Welcome to Mrs. Yates’ 2nd Grade Classroom
Carrillo Elementary Phone # - 290-2900 Address - 2875 Poinsettia Lane Carlsbad, Ca, 92009 Website - http://www.carrilloelementary.org Mrs. Yates’ Classroom Phone # - 290-2900 ext. 3822 Email Address – carolynn.yates@smusd.org Website - http://www.mrsyatesclass.com
Classroom Website
Contact Information
Parent Handbook 1
Table of Contents
About Mrs. Yates / Educational Philosophy
3
Classroom Overview
4-6
Curriculum
7-10
Daily Schedule
11
Daily C.A.F.E. Program
12-14
Bloom’s Taxonomy
15
Comprehension Tools
16-17
Six +1 Traits of Writing Program
18
Writing Tools
19-20
The Writing Process
21-22
Spelling Program
23-24
Math Program
25-27
Building Character
28-30
Star Student
31-32
Homework
33-35
SMUSD Calendar
36 2
About Mrs. Yates I have been teaching for the SMUSD for 15 years. My experience includes both the primary and upper grade classrooms. I have a Masters Degree in T.E.S.O.L. and I am a Key G.L.A.D. Trainer for the School District. I absolutely love my job! Everyday I look forward to waking up, eager to greet my students and facilitate a day full of new experiences and "ah ha" moments. It’s an extremely rewarding career! When I am not in the classroom, I spend time traveling, hiking, biking, and reading with my family and friends. I have been happily married for 15 years, and live right down the road off of Melrose St. My pride and joy are my two children; Parker,11, who attends San Elijo Middle School (yikes!), and Brooke, a busy little person, just beginning her school career at Carrillo Elementary as an enthusiastic kindergartener. I’ve been blessed with an extremely supportive husband who understands my passion for teaching and inspiring our youth! Included as one of my hobbies is discovering new and innovative technology resources. I guess you could say that I am a techno geek who loves accessing any information I can through the world wide web and making the most out of what is now available for minds that are eager to learn!
My Educational Philosophy As an educator, I have distinct goals for what I wish to impart upon my students. There is first the state and national standards, now referred to as the Common Core Standards, that have been aligned for their grade level. In addition to that, I will teach my student other life lessons. These lessons will include helping them become critical thinkers and team players which are integral parts of living in the real world. I will instill in them the knowledge that learning is not just something that happens while they’re at school but every moment of their lives. I will help them find ways to accept what they cannot change in life but to find ways to rise above it. Just as Gardner believes, I feel that there are many types of learners. It will be my job to adapt my lessons which will be aligned to the state and national standards to fit the individual learning needs of my students. I will create varied lessons and activities that will engage all of the students in learning and will develop varied assessment tools that allow all students to demonstrate their mastery of a subject or skill. I will encourage students to use higher levels of thinking and reasoning. I will find ways to ensure material learned is meaningful and relevant to their lives. I believe that my role as a teacher is not to simply teach but to guide my students so that they will be explorers of knowledge by themselves. Together, we will develop a classroom environment, which will allow us to achieve the goals that we have set in place for ourselves. As a class we will build a community in which everyone feels safe and conducive to learning. I believe that we should all feel comfortable to make mistakes, take risks, and grow together in our failures and successes. We will accomplish this by setting the rules and procedures for the class together. We will also learn to work cohesively together in groups as well as independently. I will be fair but firm with my students and allow them the opportunity to be accountable for their own actions and work. Finally, I will model for my students what I expect of them. I will display my passion for learning and discovery, I will behave in a professional, respectful manner, I will reflect on my teaching practices to discover how I can become a more effective teacher and continue to participate in professional growth opportunities. My main goal will be that every student is not only prepared for the next grade level but also for the life and obstacles that lie ahead of them.
3
Carrillo Elementary & Room #22 Overview!
August 20, 2012
Dear Parents, I would like to begin by saying welcome to my second grade classroom. I feel very fortunate to have the opportunity to be your child’s teacher and I look forward to working with you closely to ensure that he/she gets the best education possible. This is an exciting grade level with many rewarding experiences and opportunities to grow. The following newsletter is intended to provide you with a bit of insight as to what to expect this year. I hope to answer more questions for you at Back to School Night! Attendance:
Regular and punctual attendance plays an important role in your child’s educational success. The school day begins promptly at 8:45 a.m. Students need to be in their seats and ready for instruction. Students who arrive late not only miss instruction, but can also be a class disruption. If a student is late, he or she must obtain a "Late Pass" from the office in order to excuse his or her tardiness. Please help your child form the good habit of being on time. If your child misses two or more days of school, please contact me regarding missed assignments. Lastly, more than 5 tardies will result in foregoing the “End of the Year Pool Party”.
