2nd Grade Blog

Dear Parents and Caregivers,

We hope that you will have a wonderful and restful winter break and a Happy New Year.

During the winter break, the second grade students are expected to interview a parent or grandparent about their family history. The interview could include family origins, traditions, and experiences unique to your own family. Here are some examples of questions that students may pose:

- Where are my grandparents/parents from?
- Why did my family move to Chicago?
- Does our family have any traditions? What are the traditions?
- Please describe any life experiences (achievements, hardships, special events).

When school resumes on January 4, please make sure your child is ready to share the vivid details of their family history. The interview information will support your child’s writing for their story quilt.

Students will be given a social studies quiz on Friday, 1/08. A study guide will be sent home on Monday, 1/04 to help your child study.

Language Arts:
Independent Reading (35-40 minutes at the beginning of each day)
Teachers administer the DIBELS and the Reading 3D Mid-year Benchmark tests each day during this time.
Differentiated Instruction:
- Guided Reading
- Writing conferences
Spelling Words for the Week: fall, got, hurt, light, much, own, shall, start, today, try

Day 1:
Independent Reading
Morning meeting/morning message
Reading Skill: Inferences
- Explain to students that inferences are something we create in our minds when we notice clues and think about what those clues might mean.
Interactive Read Aloud:
Read and discuss Tar Beach by Faith Ringgold.
Word Study: flood lights, skyscraper, claim, patronize, cohesive
- Teachers provide opportunities for students to infer.
- Guide students to identify the theme or “big idea” of the story, which is family history, cohesiveness, traditions, or hardships.
- Students will share family interviews from journal writing over the holidays.
Writing: Authors As Mentors (Lucy Calkins and Amanda Hartman)–Discovering Small Moments as Faith Might
- In this session, students will learn that Faith Ringgold finds tiny moments to write about, and students will continue to develop this skill.

Day 2:
Independent Reading
Morning meeting/morning message
Reading Skill: Inferences
Read and discuss Bonjour, Lonnie (pp.1-14) by Faith Ringgold.
Word Study: extraordinary, griffins, gargoyles, perched, opera, jubilant, emancipation, exterminated
- Teachers provide opportunities for students to infer.
Writing: Authors As Mentors-Review Leads
- To raise awareness and knowledge of effective leads, and to include leads as parts of their writing process
- Teachers model think alouds of how to compose an introductory paragraph for the narrative on family history, cohesiveness, traditions, or hardships.
- Students begin the introductions for their narratives.

Day 3:
Independent Reading
Morning meeting/morning message
Reading Skill: Inferences
Read and discuss Bonjour, Lonnie (pp.15-28) by Faith Ringgold.
- Teachers provide opportunities for students to infer.
Writing: Authors As Mentors-Review Leads
- To raise awareness and knowledge of effective leads, and to include leads as parts of their writing process
- Teachers model think alouds of how to compose an introductory paragraph for the narrative on family history, cohesiveness, traditions, or hardships.
- Students share work in progress with class.
- Students continue the introductions for their narratives.

Day 4:
Independent Reading
Morning meeting/morning message
Classroom Spelling Bee
Reading Skill: Inferences
Interactive Read Aloud:
Read and discuss Aunt Harriet’s Underground Railroad in the Sky (p. 1 – 12) by Faith Ringgold.
Word Study: ramshackle, bedraggled, plantation, quicksand
- Teachers provide opportunities for students to infer.
Writing: Authors As Mentors (Lucy Calkins and Amanda Hartman)–Studying Faith’s Writing: Putting Quotation Marks around Dialogue
- In this session, students will identify and discuss dialogue within the mentor’s text.
- Students share work in progress with the class.
- Students begin the first body paragraphs of their narratives.

Day 5:
Independent Reading
Morning meeting/morning message
Primary Spelling Bee
Reading Skill: Inferences
Interactive Read Aloud:
Read and discuss Aunt Harriet’s Underground Railroad in the Sky (p. 13 – 24) by Faith Ringgold.
Word Study: clapboard, weather-beaten, resounding
- Teachers provide opportunities for students to infer.
Writing: Authors As Mentors (Lucy Calkins and Amanda Hartman)–Studying Faith’s Writing: Putting Quotation Marks around Dialogue
- In this session, students will identify and discuss dialogue within the mentor’s text.
- Students share work in progress with the class.
- Students continue to stretch the body paragraphs.

