2nd Grade Blog

Dear Parents and Caregivers,

The second quarter ended on Friday, 1/29. Please look for your child’s report card, which will be distributed on Wednesday, 2/3. We would appreciate if you would return the signed report card envelope by Monday, 2/8.

The unit 6 math open response and written assessment will be administered on Tuesday, 2/9, and Wednesday, 2/10 respectively. Please refer to the review portion below to assist your child.

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:
- Administer the Mid-year Benchmark for Reading 3D.
- Writing Conferences
- Guided Reading
Spelling Words for the Week: ate, brown, float, half, important, line, must, new, show, small
For the week, students will focus on noticing metaphors, imagery, interesting punctuation, phrasing of lines, the voice inherent in the first-person and third-person perspective, rhyming structure and well-chosen verbs.

Day 1:
Independent Reading
Morning meeting/morning message
Goal of Lesson: Enhance Students’ Understanding and Use of Descriptive Words
- Students will learn that another important ingredient of poetry is using juicy, descriptive language.
Interactive read-aloud: The Boy Who Loved Words by Roni Shotter
Word Study: scrumptious, melody, oddball, harmony, luscious, purpose.
Writing:
- Students will begin writing animal poems today. We will revisit some of the animal poems we read in Days 4 and 5.
- Teachers will model how to begin poetry-writing process using mental imagery and descriptive words. Students will be given the choice to write in “first person” (as a persona poem) or “third person.”

Day 2:
Independent Reading
Morning meeting/morning message
Goal of Lesson: Using Similes, Metaphors and Other Comparative Language
- Students will learn that using comparative language fosters writing about ordinary things in a fresh way.
Interactive read-aloud: Crazy Like a Fox by Loreen Leedy
Word Study: Students will learn to differentiate between similes and metaphors.
Writing:
- Teachers will model for students how similes/metaphors/and other comparisons can be used in poetry by revisiting yesterday’s poem and adding comparative language.
- Students will use independent writing time to revise yesterday’s work by adding comparative language. Students will complete their initial animal poems and write a second animal poem.

Day 3:
Independent Reading
Morning meeting/morning message
Goal of Lesson: Teaching Students to Write Poems About Small Moments with Big Feelings.
Interactive read-aloud: “Three Blind Mice,” “I Chop Parsley While Listening to Art Blakey’s Version of Three Blind Mice,” “Stopping by Woods on a Snowy Evening,” and “My Dog Sky.”
- Students will engage in open-ended discussion about what each author’s small moment was and the big feeling he or she expressed.
Writing:
- Teacher will model how to write a poem that captures a small moment with a big feeling.
- Students will use shared writing to collaboratively author a poem using a small moment and a big feeling. This will help students to begin to process how to choose what the “big feeling” is and how to translate it to a small moment.

Day 4:
Independent Reading
Morning meeting/morning message
- Interactive read-aloud: “The Road Not Taken,” “Key Rings,” and “Independence Day.”
- Students will engage in open-ended discussion about what each author’s small moment was and the big feeling he or she expressed.
Writing:
- Goal of Lesson: Continue to Refine Poems about Small Moments with Big Feelings.
- Students will use independent writing time to continue writing small moments poems.
Day 5:
Independent Reading
Morning meeting/morning message
-Interactive read-aloud: poems from Douglas Florian’s Mammalabilia and Patricia MacLachlin’s Once I Ate a Pie.
Writing:
- Students “fancy up” their poems by editing and publishing. They will illustrate the poems by creating collages.