Classroom Website
For those of you who would like to be more connected to what’s going on during your child’s school day, I recommend you visit my website at mrsyatesclass.com. I welcome any comments and or suggestions. I hope you find it useful. More information on its resources will follow.
“DEPENDABLE” Program
Our “Dependable” Program is on-line! With the exception of the first 5 dependables that will be given to you in this week’s student packet, the remaining dependables will be located on Carrillo’s Home Page. Please download, read, discuss, sign, and return it with your child by the due date. This system serves as a means of communication between Carrillo Elementary School and parents. When these special documents are returned
4
throughout the year, your child will earn a sticker to spell out the word “DEPENDABLE”. At the end of the school year we will be rewarding “Dependable” students with something special. If a child has more than 5 unexcused tardies or an overdue library book, they will not be permitted to attend the reward party.
Discipline
It is very important to me to create an educational climate that fosters positive interdependence, a joy for learning and a safe environment where children can feel comfortable taking risks. In order to establish this, the class will engage in activities where they will practice three basic classroom rules: “ Be Respectful, Make Good Decisions, and Solve Problems.” Studies show that positive reinforcement is the most successful and effective form of classroom discipline therefore I will include individual rewards, group rewards and class rewards for targeted behavior. Unacceptable behaviors will also be addressed. More information will be given at Back to School Night. I would like to take this opportunity to ask you to help me encourage responsible behavior from your child at school.
Homework
Homework is on-line! Homework will be available for download beginning on Friday and is due the following Friday. Studies have shown a positive correlation between student achievement and homework. Homework is provided to reinforce instructional material delivered that day as well as to encourage
good study habits. Providing your child with immediate feedback is very important in promoting accountability as well as ensuring that the concept is understood. For this reason, I am asking for your help in reviewing your child’s homework and embracing the opportunity for refinement and solidifying concepts. Opportunities for further academic growth can be found on the classroom website.
Homework Folder
Each child will bring home a Homework Folder on Friday. The purpose of the Homework Folder is to instill organizational skills and to ensure good communication between home and school. Please check the folder for notes, homework, and graded papers. Be sure your child brings the Homework Folder to school every Friday. When your child returns the homework, it should include the check off list, which has a spot for parent comments and a signature. This serves as a means of instant communication which tells me that the assigned websites were visited and online homework that does not require printing was completed.
Lunch and Recess
A student lunch costs $2.00 in the cafeteria and a lunch card is available. Lunch this year for second graders is at 11:20 and recess is at 1:30, therefore I highly recommend that your child comes to school everyday with a healthy snack to get them through the rest of their academically demanding workday. Cheese and crackers, peanut butter and apples, and granola bars are healthy choices.
5
P.E.
Our scheduled days to participate in P.E. are every Tuesday, Friday and alternating Wednesdays. The P.E. teachers have requested that students dress appropriately. This would include loose fitting clothing and rubber-soled shoes. Water bottles are permitted and encouraged. I recommend you label them with a sharpie. Students will store their water bottles in their backpacks.
Volunteers:
I absolutely LOVE having parent volunteers in the classroom! I truly believe that it takes a village and with your help, we can make a positive impact on all of the students in room #22. I will have a sign-up sheet at Back to School Night. I will be eagerly checking my email for those interested in each job and I will contact you within the first two weeks of school. Your help is greatly appreciated!!!!!!
Birthdays San Marcos USD has established strict guidelines regarding food. This means that food may not be included as part of birthdays celebrations. One great way to honor your child on this special day is to donate a book. The library has a wonderful program in place where children donate books to the library on their birthday. The librarian takes their photo and puts it into a wonderful album for all to see. I will also do my best to assign them “Star Student of the Week” on or near their birthday. Please see the “classroom calendar” for Star of Week dates as well as birthdays.
Curriculum / Common Core Standards Please see the classroom brochure for detailed information as this is a very detailed piece.