Math:
5.2 Points and Line
Segments (Day 2)
Objective: To guide students as they define, name, and draw line segments
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Discussing How Points are Named (Whole-Class Discussion)
- Defining and Naming Line Segments (Whole-Class Discussion) (My Reference Book, P. 50)
- Drawing Line Segments with a Straightedge (Partner Activity)

5.3 Parallel Line Segments
Objective: To introduce the concepts of parallel line segments
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Discussing the Meaning of Parallel Line Segments (Whole-Class Discussion)
- Drawing Line Segments That Are or Are not Parallel (Independent Activity) Differentiated Instruction: Under teachers’ guidance, students work in a small group using manipulatives to draw segments that are parallel.)

5.4 Exploring Polygons, Arrays, and Coins (2 days)
Objective: To review names and classify polygons, to develop readiness for multiplication, and to provide opportunities to explore similarities and differences of attribute blocks
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Reviewing Characteristics of Polygons (Whole-Class Discussion)
- Naming Polygons by the Number of Their Sides or Angles (Whole-Class Discussion)
- Exploration D: Constructing Polygons on a Geoboard (Small-Group Activity)
- Exploration E: Making Centimeter-Cube Arrays (Partner Activity)
- Exploration F: Finding Attribute Blocks that Differ by One Attribute or More (Small-Group Activity)

5.5 Quadrangles
Objective: To guide students as they identify the names and characteristics of various quadrangles, and as they explore similarities and differences among quadrangles
- Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Exploring Similarities and Differences among Quadrilaterals (Whole-Class Discussion)
- Making Shapes Out of Triangles and Rectangles (Independent Activity)
Differentiated Instruction: Under teachers’ guidance, students work in a small group to make shapes using triangles and rectangles.

Science:
Exploring the Equal-Arm Balance
- Students assemble and equilibrate an equal-arm balance.
- Students observe and describe how the equal-arm balance reacts when they place objects in the pails.
- Students compare and contrast the equal-arm balance and the beam balance and record their observations on a class Venn diagram.
- Using the Venn diagram we have generated to review the differences and similarities between the beam balance and the equal-arm balance. Discuss situations when it is appropriate to use one or the other.
- Students use the equal-arm balance to compare objects
- Students record comparisons using binary symbols – greater than (>), less than (<), and equal to (=).
- Students discuss their comparisons and problem-solving strategies.
- Students discuss the concept of fair comparisons.

Social Studies:
Reread Grandfather’s Journey
- Review
- Social Studies Quiz

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

Dear Parents and Caregivers,

We have been reviewing unit 4 of Everyday Math, and our students will be given an open response on Tuesday, 12/15 and a written assessment on Wednesday, 12/16. Please continue to refer to the review section below to help your child study.

Mid-term Progress Reports will be sent home with the students on Wednesday, 12/16. Please discuss the report with your child and complete the bottom portion to return to us. If we have requested a conference with you, kindly email or call us to schedule an appointment. Keep in mind that we do teach the before-school program, and therefore, cannot meet with you during the following times: Tuesday, Wednesday, Thursday, and Friday 7:45 a.m. to 8:30 a.m.

As you are aware, the second grade students will perform during the Winter Assembly on 12/18 at 9:15a.m. On the same day, we will celebrate by having a winter party at 12:45 p.m. In order for these events to be successful, the children need support from as many families as possible. Please consider volunteering for any of the activities we list below.

-assisting with costumes and make-up for the assembly (8:45a.m.)
-setting-up for the party (12:30p.m.)
-serving food
-monitoring craft activities
-cleaning-up (2:15p.m.)

Winter break begins 12/19 until 1/3. School will resume on Monday, 1/4/10.

Happy Holidays!