Math:
6.6 Exploring Arrays, Coins, and Division (2 days)
Objective: To develop readiness for multiplication; to guide students in finding coin combinations equivalent to $1.00; and to explore one meaning of division
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Exploration A (Table 1, 2, 3): Making Geoboard Arrays (Independent Activity)
- Exploration B: Making a dollar
- Exploration C (Table 4, 5): Finding How Many Children Get n Things

6.7 Multiples of Equal Groups
Objective: To introduce multiplication as a way to find the total number of things in several equal groups
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Review Solving Number Stories about Equal Groups of Things (Whole-Class Activity)
- Solving Number Stories about Equal Groups (Partner Activity)
Differentiate Instruction:
Under teachers’ guidance, students work in assigned pairs solving number stories using counters.
Enrichment: Solving Equal-Groups Riddles

6.8 Multiplication-Array Number Stories
Objective: To introduce everyday examples of rectangular arrays; and to provide experiences with solving multiplication problems using multiplication diagrams and array models
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Identifying Familiar Arrays (Whole-Class Discussion)
- Creating and Solving Number Stories about Arrays (Whole-Class Activity)
- Solving Array Multiplication Problems (Partner Activity)
Differentiate Instruction:
Under teachers’ guidance, students work in a small group solving number stories using manipulatives.
- Enrichment: Creating Array Number Stories

6.9 Multiplication with Arrays
To introduce everyday examples of arrays, and to provide experiences with solving multiplication problems using multiplication diagrams and array models
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Making x-by-y Arrays (Whole-Class Activity)
- Introducing Array Bingo (Whole-Class Activity)
Differentiated Instruction:
- Playing Array Bingo (Partner Activity)
- Enrichment: Finding Arrays

Unit 6 Review (For Wednesday, 2/10):
- Write the time to the quarter hour.
- Solve a parts-and-total situation using a given diagram (e.g. M has 5 cookies, L has 3. How many total?)
- Complete the “What’s My Rule?” table.
- Use the >, <, and = symbols.
- Making ballpark estimates of exact answers (e.g. 57-29=? The ballpark estimate is 60-30=30)
- Solving problems by drawing arrays (e.g. 4 packages of pencils. 3pencils in each package. How many pencils?)
- Solve a comparison situation using a given diagram (e.g. Jim is 12 years old, Anita is 4 years old. How much older is Jim?)
- Solving 2-digit subtraction problems by using the Trade-First algorithm (e.g. 51- 24=? Students should rewrite 51 as 4 longs and 11 cubes, then they can take away 2 longs and 4 cubes.)

Science:
Which Food Occupies the Most Space?
- Students measure out equal weights of the four foods.
- Students observe which of the four foods occupies the most space.
- Students explain the reasons for their observations.
Where Are the Six Marbles? (2 days)
- Students apply a strategy to discover which of five sealed canisters contains six marbles.
- Students discuss the importance of the weight of the empty canister in solving this problem.

Social Studies:
- Discuss and fill in the K and W parts of the KWL chart for what we already about George Washington.
- Interactive Read Aloud: George Washington’s Breakfast by Jean Fritz
- Chart (the L part of KWL) what we learned about George Washington in preparation for next week’s compare/contrast writing assignment between Washington and Lincoln.
- Discuss and fill in the K and W parts of the KWL chart for what we already about Abraham Lincoln
- Interactive Read Aloud: Abe Lincoln Remembers by Ann Turner
- Chart (the L part of KWL) what we learned about Abraham Lincoln in preparation for next week’s compare/contrast writing assignment between Washington and Lincoln.

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

Dear Parents and Caregivers,

This Friday is the end of the second quarter. There will be no school on that day, as teachers and staff are attending professional development.

The social studies and science quizzes will be administered on Tuesday, 1/26 and 1/27 respectively. We sent home the graded study guides last week. Please refer to them to assist your child.

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:
- Administer the Mid-year Benchmark for Reading 3D.
- Writing Conferences
- Guided Reading
Spelling Words for the Week: are, busy, finally, good, here, jump, last, mail, number, said

Day 1:
Independent Reading
Morning meeting/morning message
Poetry Unit:
Ingredients/Pattern in Poetry
Interactive Read Aloud: Read more Small Poems by Valerie Worth
- Teachers review the concept of recipes/ingredients for cooking to guide the students to understand that there are ingredients in our recipe for writing a poem.
The first ingredients are: Use the eyes of a poet to look at the world closely and carefully, and use the eyes of a poet to look at ordinary things in fresh a, new ways.
- Review with students the idea of patterns in poetry. Discuss how “line breaks” make up a poetic form, that poetry has music, and the music of poetry comes from how words are put on a page.
Writing:
- Students continue to write short poems based upon notes from the objects they explored previously.