Book Orders
Monthly Book Order Forms will be available via on-line ONLY. You can easily access the site from our classroom website. The Scholastic Tab is found on the left hand side of our page. The flyer will go home so that the children can view the products. Ordering is optional. It provides an opportunity to receive grade appropriate reading material at a reasonable cost and our classroom gets free books with every order. If you chose to order books, remember to look for the link on the classroom website. Please do not send money with your child.
Thank you for your support and I look forward to meeting you!
Mrs. Yates
6
PARENTS’ GUIDE TO
Student Success 2ND GRADE
This guide provides an overview of what your child will learn by the end of 2nd grade in mathematics and English language arts/literacy. It focuses on the key skills your child will learn in these subjects, which will build a strong foundation for success in the other subjects he or she studies throughout the school year. This guide is based on the new Common Core State Standards, which have been adopted by more than 40 states. These K–12 standards are informed by the highest state standards from across the country. If your child is meeting the expectations outlined in these standards, he or she will be well prepared for 3rd grade. WHY ARE ACADEMIC STANDARDS IMPORTANT?
HOW CAN I HELP MY CHILD?
Academic standards are important because they help ensure that all students, no matter where they live, are prepared for success in college and the workforce. They help set clear and consistent expectations for students, parents, and teachers; build your child’s knowledge and skills; and help set high goals for all students.
You should use this guide to help build a relationship with your child’s teacher. You can do this by talking to his or her teacher regularly about how your child is doing — beyond parent-teacher conferences.
Of course, high standards are not the only thing needed for our children’s success. But standards provide an important first step — a clear roadmap for learning for teachers, parents, and students. Having clearly defined goals helps families and teachers work together to ensure that students succeed. Standards help parents and teachers know when students need extra assistance or when they need to be challenged even more. They also will help your child develop critical thinking skills that will prepare him or her for college and career.
At home, you can play an important role in setting high expectations and supporting your child in meeting them. If your child needs a little extra help or wants to learn more about a subject, work with his or her teacher to identify opportunities for tutoring, to get involved in clubs after school, or to find other resources. THIS GUIDE INCLUDES ■ An overview of some of the key things your child will learn in English/literacy and math in 2nd grade ■ Ideas for activities to help your child learn at home ■ Topics of discussion for talking to your child’s teacher about his or her academic progress
English Language Arts & Literacy Students in 2nd grade will gain more skills in reading, writing, speaking, and listening. They continue to learn and practice rules for matching sounds to letters that make up words, and they learn new concepts — such as words that share the same root (e.g., add and additional) — that help them figure out the meanings of new words. Writing will become an exciting way for your child to use newly learned words and phrases to express ideas. As they write and speak, 2nd graders will be more attentive to the formal and informal uses of English and will spell most words correctly in their writing.
A Sample of What Your Child Will Be Working on in 2nd Grade ■ Paying close attention to details, including illustrations and graphics, in stories and books to answer who, what, where, when, why, and how questions ■ Determining the lesson or moral of stories, fables, and folktales ■ Using text features (e.g., captions, bold print, indexes) to locate key facts or information efficiently
■ Participating in shared research projects (e.g., read books on a single topic to produce a report) ■ Taking part in conversations by linking his or her comments to the remarks of others and asking and answering questions to gather additional information or deepen understanding of the topic ■ Retelling key information or ideas from media or books read aloud
■ Writing an opinion about a book he or she has read, using important details from the materials to support that opinion
■ Producing, expanding, and rearranging sentences (e.g., “The boy watched the movie”; “The little boy watched the movie”; “The action movie was watched by the little boy”)
■ Writing stories that include a short sequence of events and include a clear beginning, middle, and end
■ Determining the meaning of the new word formed when a known prefix or suffix is added to a known word (happy/unhappy; pain/painful/painless)
Keeping the conversation focused.
Talking to Your Child’s Teacher
When you talk to the teacher, do not worry about covering everything. Instead, keep the conversation focused on the most important topics. In 2nd grade, these include: ■ Reading grade-level books and stories with understanding and fluency ■ Building a foundation of knowledge through reading and listening to books in history/social studies, science, and other subjects Ask to see a sample of your child’s work. Ask the teacher questions such as: Is this piece of work satisfactory? How could it be better? Is my child on track? How can I help my child improve or excel in this area? If my child needs extra support or wants to learn more about a subject, are there resources to help his or her learning outside the classroom?