Language Arts:
Independent Reading (35-40 minutes at the beginning of each day)
Teachers provide guided reading lessons and/or reading conferences during this time. Differentiated Instruction:
- Guided Writing
- Guided Reading
- Writing conferences
- Reading 3 D Progress Monitoring
- Reading Skills: lessons on Context Clues
Spelling Words: carry, draw, far, hold, keep, myself, never, only, pick, six

Day 1:
Morning meeting/morning message
Reading: Analyze and evaluate
-Explain to students that we all have opinions. They help us to think critically, to analyze and to evaluate things around us. This kind of critical thinking is going to help us as we read.
Interactive Read Aloud: Erika-San by Allen Say.
-Read and discuss the theme of finding happiness in an adopted country. Pause occasionally to give students time to offer opinions and to evaluate the behavior of the characters.
Writing:
-Students select a piece of writing from this quarter to fancy up or use watercolors to illustrate last week’s writing.
- Practicing and making masks for winter assembly

Day 2:
Morning meeting/morning message
Reading: Analyze and evaluate
Interactive Read Aloud: Allison by Allen Say.
-Read and discuss the theme of adoption. Pause occasionally to give students time to offer opinions and to evaluate the behavior of the characters.
Writing:
-Students select a piece of writing from this quarter to fancy up or use watercolors to illustrate last week’s writing.
- Practicing and making masks for winter assembly

Day 3:
Morning meeting/morning message
Reading: Analyze and evaluate
Interactive Read Aloud: Stranger in the Mirror by Allen Say.
-Read and discuss the theme of acceptance.
Pause occasionally to give students time to offer opinions and to evaluate the behavior of the characters.
-Ask students to evaluate the story with a partner. Have them share their opinions about the author’s ability to help us understand the boy and his feelings.
Writing:
-Students select a piece of writing from this quarter to fancy up or use watercolors to illustrate last week’s writing.
- Practicing and making masks for winter assembly

Day 4:
Reading: Analyze and evaluate
-Explain to students that we all have opinions. They help us to think critically, to analyze and to evaluate things around us. This kind of critical thinking is going to help us as we read.
Interactive Read Aloud: Kamishibai Man by Allen Say.
-Read and discuss the tradition of “paper theater”. Pause occasionally to give students time to offer opinions and to evaluate the behavior of the characters.
-Students select a piece of writing from this quarter to fancy up or use watercolors to illustrate last week’s writing.
- Practicing and making masks for winter assembly

Day 5:
Winter Assembly

Math:
Unit 4 Review
- Calculate the value of a coin combination.
- Write the temperature shown on the thermometer.
- Mark the thermometer to show the temperature.
- Write whole numbers using base-ten notation (e.g. 34 = 3 tens 4 ones)
- Recognize numbers as odd or even.
- Fill in the number grid puzzle.
- Calculate the amount of change after paying.
- Solve the change-to-less problem.
- Solve problems using ballpark estimates.
- Solve problems involving multidigit addition (e.g. 74 + 45 =)
- Circle the digit in the 100s place. (e.g. 5,219, number 2 should be circled).

Open Response: Finding the Largest Sum (Tuesday 12/15/09)
Description: For this task, students create and add two-digit numbers to find the largest possible sum.
Focus:
- Identify the values of the digits in the 2-digit numbers.
- Compare and order whole numbers.
- Solve problems involving the addition of 2-digit whole numbers.

Unit 4 Written Assessment (Wednesday, 12/16/09)
- Calculate the value of a coin combination.
- Write the temperature shown on the thermometer.
- Mark the thermometer to show the temperature.
- Write whole numbers using base-ten notation (e.g. 34 = 3 tens 4 ones)
- Recognize numbers as odd or even.
- Fill in the number grid puzzle.
- Calculate the amount of change after paying.
- Solve the change-to-less problem.
- Solve problems using ballpark estimates.
- Solve problems involving multi-digit addition (e.g. 74 + 45 =)
- Circle the digit in the 100s place. (e.g. 5,219, number 2 should be circled).

