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)






Unit 7: Exploring Measurement

Topic 11: Linear Measurement




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.



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


Common Core Standards:



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



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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