Mathematics In 2nd grade, your child will build on last year’s work and gain important new skills. One of the most important outcomes for the year is to add and subtract two-digit numbers quickly and accurately (e.g., 77 – 28). Another important goal in 2nd grade is to understand what the digits mean in a three-digit number such as 463 (namely, 463 is four hundreds, six tens, and three ones). Your child also will build expertise with solving addition and subtraction word problems. Mastering addition and subtraction at the 2nd grade level is important so that your child will not have to review and repeat this material in 3rd grade, when the study of multiplication, division, and fractions will start.
A Sample of What Your Child Will Be Working on in 2nd Grade ■ Solving challenging addition and subtraction word problems with one or two steps (e.g., a “one-step” problem would be: “Lucy has 23 fewer apples than Julie. Julie has 47 apples. How many apples does Lucy have?”) ■ Quickly and accurately adding with a sum of 20 or less (e.g., 11 + 8); quickly and accurately subtracting from a number 20 or less (e.g., 16 – 9); and knowing all sums of one-digit numbers from memory by the end of the year ■ Understanding what the digits mean in three-digit numbers (place value)
■ Using understanding of place value to add and subtract three-digit numbers (e.g., 811 – 367); adding and subtracting two-digit numbers quickly and accurately (e.g., 77 – 28) ■ Measuring and estimating length in standard units ■ Solving addition and subtraction word problems involving length (e.g., “The pen is 2 cm longer than the pencil. If the pencil is 7 cm long, how long is the pen?”) ■ Building, drawing, and analyzing 2-D and 3-D shapes to develop foundations for area, volume, and geometry in later grades
Keeping the conversation focused. When you talk to the teacher, do not worry about covering everything. Instead, keep the conversation focused on the most important topics. In 2nd grade, these include: ■ Using understanding of place value to add and subtract ■ Solving more challenging addition and subtraction word problems
Talking to Your Child’s Teacher
■ Measuring lengths, and solving word problems involving addition and subtraction of lengths Ask to see a sample of your child’s work. Ask the teacher questions such as: Is this piece of work satisfactory? How could it be better? Is my child on track? How can I help my child improve or excel in this area? If my child needs extra support or wants to learn more about a subject, are there resources to help his or her learning outside the classroom?
PTA.org
Help Your Child Learn at Home Learning does not end in the classroom. Children need help and support at home to succeed in their studies. Try to create a quiet place for your child to study, and carve out time every day when your child can concentrate on reading, writing, and math uninterrupted by friends, brothers or sisters, or other distractions. You should also try and sit down with your child at least once a week for 15 to 30 minutes while he or she works on homework. This will keep you informed about what your child is working on, and it will help you be the first to know if your child needs help with specific topics. By taking these small steps, you will be helping your child become successful both in and outside the classroom. Additionally, here are some activities you can do with your child to support learning at home:
English Language Arts & Literacy
Mathematics
■ Read at home every day and assist your child by reading every other paragraph. Encourage your child to read to younger siblings, cousins, or other children you know. To find recommendations of books for your child to read, visit www.corestandards.org/assets/Appendix_B.pdf.
Look for “word problems” in real life. Some 2nd grade examples might include:
■ Have your child write a thank you note or letter to family members or friends.
■ When measuring your child’s height, ask how many inches he or she has grown since the very first measurement.
■ Ask your librarian to suggest books about people or places that are important to your child or family that you can read together. Encourage your child to explain what he or she has just read.
■ When saving for a purchase, compare the cost of the item to the amount of money you have; then ask your child to determine how much more money he or she needs to buy the item.
■ Play “draw the shape.” For example, ask your child to draw a hexagon with one side longer than the others, or ask him or her to shade in a quarter of a rectangle.
For more information, the full standards are available at www.corestandards.org.
National PTA 1250 N Pitt Street Alexandria,VA 22314 Toll-Free: (800) 307-4PTA (4782) PTA.org • info@pta.org © 2011 PTA All rights reserved. Printed in U.S.A. (1/11) and everychild.onevoice.® are registered service marks of the National Congress of Parents and Teachers.
Retell of a Story Book Talk Discussions Presentations
Speaking
Paragraph Friendly Letter Narrative
Writing
Antonyms /Synonyms Multiple Meaning Words Homophones Prefixes & Suffixes Compound Words Syllabication Plural nouns Abbreviations Reference Materials Nouns, Adjectives, Verbs Reading Strategies: Purpose for reading Author’s Purpose Ask Clarifying ?’s Restate facts &details Cause & Effect Interpret charts... Literary Response: Compare & Contrast Alternative Endings Alliteration in Poetry
Reading
Language Arts
Justify their reasoning by explaining their thinking Determine Approach
Mathematical Reasoning
2nd Grade State Standards Mrs. Yates – 2009
Long Ago and Today Mapping Skills Government Institutions Economics Character Traits in Heroes
Social Science
Collect, Record, & Interpret Data Range & Mode Growing / Repeating Patterns
Inch & Centimeter Time to the quarter-hour Duration of time Day, Weeks, Months… Solid shapes: vertices, edges, faces…
Statistics Data & Analysis
Life Cycles Flower and Fruit Cycle
Life Science
Force and Motion Simple Machines Sound
Physical Science
Rocks and Minerals Fossils
Earth Science
Science
Measurement & Geometry
Commutative & Associative Properties
Algebra & Functions
Place Value to 1,000 Addition Subtraction to 2 and 3 digit numbers Simple Multiplication & Division Fractions & Decimals Money
Number Sense
Math
Mrs. Yates’ Weekly Schedule Monday
Tuesday Arrival ...
8:45 - 9:15
9:15 - 9:30
9:30 - 10:00
10:00 - 10:30
10:30 - 11:00
11:00 - 11:20
Wednesday
Star
Student Learning
Discoveries
Comprehension
Spelling
Strategy
Quiz
Spelling &
Comprehension
Grammar
Six Traits of Writing Writer’s Workshop
W
Vocabulary
Quiz
Learning Target
Lunch Daily Five Math Workshop
P.E.
Star
Letter
Daily Five Math Workshop
P.E. Math Quiz
Math Investigations
recess
1:20 - 1:50
2:10 - 3:10
Passport
Daily Five Reader’s Workshop
Target
12:50 - 1:20
1:50 - 2:10
Friday
Friday Flag
Self-Start / Country Passport
11:20 - 12:05
12:05 - 12:50
Thursday
2012 - 2013
Book Nooks
Star
Book Share Social Studies / Science
Spelling Pre-Test
Collaboration
Book Nooks Social Studies / Science
Recommended Book Share
Art
Attack
All times are subject to change! Please read the Newsletter / emails for updates.
14
Parents,
Reading Strategies
This year I will be helping your child develop reading strategies that will benefit
reading comprehension in an enormous way. I've posted some of these strategies so you will be familiar with what your child is learning and how you can help at home. :)
• When reading with your child, you can focus your reading that day on one of these aspects. It is important that I guide each each student in being able to understand and communicate what goal he/she is working on: “I am working on my accuracy” and his /her strategy: “I am looking for small words inside big words to help me read new words”. • Research shows that when students know exactly what they need to work on, and why, they are much more successful in meeting their goals! You can do this at home too! This is divided into 4 categories: Comprehension, Accuracy, Fluency, and Expand Vocabulary. Comprehension- “I understand what I read.” •
•
• • • •
•
Check for Understanding: We have learned that it is very important to not only do our best reading, but to also do our best thinking! We know it is necessary to stop often during reading to make sure we have understood what we are reading. Practice this at home by stopping every so often during the story. Your child should be able to give a quick summary of what they just read. Who was the story about? What has happened so far? Go ahead and use the words, “Let’s check for understanding,” with your child. They know just what it means! Back up and Reread: Have you ever read a page or two of a book and suddenly realized that you don’t have a clue what you just read? What do you probably do? You back up and reread it! This strategy is important for children to try when they have not understood something they just read. By backing up and reading a section or page over, they will hopefully take their time and focus in more which will lead to a clearer understanding! Name the setting: The setting is where the story is occurring and when it is happening. Know the title, author and illustrator:Your child should know how to recognize the title, author and illustrator (if there is one) in every book that they read. Retell the story: Tell what happened at the beginning, middle and end of the story. Making connections:We discussed 3 different connections that the student can make while reading. ◦ Text to Self: The student tells how he/she has something in common with the characters or the story. ◦ Text to World: The student makes a connection with the knowledge that he has with something in the book. ◦ Text to Text: The student makes a connection between two books (same characters, setting, etc.) Identify Fiction or Non-Fiction: The student can tell if it is real facts (non- fiction) or a made up story (fiction).