5.1 Exploring Attributes Rules, Equal Sharing, and Time
Objective: To demonstrate rules used to classify shapes, to develop readiness for division, and to demonstrate telling time using digital and analog notation
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Exploration A: Figuring Out the Attribute Rules (Small-Group Activity)
- Exploration B: Exploring equal sharing
- Exploration C: Making and Playing Clock Concentration (Small-Group Activity)

5.2 Points and Line Segments
Objective: To guide students as they define, name, and draw line segments
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Discussing How Points are Named (Whole-Class Discussion)
- Defining and Naming Line Segments (Whole-Class Discussion) (My Reference Book, P. 50)
- Drawing Line Segments with a Straightedge (Partner Activity)

Social Studies:
- Practicing for the Winter Assembly.

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

Dear Parents and Caregivers,

There will be a science quiz on Friday 12/11 covering the vocabulary we will be using during the next unit of study on Motion. Please refer to the science portion below for the vocabulary and definitions.

Our students will be given a math open response and written assessment on Tuesday 12/15 and Wednesday, 12/16 respectively. Please refer to the review section below to help your child study.

The second grade students will perform during the Winter Assembly on 12/18. On the same day, we will celebrate our achievements by having a winter party at 12:45 p.m. In order for these events to be successful, the children need support from as many families as possible. Please consider volunteering for any of the activities we list below.

- making costumes
- making props
- assisting with costumes and make-up for the assembly
- setting up for the party
- serving food
- cleaning up
- monitoring craft activities

If you are able to assist, please contact:
- Mrs. Beene at onnibeene@sbcglobal.net and Mrs. Robinson at nlrobinson@sbcglobal.net for costumes and set-up.
- Mrs. Dennis at dennis.amy@sbcglobal.net for food and drinks.
- Mrs. Hilde Campbell at hildecampbell@bankofamerica.com

Language Arts:
Independent Reading (35-40 minutes at the beginning of each day)
Teachers provide guided reading lessons and/or reading conferences during this time. Differentiated Instruction:
- Guided Writing
- Guided Reading
- Writing conferences
- Reading 3 D Progress Monitoring
- Reading Skills: lessons on Context Clues
Spelling Words: bring, done, eight, grow, hot, kind, laugh, seven, together, warm

Day 1:
Morning meeting/morning message
Reading: Connect to experiences of Others
Interactive Read Aloud: Tea with Milk by Allen Say.
- Using the Venn diagram students discuss similarities and differences between Japanese and American cultures. The class examines how a family learns to adopt a foreign culture, rediscover their roots to find out that people on earth share one main similarity: We all love our families.
Writing:
(Lucy Calkins and Pat Bleichman)
Review Leads:
- To raise awareness and knowledge of effective leads, and to include leads as parts of their writing.
- Teachers model introductory paragraph for the composition comparing and contrasting Japanese and American cultures.
- Students begin their compositions independently.

Day 2:
Morning meeting/morning message
Reading: Connect to experiences of Others
Interactive Read Aloud: Reread Tea with Milk by Allen Say.
-Review the Venn diagram identifying the similarities and differences of Japanese and American cultures.
Writing:
(Lucy Calkins and Pat Bleichman)
Showing, not Telling:
- Teachers explain that when students write, they need particular goals such as to create a setting, to make characters talk, to explain step by step what happened, to make the story’s lead sound more story-like, and to show not tell.
- Teachers model second paragraph for the composition comparing and contrasting Japanese and American cultures.
- Students continue their compositions independently.

Day 3:
Morning meeting/morning message
Reading: Connect to experiences of Others
Interactive read aloud: Tree of Cranes by Allen Say
Writing:
(Lucy Calkins and Pat Bleichman)
Teaching Children to Confer about Writing:
- Teachers model to students how to explain the stages of their writing during conferences.
- Students continue their compositions independently.

Day 4:
Morning meeting/morning message
Reading: Connect to experiences of Others
Interactive read aloud: The Bicycle Man by Allen Say (p.1 – 18)
Writing:
(Lucy Calkins and Pat Bleichman)
Endings:
- Teachers will explain and model why endings are crucial and should not be rushed through.
- Teachers model conclusion for the composition comparing and contrasting Japanese and American cultures.
- Students complete their compositions.

