Monthly Archives: March 2014

Parent News for March 26-April 4, 2014

Resource listings per parent request!

Online Activities and Resources from the San Jose Public Library (use your library card!):

San Jose Public Library Kids’ Page

Tumblebook Library Online Stories Read Aloud

eBooks for Primary Grades  (may be further sorted by ATOS -AR- level)

Disney Books Online

Homework Help

Kids’ games, Cartoons and Comics, Sports links, and Arts and Crafts ideas

Carson Elementary Adaptive Learning Links:

Main Page 😉

Lexia -Foundational Reading Skills, self-paced

Dreambox -Math practice. Find teacher’s name, then use regular student I.D. and password.

Renaissance Place Home Connect – Practice Math Facts in a Flash; check A.R. level and achievement.

Other resources of Interest:

Maker’s Fair (STEM and education Resources; yearly event; “Maker” magazine)

Bay Area Parent  (Local magazine with listings of camps, tutors, and activities)

Reading Lists:

Benicia Public Library Booklist for Second and Third Grade 

NEA’s 100 Best Books for Children  

Moreland’s Summer reading List-2nd and 3rd

App suggestions:

Education apps for iPad-article on “Teachthought.com”

American Association of School Librarians 2013 Education App list

“Parents Magazine” app recommendations

Local Activities:

7X7 SF’s List of Kid- Friendly Activities in San Jose

Yelp’s List of kids’ activities in our area

Poetry:

Giggle Poetry

Children’s Poetry Archive

<p Language Arts
Unit 5:Learning Through Research
Unit Overview:
Why is it important to explore multiple sources when researching a topic? How does comparing and contrasting multiple texts help the reader to thoroughly understand the topic? How can the reader communicate the information they have learned about a topic to others? …the main purpose for the reader or writer is to communicate their understanding of the message.
Students will:
-ask who, what, when, where, why, and how questions to demonstrate their understanding of text.
-compare and contrast two different texts on the same subject.
-engage in a shared research project to produce a written and oral presentation.
-record science observations.
-use structural analysis and context clues when decoding text.
Spelling Words March 24-27:
1. I’ll 2. you’re 3. we’ve
4. you’ll 5. isn’t 6. I’ve
7. can’t 8. I’m 9. didn’t
10. it’s 11. couldn’t 12. they’re
13. wouldn’t 14. what’s 15. wasn’t
Spelling Words March 31-April 4:
1. she’ll 2. he’s 3. what’s
4. don’t 5. hasn’t 6. that’s
7. he’ll 8. weren’t 9. doesn’t
10. aren’t 11. there’s 12. he’d
13. who’s 14. haven’t 15. where’s
*Reading
2.RL.4 Describe how words and phrases supply rhythm and meaning in a story, poem, or song.
2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
2.RI.9 Compare and contrast the most important points presented by two texts on the same topic.
*Listening/Speaking
2.SL.4 Tell a story or recount an experience with appropriate facts
and relevant, descriptive details, speaking audibly in coherent sentences.
*Writing
2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
2.W.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
2.W.8 Recall information gathered from experiences or gather information provided form sources to answer a question.
*Language/Conventions
2.L.1 Demonstrate command of conventions of Standard English Grammar and usage when writing or speaking.
*Language/Vocabulary
2.L.4 Determine or clarify the meaning of unknown or multiple-meaning words and phrases based on Grade 2 text.
2.L.5 Demonstrate understanding of word relationships and nuances in word meanings.
Language Arts Academic Vocabulary:
Information, research, opinion, information, exposition, main idea, detail, compare, contrast, revise, edit, possessive, contraction
Language Arts Domain Specific Vocabulary:
Chrysalis, larva, larvae, life cycle, butterfly
(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 10 Adding Whole Numbers
Lesson 6.5; Place Value and Base Ten Review
Enduring Understanding: A variety of Strategies can be used to solve any problem
Essential Questions: Does order matter when you’re adding? How can strategies and the order of numbers help you solve problems?
Unit 11:Adding and Subtraction Whole Numbers With Regrouping
enVision Topics 9 and 10; Investigations Units 8:3 and 8:4
Purpose/Focus:
The purpose of this unit is to give students time to work toward fluency when adding and subtracting numbers within 100. Fluency means accuracy, efficiency, and flexibility. The standard calls for students to use pictures, strategies, and standard algorithms to find the solution. Students who struggle with this may benefit form using concrete objects such as place value blocks. Students must understand the situation before they will be able to solve problems.
*Students will: Solve one and two step word problems, explain why addition and subtraction strategies work, and fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Common Core Standards:
2.OA.1
2.NBT.5
2.MBT.9
Standards for Mathematical Practice
MP 3
MP 4
MP 5
(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)

Advertisements

Leave a comment

Filed under Uncategorized

Parent News, March 3-14, 2014

Upcoming:
-Second Grade Butterfly Unit began this week!The larvae are here!
-Early Release Days for Report Cards and conferences on March 13 and 14. School will get out at 12:22.
-Ms. Seyan’s Scheduled conferences:
Friday, March 14th: Austin @ 1:00, Riley @ 1:30, Annabel @ 2:00, and Allison @ 2:30.
Tuesday, March 18th: Bryan @ 12:30, Luis @ 1:00, Bella @ 2:00.
*If you would like a conference this week, please email your child’s teacher at sseyan@sjusd.org or hwon@sjusd.org.

Language Arts
Unit 5:Learning Through Research
Story: Brothers and Sisters by Ellen B. Senisi
eWord Game
Printable Hidden Message Puzzle
Story Summary
Berenstain Bears Story Time
The above links were accessed from Mrs. Smith’s Second Grade Classroom weebly, http://mssmiths2ndgradeclassroom.weebly.com/brothers-and-sisters.html. on March 3, 2014 at 10:50 p.m.

Unit Overview:
Why is it important to explore multiple sources when researching a topic? How does comparing and contrasting multiple texts help the reader to thoroughly understand the topic? How can the reader communicate the information they have learned about a topic to others? …the main purpose for the reader or writer is to communicate their understanding of the message.
Students will:
-ask who, what, when, where, why, and how questions to demonstrate their understanding of text.
-compare and contrast two different texts on the same subject.
-engage in a shared research project to produce a written and oral presentation.
-record science observations.
-use structural analysis and context clues when decoding text.

*Reading
2.RL.4 Describe how words and phrases supply rhythm and meaning in a story, poem, or song.
2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
2.RI.9 Compare and contrast the most important points presented by two texts on the same topic.

*Listening/Speaking
2.SL.4 Tell a story or recount an experience with appropriate facts
and relevant, descriptive details, speaking audibly in coherent sentences.

*Writing
2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
2.W.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
2.W.8 Recall information gathered from experiences or gather information provided form sources to answer a question.

*Language/Conventions
2.L.1 Demonstrate command of conventions of Standard English Grammar and usage when writing or speaking.

*Language/Vocabulary
2.L.4 Determine or clarify the meaning of unknown or multiple-meaning words and phrases based on Grade 2 text.
2.L.5 Demonstrate understanding of word relationships and nuances in word meanings.

Spelling Words March 3-7:
1. under 2. over 3. brother
4. sister 5. father 6. mother
7. ever 8. summer 9. later
10. order 11. monster 12. number
13. border 14. teacher 15. chapter

Spelling Words March 10-14:
1. winter 2. power 3. water
4. river 5. meter 6. proper
7. finger 8. fever 9. zipper
10. wonder 11. paper 12. center
13. feather 14. later 15. letter

Language Arts Academic Vocabulary:

opinion, information, exposition, main idea, detail, compare, contrast, 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 8: Using Mental Addition to Add Two-Digit Numbers
Topic 6: Mental Addition

Purpose/Focus:
The purpose of this unit is for students to mentally add multiples of 10 or 100 to any number between 100 and 900. In this standard, problems that require students to move from 10’s to 100’s should be included. Example 273+60=333. They can practice this by counting and thinking aloud, finding missing numbers in sequence, and finding missing numbers on the number line or hundreds chart. Explorations should also include looking for relevant patterns.
*Strategies may include counting on: 300, 400, 500…
*examples: 100 more than 653 is_____(753)
Start at 248. Count up by 10’s until I tell you to stop.
Questions:
What numerical patterns do we find in base ten number systems?
How do these numerical patterns help you to solve addition problems mentally?
Vocabulary:
tens, hundreds, digit, pattern

Common Core Standards:
(2.MBT.8)
Mentally add 10 or 100 from a given two-digit number.

Standards for Mathematical Practice
MP1: Make sense of problems and persevere in solving them.
Interpret and make meaning of a problem to find a starting point. Analyze what is given in order to explain the problem. Plan a solution pathway instead of jumping to a solution.
MP6: Attend to precision.
Calculate efficiently and accurately. What would be a more efficient strategy? How are you showing the meaning of the quantities?
MP8: Look for and express regularity in repeated reasoning.
Continually evaluate the reasonableness of their work; finding generalizations that support the patterns. Noticing consistencies.

(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)

Leave a comment

Filed under Uncategorized