•
• • •
Make predictions: Your child is practicing stopping in the story and thinking about what might happen next. It should make sense with what is happening in the story but doesn’t have to be correct. Know author’s purpose: Your student can determine what the author’s purpose was in writing the book (to inform, to entertain, etc.). Use text features: This is most important in non fiction text. The student can use titles, headings, captions, and graphics to understand more about what is happening in the book. Ask questions throughout reading: Your child is working on thinking and asking why while reading. They are realizing that good readers continue to ask questions throughout the reading process.
Accuracy- “I can read the words.” •
•
•
• •
• • • •
•
Cross-Checking: Your child has been learning to stop when they have just read a sentence that doesn’t make sense or if they get to a word that they just don’t know. After they find that tricky word, they ask themselves some questions: “Does the word I’m reading (or thinking it could be) match up with the letters or picture I see on the page?” “Does it sound right?” “Does it make sense?” Tap the word: This is a strategy that we emphasize in Fundations (our phonics program) and use to read and spell words. Your child should be able to use their fingers to tap out each sound (it is a tactile way to sound out words). Say it fast: Your child is working on reading the words after tapping the word. Your child should get their mouth ready to say the sounds, say and tap each sound, and then say the sounds fast to say the word. Know letters and sounds: We have to know the sounds of the words to read and the letter names to spell. Flip the sound- This is a strategy that the students use as they begin to encounter words with long vowels. We have discussed short vowels so it is natural for them to read the words with a short vowel sound. If that way does make sense in the story we say, “Flip the Sound.” They then say the long vowel sound (it always says its name). Example: If the word “cake” is in the story, your child may say “cak”. That does not make sense. So then, they should say the long vowel sound and say “cake”. That word should make sense with the pictures or rest of the sentence. Find Chunks in words: This means that the student is finding smaller words or parts in the larger word. Know trick words: Your child is practicing reading our trick words in stories. Your child should be able to recognize these words automatically while reading. Play with rhyming words: Students can see a word like “cat” and know the words, “mat, hat, bat, etc. Identify compound words: Students notice that there are smaller words in larger words. For example, cupcake is a compound word that students can read if they break the word into its two words. Skip the word and come back: The student can skip the word and then come back after reading the rest of the sentence. It might give context to what the word is and how to say it.
Fluency- “I can read smoothly, with expression.” •
•
•
•
Choose Good Fit Books: This is a BIG one in first grade! We have learned that it is SO important to spend time reading books that are good fit books for each of us (we used shoes to see how different people need different size shoes). It is very important for your child to be able to read books that they can read independently with very few to NO errors. We use the 3 finger rule- if they can’t read more than 3 words on a page then the book is too hard right now. This will help them become smooth (fluent) readers. I meet with each child often so that they can show me the just-right books in their book tote. After your child reads a book to you at home, ask them to share how they felt about the book. Did the book feel too easy, too hard, or just right? Why? Read and read it again: Your child is learning that when you are reading sometimes you need to read it multiple times to read it the correct way. We have talked about how it sounds to read so that people enjoy listening to it and not like a robot. Read and talk like the characters: This means that your child is working on expression and making the book come to life. Add emphasis on different characters and what they are saying. If there is something exciting going on in the story, make it sound exciting and how the characters really would sound. Read to the end of the sentence: It always sounds good to read a book and not read choppy or word by word. As adults, we know that a sentence means to pause in reading. That is how we want our students to read. So your child is working on reading the entire sentence without stopping. It may take a few times to get it right, but that is what practice is for. Make it like a game and see how many sentences they can read without stopping in the middle of the sentence.
Expand Vocabulary- I know, find, and use interesting words.” •
•
•
• •
Tune into Interesting Words: We are excited to learn new words and figure out what words mean. When this happens at school, the word is explained and then added to our Word Collector. We refer back to the words often as this will deepen their understanding of them and expand their vocabularies. Perhaps you could keep a notebook at home to jot down interesting words that you and your child come across when reading. Voracious Reading: This is a strategy that we used to get excited about reading and finding new words while we read. Reading takes practice and is something we must do a lot to be able to read our best. We want to read as much as we can to get better in reading! Ask for help defining the word: Student can ask another person (adult or other student) if they come across a word they do not know. The student records the word and page number on a new words chart and then can ask when reading time is over (if it is silent reading time). Use a tool- dictionary, thesaurus, or glossary: The student can use a dictionary as a tool when they don’t know a word while reading. Use other words to help (context) and prior knowledge: Students can use words within the rest of the sentence or paragraph to know what a word means. ~ Carolynn Yates 2012
Bloom’s Taxonomy
Skills in the cognitive domain of Bloom’s Taxonomy revolve around knowledge, comprehension, and critical thinking of a particular topic.
