A-2 All-Stars

Category: Uncategorized

  • Short Parent News, May 12-16, 2014

    3 A-3 All-Star Reminders:

     

    1. PTA meeting tonight at 7:00, Tuesday, May 13th, in the Carson cafeteria. Please come! Dr. Vincent Matthews, San Jose Unified School District’s Superintendent, will be here to discuss the process of choosing next year’s principal with Carson parents. As you may know, Mrs. Doss is now the Director of Special Education, and will be leaving Carson at the end of the year. Again, please come tonight with all your questions about next year!
    2. Water in Class: Yes, please send water bottles along with your child. A-3 All –Stars may keep sealed (or opened, but sealable) bottles with clear water only on their desks to sip during the warm school days that remain in the year.
    3. Spell-a-Thon Fundraiser Pledge Forms went home today. If you, friends, or colleagues can pledge, that’s wonderful! Your child has decorated an envelope to hold the pledges you get. If you’re not interested in this fundraiser, that’s totally fine, too. We will ALL be taking the test in class, though! The Second Grade team chose 25 words from the list and we will be looking for students to join the 100% Club next week! One note: Pledges are due May 16th, 2014 and NOT May 9th, as it states on the yellow pledge form

    Spelling Words

     

    1.   hood

    2. cook

    3. look

    4.   moon

    5.   food

    6. spoon

    7. clue

    8.   blue

    9. glue

    10. new

    11. fruit

    12. juice

    13. proofread

    14. cookbook

    15. balloon

  • Parent News, May 5-9, 2014

    Two-Digit Subtraction with regrouping was tough! Here are some online games to help with that:

    Soft Schools’ 2-Digit Subtraction Game

    Fruit Splat Subtraction

    Cool Math 4 Kids’ Subtraction Page

    This week, we will revisit “Thundercake” and plan to start “The Art Lesson”. Here are some learning links to get you interested.

    For “Thundercake”

    Story Summary

    Recipe

    eWord game

    For “The Art Lesson”

    Story Summary

    eWord Game

    Online Art Poll

    Meet the Author

    Challenge: Practice Using Quotation Marks

    Challenge: Soft Schools’ Quotation Marks Quiz

    We will also revisit “Ant” by Rebecca Stefoff to practice close reading and reporting on informational text. Here are some further resources to help you learn more:

    *Enchanted Learning page about ants
    *An “Ant” story summary
    *Fiction or Nonfiction? – practice

    Language Arts:

    Unit 6: Literature Study

    Questions: How does comparing/contrasting different versions of the same story from other cultures help expand students’ worldview and connection to other cultures? How can a writer convey their opinion about a story and support their opinion?

    Standards: 

     2.RI.3 Know and apply grade-level phonics and word analysis skills in decoding words:

    1. Distinguish long and short vowels
    2. Know spelling-sound correspondences for vowel teams
    3. Decode two-syllable words with long vowels
    4. Decode words with common prefixes and suffixes

    2.RL.9 (Literature Study) Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

     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.7 Participate in shared research and writing projects

    2.W.8 Recall information from experiences or gather information from provided sources to answer a question

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

    Vocabulary/Conventions Focus Areas for this unit:

     Editing phase of writing, with emphasis on Conventions (Capitalization, Punctuation, Spelling) and Usage (Organization; Grammar); parts of speech; possessive nouns; verbs.

     

     

    Spelling Words

     

    1.   running

    2. batted

    3. clapped

    4.   stopped

    5.   getting

    6. shopping

    7. stepped

    8.   hugging

    9. pinned

    10. sitting

    11. telling

    12. cutting

    13. jumped

    14. walked

    15. chased

     

     Math:

     Units 17 and 18: Using Place Value and Patterns with numbers to 1,000 AND Using strategies to add and subtract three-digit numbers

     Purpose/Focus: 

    Unit 17: Students have ample practice learning that all numbers between 100 and 999 can be broken down into hundreds, tens, and ones. They will learn to interpret the value of a digit in a multi-digit numeral by the value of its position in the number. They will use 10 as a benchmark when adding and subtracting whole numbers. (SJUSD Division of Instruction, June 2013)

    Unit 18: Students will use pictures, number lines, and base ten blocks to show their reason. They will have ample practice composing and decomposing three-digit numbers, using 10 as a base to regroup or create smaller numbers, and adding and subtracting to the thousands.

    2.MBT.2, 2.NBT.3, 2.NBT.4: Students will understand that the three digits of a three digit number represents hundreds, tens, and ones; they will understand that 100 can be thought of as a bundle of tens called “a hundred”, that 100, 200, 300 etc., refer to 1 hundred, 2 hundreds, 3 hundreds, etc.. Students will also count within 1,000, including skip-counting by 5s, 10s, and 100s.

    2.MBT.7 and 2.MBT.8: Students will add and subtract within 1,000 using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. They will understand that when subtraction three-digit numbers, they are going to subtract ones from ones, tens from tens, and hundreds from hundreds. They will also be able to mentally add 10 or 100 to a given number and mentally subtract 10 or 100 from a given number.

    Standards for Mathematical Practice:

     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.

    MP1: Make sense of problems and persevere in solving them.

    MP5: Use appropriate tools strategically.

     

     

  • Family Volunteers for Second Grade Picnic Needed!

    April 29, 2014

    Dear Families,
    This year, the Carson Annual Second Grade Picnic at Meadows Park will be held on Friday, May 30th, from 10:30 a.m. until 1:00 p.m.
    Last year, Ms. Won brought over an idea from her previous school, and scheduled the day in detail to make it an official “Field Day”! We had different field day-type events (baton pass race, water balloon toss, relay race, etc.). We would like to do the same this year, but will need adult family member volunteers to help with each station.
    If you are interested in helping us coordinate a station for the field trip, please contact your child’s teacher at sseyan@sjusd.org
    or hwon@sjusd.org.
    Thank you in advance for considering helping out!
    Yours,
    The Second Grade Team
                                                                 

     

     

  • Activated Story Theatre Presentation on Friday!

    On Friday, April 25, Carson students will have the opportunity to participate in a performance by Activated Story Theatre.

    K-2nd grades will enjoy a presentation of fairy and folk tales with some of their classmates as members of the cast! Click on the links below for more information.

    Activated Story Theatre
    The Activated Story Theatre Kids’ Page
    Slideshow: “The Golden Pitcher” (get an idea of what you’re going to see!)

  • Parent News April 21-25, 2014

    Welcome back to school! I hope you enjoyed your Spring Break!

    1. once

    2. only

    3. enough

    4. almost

    5.   story

    6. worry

    7. copy

    8.   guilty

    9. family

    10. dirty

    11. empty

    12. category

    13. noisy

    14. party

    15. sorry

     

    Texts:
    “Carousel” by Pat Cummings
    “Jalapeno Bagels” (for group reports)
    “Ants” (for group reports on a science topic)
    Activities:
    eWord Game
    Story Summary
    Plot Order (Flow Map)
    Inference Game
    -Thanks to “Mrs. Smith’s Second Grade Weebly” for the above links!
    Prefixes and Suffixes Games
    The Plural Girls
    Math Support:
    Investigations Math Games- Includes money, multiplication

    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.
    *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 11:Adding and Subtraction Whole Numbers With Regrouping
    enVision Topics 9 and 10; Investigations Units 8:3 and 8:4Purpose/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)

  • Parent News April 7-11, 2014

    Sorry the Parent News is a couple of days late!

    A few quick reminders:

    • NO SCHOOL next week, April 14-18, 2014. Spring Break!
    • The San Jose Museum of Art field trip was amazing! Ask you children about it!
    • Egg Hunt Friday afternoon, thanks to Bella K.’s family! (There are no April birthdays in our class, BTW.)
    • A Spring Challenge Packet will go home on Friday, because A) We are doing great, and I don’t want to lose momentum, and B) We will be doing a progress assessment (our class only) the week we return. The work should only take 30-45 minutes per day, including reading. It is NOT required! However, students who do complete the packet and go over it with us on Monday, April 21st will receive a small prize…superstar tickets? Smelly stickers?? Wait and see!!!

    Below are resource listings per parent request! I hope you find them useful.

    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

    Language Arts

    Story: “Carousel” by

    Online Learning Support

    Language Arts:

    eWord Game

    Story Summary

    Plot Order (Flow Map)

    Inference Game

    Prefixes Game

    Math Support:

    Soccer Addition game (requires Flash)

    Multiplication Arrays Game

    Cash Out Game

    Spelling Words

    1.     angry

    2.   lucky

    3.   only

    4.     cookie

    5.     many

    6. very

    7.   puppy

    8.   baby

    9.   daddy

    10. muddy

    11. study

    12. funny

    13. lady

    14. me

    15. hobby

     

    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.
    *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)

  • Field Trip Friday, April 4, 2014- Update

    Families,

    We are excited about out field trip to the San Jose Museum of Art on Friday, April 4th! Here are few reminders about our trip and links to more information about the museum.

    *Chaperones, please be at our classroom by 8:50 to pick up your chaperone packet and be ready to walk with us to the Branham Light rail station.

    *Students:

    -Wear your uniforms;

    -Wear comfortable walking shoes;

    -Bring a lunch in an easy to carry bag;

    -Follow directions!

    -Stay with your chaperone!

    The San Jose Museum of Art

    Description of the Guided Tour

    Downloadable “Pre-Visit Packet” with lots of information on current exhibits, the chaperone contract, a map to the museum, and more.

    We will see you tomorrow!

  • 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)

  • 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)

  • 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)