This week in class:

-Conference Reminders and Field Trip forms go home.

-The Carson Grden Club will meet at the garden on Saturday, November 2, at 10:00 A.M. Check the Carson garden page for updates at http://carsongarden.wordpress.com/
-The cookie dough fundraiser continues.

-Halloween Parade Thursday. Students bring costumes to school and change at 1:00 PM. Parade at 1:20 on the Blacktop.

-Ms. Won’s Class October Birthdays Party: Thursday, October 31st at 2:00 P.M.

-Ms. Seyan’s Class October Birthdays Party Friday, November 1st, at 2:00 P.M.

-SHORT DAYS ALL NEXT WEEK. Conference Week is November 4-8; school dismissal will be at 12:52 P.M.

Language Arts:

 Unit 2: “Good Readers Know What’s Important”

2.RF.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with fluency and understanding.

b. Read grade-level text orally with accuracy, appropriate rate, and accuracy on successive readings.

c. Use context to confirm or self-correct word-recognition and understanding, rereading as necessary.

2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Spelling Words

1. wear 2. wore 3. come
4. went 5. came 6. trick
7. treat 8. sweets 9. tricked
10. eat 11. ate 12. were
13. October 14. Halloween 15. costume
Language Arts Academic Vocabulary:

 narrative, temporal, sequence

 Language Arts Domain Specific Vocabulary:

 Math:

 Unit 3: Using Strategies for Subtraction

 Purpose/Focus: This unit focuses on students developing an approach that considers context as well as a variety of strategies to solve problems of missing values in every position. This unit places an emphasis on understanding word problems and what is being asked in a problem. Students should begin to habitually check their answers to problems to see if they make sense. ( SJUSD Division of Instruction, June 2013)

 2.NBT. 5 & 6 -Use properties of operations.

2. OA.1: Use drawings and equations to solve subtraction problems involving taking apart and taking from in all positions.

2.OA.2- Gain fluency with subtraction facts through 20

Standards for Mathematical Practice:

 MP4: “Model with mathematics. Understand this is a way to quantitatively and abstractly (able to decontextualize and contextualize). What number model could you construct to represent the problem? How would it help to create a diagram, graph, and table…? What are some ways to visually represent…? “(SJUSD Division of Instruction, June 2013)

MP7:  “Look for and make use of structure. Look for the overall structure and patterns in mathematics. What observations do you make about…? What do you notice when…? What parts of the problem might you eliminate…., simplify…? What patterns do you find in…?” (SJUSD Division of Instruction, June 2013)

MP6: Attend to precision

This week in class:

 Children’s Progress Assessments-Tuesday, in the Computer Lab

Conference reminders go home Wednesday.

Language Arts:

Unit 2: “Good Readers Know What’s Important”

2.RF.4c: Use context to confirm and self-correct word recognition and understanding, rereading as necessary.

Spelling Words

 Language Arts Academic Vocabulary:

 narrative, temporal, sequence

 Language Arts Domain Specific Vocabulary:

 close reading, reading strategies, text annotations

 Math:

 Unit 3: Using Strategies for Subtraction

 Purpose/Focus: This unit focuses on students developing an approach that considers context as well as a variety of strategies to solve problems of missing values in every position. Students should begin to habitually check their answers to problems to see if they make sense. ( SJUSD Division of Instruction, June 2013)

2.NBT. 5 & 6 -Use properties of operations.

2. OA.1: Use drawings and equations to solve subtraction problems involving taking apart and taking from in all positions.

2.OA.2- Gain fluency with subtraction facts through 20

Standards for Mathematical Practice:

 MP4: “Model with mathematics. Understand this is a way to quantitatively and abstractly (able to decontextualize and contextualize). What number model could you construct to represent the problem? How would it help to create a diagram, graph, and table…? What are some ways to visually represent…? “(SJUSD Division of Instruction, June 2013)

MP7:  “Look for and make use of structure. Look for the overall structure and patterns in mathematics. What observations do you make about…? What do you notice when…? What parts of the problem might you eliminate…., simplify…? What patterns do you find in…?” (SJUSD Division of Instruction, June 2013)

MP6: Attend to precision

October 14, 2013

In the future, please check carsongarden.wordpress.com for news and information on the Rachel Carson Elementary School Garden.

In case you missed it last week, here’s our introduction:

Garden Project

The Second Grade teachers want to revive the Carson School Garden. Our Project is in its infancy, but we are making headway on our planning! We will share our progress with you here.
We need families to help get the ball rolling! If you are interested in helping rebuild the Carson Garden for our Second Graders this year (and hopefully, for all our students next year, and beyond!), please contact Ms. Seyan (408.535.6287 x 26143, email: SSeyan@SJUSD.org) or Ms. Won (408.535.6287 x 26152, email: HWon@SJUSD.org).

Here are some resources we have found useful:

California Garden Project

The School Garden Wizard

School Garden Checklist

Edible Schoolyard

Pollinator Partnership

California Regional Environmental Education Community Grants Page

Santa Cruz Life Lab

PDF Download:

School gardens- A Teacher’s Guide

Print Resources:

Roots, Shoots, Buckets & Boots: Gardening Together with Children by Sharon Lovejoy
Place-Based Education: Connecting Classrooms With Communities by David Sobel
Smart By Nature: Schooling for Sustainability by Michael K. Stone
Ecological Literacy: Educating Our Children for a Sustainable World by David Orr
Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder by Richard Louv
How to Grow a School Garden: A Complete Guide for Parents and Teachers by Arden Bucklin-Sprorer

-And last but not least:
The Sense of Wonder by Rachel Carson

Dear Second Grade Families,

We have reorganized our class blog a little bit:

-The “Home” page will provide information on Carson events and schedules.

-“About” provides information on homework and Accelerated Reader, and will answer questions about what we do.

-On the “Families” page we will post weekly Spelling Words, the Common Core Standards we are working on for the week, and reminders of important dates and events.

-“Garden Project” is the page for our burgeoning Life Lab, The Carson Garden. The Second Grade teachers are reviving the Garden, and are chronicling our progress here.

-The “Students” page will be where the Second Graders will go to get their Computer Lab assignments each week.

We hope you find this new format useful!

Ms. Seyan and Ms. Won

Upcoming at Carson:

-Friday, September 20th, 2013: Walkathon!! Second Grade goes to recess at 9:30 A.M., then starts to walk at 10:00 A.M.!

-Friday, September 20th, 2013 5:00 P.M. -8:30 P.M.: Harvest Festival! Come to Carson and play games, bid on auction items, eat great food, and see your friends! All proceeds go toward Carson’s programs, including field trips, Music, and Science lab.

September 27th-Second Grade Birthdays on the blacktop benches at 2:00 P.M.! 

-Monday, September 30th-Friday, October 4th, 2013: (FALL BREAK-NO SCHOOL)

 This week in class:

  Language Arts:

 Unit 1 “Good Readers Ask Questions”

  Story: “Mrs. Brown Went to Town” by Wong Herbert Yee/Review

  2.RL.1 (Literature) and 2.RI.1 (Informational Text) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

 2.W.1 (Opinion) Students will write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

2.RF.3a Read and write long and short in regularly spelled words in text.

Spelling Words

 Language Arts Academic Vocabulary:

evidence, independent, collaborate

Language Arts Domain Specific Vocabulary:

close reading, reading strategies, text annotations

Math:

 Unit 2: Using Strategies for Addition

Purpose/Focus: “This standards focuses on developing an algebraic representation of a word problem through addition. The intent is NOT to introduce traditional algorithms or rules, but to make meaning of operations. Solving algebraic problems requires emphasizing the most crucial problem solving strategies and understanding the situation. ” SJUSD Division of Instruction, June 2013

 2.OA.1-Reinforce strategies and learnings from prior grades to solve one-step problems for addition or subtraction using drawings, objects, and equations.

  2.OA.2- Gain fluency with addition facts through 20

 2.NBT.5 & 6 -Focus on addition strategies based on properties of operations

 Standards for Mathematical Practice:

 MP4: “Model with mathematics. Understand this is a way to quantitatively and abstractly (able to decontextualize and contextualize). What number model could you construct to represent the problem? How would it help to create a diagram, graph, and table…? What are some ways to visually represent…? “(SJUSD Division of Instruction, June 2013)

 MP7:  “Look for and make use of structure. Look for the overall structure and patterns in mathematics. What observations do you make about…? What do you notice when…? What parts of the problem might you eliminate…., simplify…? What patterns do you find in…?” (SJUSD Division of Instruction, June 2013)

1. Log in to Renaissance Place -check your browser toolbar!-and practice your Math Facts in a Flash-start at “work at your current level”.  Practice and Test for 10 minutes. Your teacher will give you the signal when you can move on to another activity.

2. If you are ready for an A.R. Test or two, you may take them now.

3. If you go to Ms. Won’s class for Science and Social Studies, you have been learning about force and motion. Here is an easy online activity about pushing and pulling from bbc.co.uk. Try it, even if you go to ELD or Computer lab instead!

4. This game is a bit more challenging to use, but you can try it here. It’s from sciencekids.co.nz.

5. If you finish using both, you may visit PBS Kids-NOT Kidzpics or another website!

6. When the teacher gives the signal, click on the red dot on the top left of your browser window to close it, then click on the gray apple at the top of your computer screen. When you see the dropdown menu, look to the bottom and click on “Log Out (Student)”.

September 13, 2013

Families,

Today I learned that one of my students told a second student of mine that they would not be their friend anymore unless he gave him his watch.

I was very disappointed to hear this.

We don’t bully at Carson School. Please talk to your children about respectful behavior, and make sure they know that if a student tries to make you do something you don’t want to do, or tries to take something that is yours, say “No!”, move away from the person, and tell an adult. Please also tell your children that it’s not OK to bully others! Bullying includes threatening, intimidating with words, and using pushing/shoving to intimidate. I am sure you can think of more examples when you talk with your child.
If you have any questions or concerns about this issue, please contact me.

Thank you,

Ms. Seyan