1: Air Is There
How does air interact with objects?
- Students work with a set of objects to see how objects can be moved by and through air.
- Students journal what they learned from the investigation.
- Students refer to their journals to share what they learned from the investigation. (Whole-class, table groupings)

Thank you for your support.
Anh Tuan Hoang, LuAnn Lawson