Parent News – A-2 All-Stars

Parent News, May 5-9, 2014

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

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

For “Thundercake”

For “The Art Lesson”

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:

Distinguish long and short vowels
Know spelling-sound correspondences for vowel teams
Decode two-syllable words with long vowels
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.

May 6, 2014

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)

April 9, 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)

March 18, 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)

February 24, 2014

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)

February 11, 2014

Parent News, January 27-31, 2014

*Ms. Seyan’s class birthday party will be on Friday, January 31st, at 2:00 p.m. at the blue lunch tables. (Ms. Won’s was last week! ;o)

*Students are now taking differentiated homework home. Let your teacher know if it is too easy or too hard, or if you would like more work!

*We are continuing with “Ant” by Rebecca Stefoff this week. 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 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

1. short 2. more 3. corn
4. born 5. before 6. store
7. order 8. forgot 9. lamp
10. drink 11. link 12. send
13. boring 14. friend 15. insect
Language Arts Academic Vocabulary:

tunnel, antennae, colony, fungus, habitat, larvae.

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.

January 27, 2014

Parent News, January 21-24, 2014

*”>FAMILY NIGHT Star Gazing. Tuesday 1/21, 6:30-8:00 PM, on the Carson blacktop.

*January birthdays: Friday, January 31, 2:00 p.m.

*Ms. Seyan’s Scholastic orders are due on Friday, January 24th. Bring your order in, or order online, using our classroom code-you can find it on the letter attached to your order forms!

*Students are now taking differentiated homework home. Let your teacher know if it is too easy or too hard, or if you would like more work!

*We started a new story this week: “Ant” by Rebecca Stefoff. Here are some further resources to help you learn more: