Monthly Archives: February 2014

Parent News for the Week of February 24-28, 2014

 

Welcome back to school!

This week, we will be reviewing Theme 4: Amazing Animals, finishing our unit on linear measurement, and working hard on our writing and reading while learning more about President’s Day and the two presidents whose birthdays the holiday commemorates: George Washington and Abraham Lincoln. Below you will find some links to extend your learning about this week’s topics.

 

Upcoming:

-CPAA Benchmark administration for grades K-2 is scheduled for this week.

-Butterfly unit begins first week in March!

-Report cards and conferences March 13 and 14. Information about conferences and report cards for Ms. Seyan’s class will go home Monday, March 3rd.

-Read Across America Week begins March 2, 2014; Read Across America Day is March 3, 2014.

 

Links:

Social Studies:

National Geographic Kids video about Abraham Lincoln.

Mr. Nussbaum’s Abraham Lincoln site for kids

-Mr. Nussbaum’s George Washington site

National Geographic Kids’ Fun President Facts

-Picture and description of Mount Rushmore

Math:

PBS Kids’ Measurement Games for Kids

-FunBrain Measure It!

Reading (Phonics):

-Long Vowel Games

Two Vowel Word Game on Starfall

-Mrs. McKay’s Second Grade Weebly with links to vowel team songs on YouTube!

Read Across America:

-Read Across America on Seussville

Read Across America web home

The National Education Association’s information page for adults

 

Language Arts

 

 Unit: 4 Point of View

 

How do readers note characters’ different points of view when reading dialogue aloud? How do readers identify the author’s point of view? How does an author support his/her viewpoint? The main purpose of point of view is for the reader to gain a deeper understanding of what message the author is relating in the text.

 

Unit Overview:

 

Students will use what they learned about close  reading and delve even deeper into texts by acknowledging that characters have differing points of view and a unique voice. As they think about point of view, they will need to determine the meaning of words and phrases as they are used in the text.

 

 *Reading- Read and listen to literary texts, including short stories or a novel, as well as science and social studies informational and functional texts and/or speeches.

 

 *Listening/Speaking- Ask and answer questions to get help, information or clarification. When speaking, students will be able to tell a story or recount an experience with facts and relevant details in an audible voice. As they identify the different points of view expressed by characters, they will learn to speak in a different voice for each character when reading dialogue aloud.

 

 *Writing- Continue to develop their skills with informative/explanatory pieces, as well as narratives. In addition to these, they will write opinion pieces on topics or texts supporting a point of view with facts, details, linking words and a conclusion.

 

 *Vocabulary- The vocabulary focus for the unit is using context clues as well as continued work on structural analysis specifically prefixes, roots and compound words. Glossaries and dictionaries should be used to help clarify meanings and phrases.

 

Spelling Words

 

 

1.   smart

2.   party

3.  park

4.   store

5.   short

6.  think

7.  sand

8.   thing

9.  drink

10. drank

11. cold

12. boat

13. blow

14. toe

15. vote

 

Language Arts Academic Vocabulary:

 

opinion, exposition, narrative, main idea, detail, revise, edit, possessive, contraction

 

Language Arts Domain Specific Vocabulary:

 

 (Language Arts information from:

 

San José Unified School District Curriculum, Instruction & EL Services PreK-5 ELA 2nd Grade Curriculum Map aligned to the Common Core State Standards page 59 of 112 SJUSD/Div.  of  Curriculum,  Instruction  &  EL  Services,  PK -­5:Albarrán/Lax/Petkiewicz/SJUSD  2nd Grade  CCSS  Cohort Version:  November,  2013)

 

 

Math

 

 Unit 7: Exploring Measurement

Topic 11: Linear Measurement

 

 Purpose/focus:

The purpose of this unit is for students to measure the length of objects in customary (inches and feet) and metric (centimeters and meters) units. Students should have ample experiences choosing objects, identifying the appropriate tool and unit, and then measuring the object. The teacher should allow students to determine which tools and units to use.

 

 Vocabulary:

 

length; measure; unit; inch; centimeter; yardstick; meter stick, estimate

 

Common Core Standards:

 

(2.MD.1)

 

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

 

(2.MD.3)

 

Estimate the lengths of objects using inches, feet, centimeters, and meters. Students should make estimates after seeing a benchmark unit, such as the length of one inch, before making their estimate.