Day 2:
Independent Reading
Morning meeting/morning message
Poetry Unit:
Ingredients/Pattern in Poetry
Interactive Read Aloud: A pyramid poem entitled “Hedgehog” by Mrs. Reino
Writing:
- Teachers explain the format for writing a pyramid poem through a shared-writing activity:
(1) Start with a noun on the first line. (2) Repeat the noun but add an adjective for the second line. (3) Write the same adjective and noun followed by a verb (ing form). (4) The next line is the adjective, noun, and verb followed by an adverb. (5) Students end their poems with a question or an exclamation.
- Students share knee-to-knee with a partner to brainstorm of ideas to write.
Interactive Read Aloud: Feathers for Lunch by Lois Ehlert
- Teachers guide students to identify and chart “juicy words” from the story and from students’ input.
- Each student selects a subject for his/her poem and structures the poem on a graphic organizer as a rough draft. Students are reminded to utilize “juice words” for their poems.

Day 3:
Independent Reading
Morning meeting/morning message
Poetry Unit:
Understanding and Creating Mental Imagery
Interactive Read Aloud: “The Whale” from beast feast by Douglas Florian (Read a 3 or 4 times)
Writing:
- Students draw an image of how they see the poem and write text that inspires their drawing.
- Students buddy share their drawings and thinking.
- Reread the poem. Have students incorporate the feedback they receive from buddy sharing. Ask if they would change the drawing to reflect how they see it now.
- Students compose a poem about an animal of choice using the pyramid poem format. They may write additional animal poems using other formats.

Day 4:
Independent Reading
Morning meeting/morning message
Poetry Unit: Understanding “Voice” in Poetry
- Explain to students that voice is sometimes considered the “personality of the poem” and that using a “clear voice” is also an important ingredient in writing a poem. Add “voice” to the “Recipe for Writing a Poem” chart.
- Use the following categories to explain “first” and “third” person: (1) Person is telling a story vs. poem is about a story. (2) Animal is telling a story vs. poem is about an animal. (3) Object is telling a story vs. poem is about an object.
- Differentiate categories for students through interactive read-alouds illustrating each category. Make “Telling” and “about” charts.
Interactive Read Aloud:
(1)“Stopping by the Woods on a Snowy Day” by Robert Frost vs. “A Girl’s Garden” by Robert Frost (2) “Once I Ate a Pie” by Patricia MacLachlin vs. “Dog” by Valerie Worth (3) “Now You Need Me” by Virginia Hamilton vs. “Coat Hangers” by Valerie Worth
Writing:
- Teachers model how to write a poem using a first or third person “voice”.
- Students share knee-to-knee with a partner to brainstorm of ideas to write.
- Students compose a poem using a first or third person “voice” in pyramid poem format. They may write additional poems using other formats.

Math:
6.2 Comparison Number Stories
Objective: To introduce comparison number stories by using comparison diagrams
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Solving Comparison Number Stories (Whole-Class Discussion)
Differentiated Instruction:
- Solving Comparison Number Stories (Partner Activity)

6.3 Data Day: The Four Food Groups
Objective: To provide experiences with collecting, sorting, tallying, and graphing data
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Collecting Data on Favorite Food (Whole-Class Activity)
- Discussing the Favorite-Food Data Table (Whole-Class Discussion)
- Making a Bar Graph of the Favorite-Food Data (Whole-Class Activity)
Differentiate Instruction: Students survey and tally collected data to create a bar graph.

6.4 Mixed Addition and Subtraction Stories
Objective: To guide students in selecting and completing an appropriate diagram to help solve an addition or subtraction problem
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Selecting Diagrams and Solving Number Stories (Independent Activity)
Differentiated Instruction:
Under teachers’ guidance, students work in a small group solving number stories using manipulatives. Teachers tailor the numbers to meet the students’ ability.