Evaluate
Make a judgment regarding something and tell why Debate your point of view about an issue Rate something on a scale of 1 to 10 and tell why Decide what you feel and give reasons Recommend something that you have connected with and tell why Invent something Make inferences about something based on what you know Imagine what could happen Compose something new based on an inspiration Plan what comes next Construct something
Analyze
Compare and Contrast aspects of stories across genres Categorize things based on similarities Research a topic to learn more Investigate an issue or problem Examine a story Identify a problem or conflict
Apply/Application
Illustrate your ideas Compile information Interview an expert or friend about a topic you are learning about Teach someone what you have learned Show someone an example
Understand/Comprehend Restate what was said Explain what you read Predict what will happen next
Knowledge/Recalling Information List facts Define new words Label diagrams and charts to gain more information Locate places on a map Recall information that was read or discussed
Panicked Teacher Resources http://panickedteacher.typepad.com/blog/
Complexity Increases
Synthesis/Create
Questions to Use During Your Family Reading Block! Comprehension Questions #1
Comprehension Questions #2
1) Describe the main character. 2) What was the problem? 3) How did the character deal with the problem? 4) Tell about three events that happened in the story. 5) Should the character have done something differently? What? Why?
1) What was your favorite part of the story? Why? 2) Have you ever read another story that is similar to this? How were they the same? How were they different? 3) How would you change the main character? 4) How are you like that character? How are you different? 5) What could be another name for this story?
Comprehension Questions #3
Comprehension Questions #4
1) 2) 3) 4)
Where did this story take place? 1) What happened there? 2) Who was involved? 3) What is another way the story could have 4) ended? 5) Is there a lesson to learn in this story? 5) What is it?
Comprehension Questions #5 1) 2) 3) 4) 5)
What was the problem in this story? What happened? Why? How was the problem solved? What else could have happened? What would you have done?
Describe the main character. What was his or her problem? What did he or she do about it? Did he or she make the right decision? Explain. How did the story end?
Comprehension Questions #6 1) 2) 3) 4) 5)
What was this story about? What did the main character want? What happened? Then what? How would you like the story be different? 6) Did this story really happen?
19
Comprehension Questions #7 1) 2) 3) 4) 5)
Did this story really happen? Who was the main character? How did the story end? Describe a new way to end the story. What could be another name for this story?
Comprehension Questions #9 1) 2) 3) 4) 5)
Describe the main character. How is this character like you? Tell about three events in the story. How did the story end? What would you have done if you were in this story?
Comprehension Questions #11 1) 2) 3) 4)
Is this story fiction or nonfiction? What was the book about? What was your favorite part? What did you learn from this book?
Comprehension Questions #8 1) What did you learn by reading this book? 2) What did you think was interesting about ? 3) What are three facts from the book? 4) What information was important in the book? Is it a fact or an opinion?
Comprehension Questions #10 1) What questions do you have after reading the book? 2) What does the book remind you of? 3) Tell how the subject relates to other books you've read? 4) What would happen if ? 5) Tell an opinion from the book. Tell a fact.
Comprehension Questions #12 1) Who? (Who is the book about, or what is the topic of the book?) 2) What? (What did the subject do, or what's important about it?) 3) Where? (Where does it live, or where did the event take place?) 4) When? (When did this happen?) 5) Why? (Why is this important to know, or why did the even occur?) 6) How? (How did this happen, or how does this relate to other things?)
20
4 My ending will make you think about something important. What do you want your audience to think about? 4 I put everything in the best order. Are there any places where your audience might get confused?
4 I included lots of interesting details. Which details are the most interesting?
4 I wrote this for a good reason. Why did you write this piece?
´ SENTENCE FLUENCY
´ WORD CHOICE
4 I used words that sound good when you read them together. Which words sound the best? 4 My writing sounds good when I read it out loud. Is it easy to read with lots of expression?