 

Standards for Mathematical Practice

 

MP5: Use appropriate tools strategically.

 

Use available tools recognizing the strengths and limitations of each. Use estimation and other mathematical knowledge to detect possible errors. What estimate did you make for the solution? Why was it helpful to use…?

 

MP6: Attend to precision.

 

Calculate efficiently and accurately. What would be a more efficient strategy? How are you showing the meaning of the quantities?

 

(Math information from:

 

San Jose Unified School District Curriculum, Instruction & EL Services PreK-5 2nd Grade CCSSM Scope and Sequence SJUSD Division of Instruction –Albarrán/ Lax/ Petkiewicz / Centeno / SJUSD 2nd Grade CCSS Cohort Page 23 of 47.

Created and modified from original work with permission from the Dana Center, University of Texas, Austin June, 2013)

 

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Ms. Seyan’s Valentine’s Day Update!

February 13, 2014

Here’s Ms. Seyan’s Class’ Valentine’s Day reminder. This is the same information that went home Wednesday.<Ms. Won's class received their information through their monthly newsletter.

Valentine’s Day! Friday, February 14, 2014
A-3 All-Stars ☺
• We have 28 students: 19 girls and 9 boys.
• We will pass out Valentines at 1:30 p.m. during a short movie in class, and have some treats and free play on the benches at 2:00-2:22.
• Valentines aren’t required. You DON’T have to bring any. Homemade is O.K., too.
• Don’t address the Valentines to anyone; just sign your name and leave “To:” blank.

• This will take the place of a February birthday party, since we have no February birthdays!
• Thank you to Bella’s mom for bringing drinks and pencils, and to Maddie’s and Leah’s moms for helping out!
• Happy Valentine’s Day!!!

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Parent News, February 10-14, 2014

This week’s story: “The Great Ball Game” by Joseph Bruchac, continued….

 

Story Summary

Houghton-Mifflin Story page

Cause and Effect Game (requires Flash)

-oa story on Starfall

 

 

Language Arts

 

 Unit: 4 Point of View

 

How do readers note characters’ different points of view when reading dialogue aloud? How do readers identify the author’s point of view? How does an author support his/her viewpoint? The main purpose of point of view is for the reader to gain a deeper understanding of what message the author is relating in the text.

 

 Unit Overview:

Students will use what they learned about close  reading and delve even deeper into texts by acknowledging that characters have differing points of view and a unique voice. As they think about point of view, they will need to determine the meaning of words and phrases as they are used in the text.

 

*Reading- Read and listen to literary texts, including short stories or a novel, as well as science and social studies informational and functional texts and/or speeches.

 

*Listening/Speaking- Ask and answer questions to get help, information or clarification. When speaking, students will be able to tell a story or recount an experience with facts and relevant details in an audible voice. As they identify the different points of view expressed by characters, they will learn to speak in a different voice for each character when reading dialogue aloud.

 

*Writing- Continue to develop their skills with informative/explanatory pieces, as well as narratives. In addition to these, they will write opinion pieces on topics or texts supporting a point of view with facts, details, linking words and a conclusion.

 

*Vocabulary- The vocabulary focus for the unit is using context clues as well as continued work on structural analysis specifically prefixes, roots and compound words. Glossaries and dictionaries should be used to help clarify meanings and phrases.

 

 

Spelling Words

 

 

1.  for

2.   no

3.  easier

4.  on

5.   told

6.  walked

7.  have

8.   most

9.  pony

10. said

11.  poster

12. ponies

13. cousin

14. rowboat

15. benches

 

Language Arts Academic Vocabulary:

Language Arts Domain Specific Vocabulary:

 

(Language Arts information from:

San José Unified School District Curriculum, Instruction & EL Services PreK-5 ELA 2nd Grade Curriculum Map aligned to the Common Core State Standards page 59 of 112 SJUSD/Div.  of  Curriculum,  Instruction  &  EL  Services,  PK -­5:Albarrán/Lax/Petkiewicz/SJUSD  2nd Grade  CCSS  Cohort Version:  November,  2013)

 

 

 

Math

 

Unit 7: Exploring Measurement

Topic 11: Linear Measurement

 

Purpose/focus:

 

The purpose of this unit is for students to measure the length of objects in customary (inches and feet) and metric (centimeters and meters) units. Students should have ample experiences choosing objects, identifying the appropriate tool and unit, and then measuring the object. The teacher should allow students to determine which tools and units to use.

 

 Vocabulary:

length; measure; unit; inch; centimeter; yardstick; meter stick.

 

Common Core Standards:

 

(2.MD.1)

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

 

 (2.MD.3)

Estimate the lengths of objects using inches, feet, centimeters, and meters. Students should make estimates after seeing a benchmark unit, such as the length of one inch, before making their estimate.

 

 Standards for Mathematical Practice

 

 MP5: Use appropriate tools strategically.

Use available tools recognizing the strengths and limitations of each. Use estimation and other mathematical knowledge to detect possible errors. What estimate did you make for the solution? Why was it helpful to use…?

 

 MP6: Attend to precision.

Calculate efficiently and accurately. What would be a more efficient strategy? How are you showing the meaning of the quantities?

 

(Math information from:

San Jose Unified School District Curriculum, Instruction & EL Services PreK-5 2nd Grade CCSSM Scope and Sequence SJUSD Division of Instruction –Albarrán/ Lax/ Petkiewicz / Centeno / SJUSD 2nd Grade CCSS Cohort Page 23 of 47

Created and modified from original work with permission from the Dana Center, University of Texas, Austin June, 2013)

 

 

 

 

 

 

 

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Carson Garden Cleanup Day Sunday, February 16th!

There will be another clean up day at the Carson School and Community Garden Sunday, February 16, 2014 from 10 am to 4 pm. The focus will be on finishing the weeding, trimming the arbor and fruit trees, and completing the new planter boxes for the school. All hands are welcome! If you have tools, such as rakes, hoes, shovels, gloves, and pruners, please bring them along.

Find more information on the Carson School and Community Garden Website

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Parent News, February 3-7, 2014

Story “The Great Ball Game”
Author: Joseph Brushac
eWord Game
Cause and Effect
Story Summary
Another Bat fable
Bat Activities

Language Arts:
Unit 4: Point of View
Questions: How do readers identify an author’s point of view? How does an author support his or her viewpoint? How do readers note different characters’ points of view?
Standards:
2.RI.4 Determine the meaning of words and phrases in a text relevant to grade 2 topic or subject area.
2.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of a new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell)
c. Use a known root word as a clue to the meaning of an unknown word.
d. Use the knowledge of meanings of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meanings of words and phrases.
2.SL.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
2.W.1 (opinion) Write opinion pieces in which they introduce a topic or book they are writing about, state an opinion, supply reasons that support that opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
2.W.2 Write informative/explanatory texts in which they produce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Vocabulary/Conventions Focus Areas for this unit:
Prefixes, roots, and compound words; reflexive pronouns (myself, ourselves); producing and rearranging compound sentences; commas in greetings and closings in letters; use of glossaries and dictionaries.
Spelling Words

Language Arts Academic Vocabulary:
Language Arts Domain Specific Vocabulary:
speech, text, voice, support, alliteration, rhyme, rhythm.
Math:
Unit 6: Solving Problems Involving Money
Purpose/Focus: Students solve word problems involving either dollars or cents. Example: What are some possible combinations of coins (pennies, nickels, dimes, and quarters) that equal 37 cents? Students should solve story problems connecting the different representations. These representations may include objects, pictures, charts, tables, words, and/or numbers. Students should communicate their mathematical thinking and justify their answers. . ( SJUSD Division of Instruction, June 2013)
2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and the cents symbols appropriately.
Standards for Mathematical Practice:
MP1: Make sense of problems and persevere in solving them. Interpret and make meaning of the problem to find a starting point. Plan a solution pathway instead of jumping to a solution.
MP2: Reason abstractly and quantitatively. Decontextualize (represent a situation symbolically and represent symbols) and contextualize (make meaning of the symbols in a problem) quantitative relationships.
MP6: Attend to precision. Communicate precisely with others and try to use clear mathematical language when discussing their reasoning.
MP7: Look for and make use of structure. See complicated things as single objects or as being composed of several objects.

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