Day 5:
Morning meeting/morning message
Reading: Connect to experiences of Others
Interactive read aloud: The Bicycle Man by Allen Say (p. 19 – 36)
Writing:
(Lucy Calkins and Pat Bleichman)
Revising and Editing with Partners:
This session will teach students some strategies for making revisions to their pieces, and teachers will help writers support their partner’s revisions.
- Teachers model proofreading strategies and marks.
- Students proofread their compositions.
- Students present their compositions.

Math:
4.6 A Shopping Activity (Day2)
Objective: To guide students as they develop strategies for adding 2-digit numbers mentally, to provide experiences with calculating the total cost of two items, and to demonstrate making change for whole-dollar amounts up to $100
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Using Shopping Strategies (Partner Activity)
- Solving Shopping Problems (Partner Activity)
Differentiated Instruction: Students work with an assigned partner to solve Shopping Problems.

4. 7 Exploring Length, Area, and Attributes (2 days)
Objective: To guide children as they measure lengths and distances to the nearest inch and centimeter, explore area by tiling surfaces, and sort attribute blocks according to rules
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Examining Inch and Centimeter Scales (Whole-Class Activity)
- Exploration D: Measuring Lengths with a Tape Measurer (Small-Group Activity)
- Exploration E: Tiling Surfaces with Different Shapes (Partner Activity)
- Exploration F: Sorting Attribute Blocks (Small-Group Activity)
Each group takes turns to complete all explorations.

4. 8 Pencil-and-Paper Addition Strategies
Objective: To guide students as they develop paper-and-pencil strategies for adding 2- and 3-digit numbers, and to demonstrate using estimation to check if answers are reasonable
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Discussing the Use of Ballpark Estimates to Check Answer (Whole-Class Discussion)
- Solving Addition Problems; Keeping a Paper-and-Pencil Record (Small-Group Activity)
- Finding the Sum of Two Multi-digit Numbers
Differentiated Instruction: Assigned partners work together to solve addition problems
- Enrichment Activity: Minute Math

4. 9 The Partial-Sums Addition Algorithm
Objective: To introduce and practice the partial-sums addition algorithm
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Introducing the Partial-Sums Addition Algorithm Using Base-10 Blocks (Whole-Class Discussion)
- Introducing the Partial-Sums Algorithm as a Paper-and-Pencil Method (Whole-Class Discussion)
- Practicing the Partial-Sums Algorithm (Whole-Class Discussion)

Unit 4 Review
Open Response: Finding the Largest Sum (Tuesday 12/15/09)
Description: For this task, students create and add two-digit numbers to find the largest possible sum.
Focus:
- Identify the values of the digits in the 2-digit numbers.
- Compare and order whole numbers.
- Solve problems involving the addition of 2-digit whole numbers.

Unit 4 Written Assessment (Wednesday, 12/16/09)
- Calculate the value of a coin combination.
- Write the temperature shown on the thermometer.
- Mark the thermometer to show the temperature.
- Write whole numbers using base-ten notation (e.g. 34 = 3 tens 4 ones)
- Recognize numbers as odd or even.
- Fill in the number grid puzzle.
- Calculate the amount of change after paying.
- Solve the change-to-less problem.
- Solve problems using ballpark estimates.
- Solve problems involving multi-digit addition (e.g. 74 + 45 =)
- Circle the digit in the 100s place. (e.g. 5,219, number 2 should be circled).

Science:
What makes things move?
- Students plan an investigation to find out how things move downhill.

Science Quiz:
Fill in the blank, multiple choice, and short answers using the following vocabulary:
- A force is a push or a pull that makes something move.
- Gravity is a force that pulls things towards the center of the earth.
- Friction is a force that slows down objects when they rub against each other.
- A lever is a simple machine made up of a bar that pivots, or turns on a fixed point.
- An inclined plane is a simple machine that makes it easier to move or lift things.
- A magnet is an object that can pull things made of iron and steel.
- To attract something is to pull toward it.
- To repel something is to push it away.
- Motion is movement.
- Speed is how fast something or someone moves.

Social Studies:
Students write to explain how would they feel if they moved to another country where the culture is different from theirs.

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