6.5 Modeling Subtraction with Base-10 Blocks
Objective: To review solution strategies for subtraction of 2-digit numbers
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Using Base-10 Blocks to Model Subtraction (Whole-Class Activity)
- Solving Subtraction Problems (Partner Activity)
Differentiated Instruction:
Under teachers’ guidance, students work in assigned pairs solving number stories using base-10 blocks.
- Enrichment: Analyzing a Subtraction Strategy

Science:
- Using the beam balance, students explore weighing to review for the quiz.
- Students take a multiple choice/true and false quiz about balancing.

Describing the Four Foods (Day 1)
For the next four lessons, students will apply their comparing and weighing skills to solve problems that involve four foods of varying weights, shapes, and sizes. Later, they will apply their observations to help explain why equal cupfuls of the four foods have different weights.
- Students observe and describe the properties of four different foods.
- Students record their descriptions of the four foods.
- Students share their observations of the foods and create a class chart.
- Students compare and contrast their observations of the foods.

Social Studies:
- Students will complete a multiple choice/True or false assessment on the Civil Rights Movement.

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

Dear Parents and Caregivers,

Monday, 1/18 is Dr. King Jr.’s birthday observance. There will be no school.

The unit 5 open response and written assessment takes place on Wednesday, 1/20 and Thursday, 1/21 respectively. Please view the information below in the math section to guide your child’s study at home.

The social studies and science quizzes will be administered Tuesday, 1/26 and Wednesday, 1/27 respectively. Study guides will be given to students next week.

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:
- Administer the Mid-year Benchmark for Reading 3D.
- Writing Conferences
- Guided Reading
Spelling Words for the Week: away, brother, couldn’t, funny, great, into, knew, listen, please, went

Day 1:
Independent Reading
Morning meeting/morning message
Poetry Unit
What is a poem?
Interactive Read Aloud:
- Students listen to a poem entitled “Things” read by Eloise Greenfield.
- Teachers and students read together “Things”.
- Teachers and students discuss how our expression 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.
Writing:
- Revisit “Things” by Eloise Greenfield and ask students to write a short essay about why they like the poem.

Day 2:
Independent Reading
Morning meeting/morning message
Poetry Unit
Interactive Read Aloud:
- Teachers and students read Love That Dog by Sharon Creech.
- Classes take a Museum Poetry Walk reading selected poems from our read-aloud.
- Teachers revisit the “What is a poem?” chart and revise the chart based upon what was learned during the museum walk.
- Teachers introduce the concept of recipes/ingredients for cooking to guide the students to understand that there are ingredients in our recipe for writing a poem.
The first ingredients are: Use the eyes of a poet to look at the world closely and carefully, and use the eyes of a poet to look at ordinary things in fresh, new ways.
Writing:
- Students to select a favorite poem and write a short essay about why they like the poem.

Day 3:
Independent Reading
Morning meeting/morning message
Real Men Read Program
- Assigned Mentors will read, discuss and analyze children’s literature in the second grade classes once every month. Each month a copy of the selected text will be provided to each student. After each unit, the students will bring their copy to add to their home library. We are extremely excited about Real Men Read and look forward to sharing valuable children’s literature with your family.
Writing: Poetry inspired by common objects
- Students explore (seashells, mirrors, pecans, artichokes, and precious rocks) and note characteristics of the objects in order to write a poem.

Day 4:
Independent Reading
Morning meeting/morning message
Poetry Unit
Interactive Read Aloud:
Small Poems by Valerie Worth
- Introduce students to the idea of patterns in poetry. Discuss how “line breaks” make up a poetic form, that poetry has music, and the music of poetry comes from how words are put on a page.
- Model to students how some poems would look written as prose. Then show students the poems the way they were originally written.
- Using word cards and pocket charts, let students experiment with making a poem with line breaks and patterns.
Writing:
- Students write short poems based upon notes from the objects they explored previously.

Math:
Unit 5 Review
- Writing the fact family for any given domino (e.g. 2, 3 the fact family is 2+3=5, 3+2=5, 5-2=3, 5-3=2)
- Counting in the thousands (2,123; 2,124; 2,125…)
- Ordering numbers in the 100s and 1,000s (from least to greatest)
- Drawing line segments
- Drawing a line segment that is parallel to a given line
- Drawing a line segment that is not parallel to a given line
- Identifying polygons such as hexagon, rhombus, square, rectangle, triangle, trapezoid
- Identifying 3-D shapes such as cone, cylinder, sphere, pyramid, rectangular prism
- Identifying shapes that have lines of symmetry
- Understanding attributes

Math Open Response- For this task, students use triangle pattern blocks to make polygons and figures that are not polygons and to describe why some figures are not polygons.

Unit 5 Written Assessment

6.1 Addition of Three or More Numbers
Objective: To review strategies for solving addition problems, with emphasis on problems having three addends
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Adding Three Numbers in Any Order (Whole-Class Discussion)
Differentiated Instruction:
- Playing Three Addends (Partner Activity)

Science:
Graphing The Weights of the Objects (2 days)
- Students review the information on the data table from the previous lesson.
- Students make bar graphs that show the weights of the six objects.
- Students read about how animals are weighed at the zoo.

Social Studies:
Integrated with Language Arts
- Interactive Read Aloud: Happy Birthday Dr. King by Jean Marzollo
Read and discuss Dr. King’s contributions to society.
- Chart key concepts to assist students to understand the civil rights movement.
- Interactive Read Aloud: The Story of Ruby Bridges by Robert Coles. Read and discuss Ruby’s experiences with desegregation, how she struggled and overcame adversities.
- Word study: elementary school, ordered, marshals, anxious, irritable, mobs, persuade

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

Dear Parents and Caregivers,

The science quiz on balancing using the equal-arm balance will be given Thursday, 1/14. A study guide will be sent home on Monday, 1/11.

The math Unit 5 Open Response is on Wednesday, 1/20, a week from this Wednesday, and the written assessment is on Thursday, 1/21. Please refer to the review portion below to assist your child.

Monday, 1/18 is Dr. Martin Luther King Jr.’s birthday observance. There will be no school. Additionally, the end of the second quarter is Friday 1/29. Staff will attend professional development. Students will not have school.

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:
- Administer the Mid-year Benchmark for Reading 3D.
- Writing Conferences
- Guided Reading
Spelling Words fro the Week: and, another, back, between, came, different, down, even, find, help

Day 1:
Independent Reading
Morning meeting/morning message
Reading Skill: Predict
- Explain to students that we will be using the pictures and text to predict what will happen, what characters might be thinking, and how the events from the book will lead us.
Interactive Read Aloud: Show Way by Jacqueline Woodson
Word Study: plantation, muslin, chokecherries, jump the broom, straight-boned, picture reading
- Teachers provide opportunities for students to predict during the read aloud.
Writing: Students continue writing family history essays.
- Students present their essays to classmates at table groupings.

Day2:
Independent Reading
Morning meeting/morning message
Reading Skill: Predict
- Remind students that we are using the pictures and text to predict what will happen, what characters might be thinking, and how the events from the book will lead us.
Interactive Read Aloud: Read and discuss If a Bus Could Talk; The Story of Rosa Parks (p. 1-14) by Faith Ringgold.
Word Study: fare, reserve, instilled, recovered, segregated
- Teachers provide opportunities for students to predict during the read aloud.
Writing: Authors As Mentors (Lucy Calkins and Amanda Hartman)
Revising Endings:
- Teachers will re-explain and model why endings are crucial and should not be rushed through.
- Students continue writing family history essay.
- Students present their essays to classmates at table groupings.

Day 3:
Independent Reading
Morning meeting/morning message
Reading Skill: Predict
- Remind students that we are using the pictures and text to predict what will happen, what characters might be thinking, and how the events from the book will lead us.
Interactive Read Aloud: Read and discuss If a Bus Could Talk; The Story of Rosa Parks (p. 15-29) by Faith Ringgold.
Word Study: boycott, oppression, honorary, valiant, unceasing
- Teachers provide opportunities for students to predict during the read aloud.
Writing: Authors As Mentors (Lucy Calkins and Amanda Hartman)
Learning Revision from Authors:
- Teachers will teach students that they can learn from other authors when revising their pieces.
- Students proofread and edit their essays.

Day 4:
Independent Reading
Morning meeting/morning message
Reading Skill: Predict
- Remind students that we are using the pictures and text to predict what will happen, what characters might be thinking, and how the events from the book will lead us.
Interactive Read Aloud: Read and discuss My Dream of Dr. Martin Luther King (p. 1-11) by Faith Ringgold.
Word Study: encompassed, prejudice, justice, demonstrators
- Teachers provide opportunities for students to predict during the read aloud.
Writing: Students complete proofreading and editing their essays. They begin to affix their essays onto decorative paper to construct story quilts.
- Students begin constructing their story quilts.

Day 5:
Independent Reading
Morning meeting/morning message
Reading Skill: Predict
- Remind students that zwe are using the pictures and text to predict what will happen, what characters might be thinking, and how the events from the book will lead us.
Interactive Read Aloud: Read and discuss My Dream of Dr. Martin Luther King (p. 12-24) by Faith Ringgold.
- Word Study: sermon, resistance, sit-ins
- Teachers provide opportunities for students to predict.
Writing: Students continue constructing their story quilts.

Math:
5.5 Quadrangles (Day 2)
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.

5.6 3-Dimensional Shapes (2 days)
Objective: To guide students as they compare and contrast the characteristics of 3-dimensional shapes
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Reviewing the Names of the Basic 3-Dimensional Shapes (Whole-Class Discussion)
- Discussing Similarities and Differences among Shapes (whole-Class Discussion)
- Starting a Shapes Museum with a Display of 3-Dimensional Objects (Whole-Class Activity)

5.7 Pyramids
Objective: To guide students as they construct pyramids and explore the relationship among the number of faces, edges, and vertices in pyramids
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Constructing a Pyramid Out of Straws (Whole-Class Activity)
Differentiated Instruction:
- Constructing Four Kinds of Pyramids Out of Straws (Partner Activity)
- Discussing Pyramid Constructions (Whole-Class Discussion)

5.8 Line Symmetry
Objective: To guide children as they find lines of symmetry in objects and complete drawings to create symmetrical shapes
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Finding Lines of Symmetry (partner Activity)
- Completing Half-Pictures of Templates Shapes (Independent Activity)
Differentiated Instruction:
Under teachers’ guidance, students work in a small group folding cutout shapes to find lines of symmetry.

Unit 5 Review
- Writing the fact family for any given domino (e.g. 2, 3 the fact family is 2+3=5, 3+2=5, 5-2=3, 5-3=2)
- Counting in the thousands (2,123; 2,124; 2,125…)
- Ordering numbers in the 100s and 1,000s (from least to greatest)
- Drawing line segments
- Drawing a line segment that is parallel to a given line
- Drawing a line segment that is not parallel to a given line
- Identifying polygons such as hexagon, rhombus, square, rectangle, triangle, trapezoid
- Identifying 3-D shapes such as cone, cylinder, sphere, pyramid, rectangular prism
- Identifying shapes that have lines of symmetry
- Understanding attributes

Math Open Response
- For this task, students use triangle pattern blocks to make polygons and figures that are not polygons and to describe why some figures are not polygons.

Science:
Equal-arm Balance
- Developing Strategies for Placing Objects in Serial Order: Challenge students to apply their comparing skills to develop strategies for placing objects in serial order from lightest to heaviest.
- Placing Six Objects in Serial Order: Challenge students to expand and refine their comparison-making strategies. Students determine where to place two new objects in the serial order of the original four objects from the previous lesson.
- Review: Using the beam balance, students explore weighing to review for the quiz.
- Equal-arm balance quiz: Students take a multiple choice/true and false quiz about the beam balance on Thursday 1/14.

Social Studies:
America’s Journey to Freedom and the Civil Rights Movement (Integrated with Language Arts)

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