COMPLETIONS
4 I used some interesting words that you’ll remember. Which words are the most interesting?
4 I used just the right words to say exactly what I wanted
COMPLETIONS
CRITERIA
CRITERIA
Copyright 1997-2003 by Steve Peha. For more information, or for additional teaching materials, please contact: Teaching That Makes Sense, Inc. • E-mail stevepeha@aol.com • Web www.ttms.org
different things you did to make your piece more correct.)
´ You can tell I edited my piece because… (Think about the ´ My piece is fun to read because… (The more fun you have
´ I chose these words because… (Why are some words better
reading it, the more fun your audience will have.)
´ The conventions I am learning are… (Make sure you try to correct these conventions; then get some help.) ´ The best sounding words in my piece are… (Think about the sounds in these words and why they sound so good.)
´ You’ll remember these words from my piece because… (Unusual words are often the easiest for people to remember.)
than other words?)
´ The conventions I know are… (Make sure all of these are correct in your published writing.)
COMPLETIONS
´ The best sounding sentence in my piece is… (Try to write other sentences that sound like this one.)
to check your spelling?
4 I did my best to spell each word correctly. What did you do
4 I used capitals for the word “I” and for the names of people and places. How did you know which words to capitalize?
4 I put capital letters at the beginning of each sentence and periods at the end. How did you know where to put the periods and capitals?
´ CONVENTIONS
write those feelings down.)
´ The feelings I have about this piece are… (Make sure you
´ I wanted to write about this topic because… (The best things to write about are the things you choose yourself.)
´ I like this piece because… (The more you like it, the more your audience will probably like it, too.)
COMPLETIONS
4 You can tell exactly how I feel. How do you feel about this topic? Did you write that down?
4 I really care about my topic. Why do you care about it so much? Did you put that in the piece?
4 I like this piece, and my audience will like it, too. Why do you like it? Why will your audience like it?
´ VOICE
´ The best words in my piece are… (Try to include at least one or two interesting words if you can.)
to say. Did you think about different ways to say what you wanted to say?
4 I wrote my piece in sentences. Does each sentence sound right?
4 I used words that I know and understand. Are there any words in your piece that you don’t understand?
CRITERIA
´ The most important part of my piece is… (Make sure this
´ I wrote this because… (The end of this sentence often makes a good ending.)
CRITERIA
´ You should remember my piece because… (This can make a good ending.)
´ The most interesting thing about my topic is… (Sometimes it’s good to move this part up to the beginning of the piece.) part stands out.)
´ You’ll be interested in my story because… (Sometimes you can turn this into a good beginning.)
´ The one most important thing I want my audience to know is… (This is the main idea. Make it a complete sentence. )
COMPLETIONS COMPLETIONS
4 My beginning will make you want to find out more about my piece. What will the audience want to know about?
4 My writing has an important message. What’s the one most important thing you want the audience to know?
Why is this a good reason?
CRITERIA
´ ORGANIZATION
CRITERIA
´ IDEAS
The “What is Good Writing?” Organizer For Beginning Writers
Homework Cleaning my room All vegetables Math Spelling tests Rainy days Scary things Being bored Getting dressed up
Hate
My dog came running back with the frisbee.
• There was some construction on the other side, and I was worried my dog might get hurt.
The frisbee went over the trees and down a steep hill.
A few minutes later,…
• I tried to stop my dog from going after it, but it was too late. • He ran off. I couldn’t see him anymore.
I took out the frisbee and threw it hard and it took off over the trees.
I ran him around for a while, and then…
• He was all dirty. It looked like he’d been in the mud. • He had a cut on his ear.
• The wind was really blowing. • There was hardly anyone at the park.
My dog and I went to Andrews Park to play frisbee.
About a month ago…
Details
Action
Transition
Transition-Action-Details
Develop a narrative…
Regret/Proud Of Things you regret and things you are proud of.
Change/Stay the Same Things you want to change and things you want to stay the same.
Fun/Have To Things you do for fun and things you do because you have to do them.
Typical/Unusual Typical life experiences and unusual life experiences.
Like/Hate Things you like and things you hate.
Pizza Baseball My dog Cars Recess Disneyland David Letterman Money Fishing Paintball Staying up late
Like
Topic T-Charts
Pick a topic…
At the park we play frisbee. He catches it in his mouth and brings it back. He’s great with math. He has a little trouble holding the pencil, though. We were on David Letterman’s “Stupid Pet Tricks.” Disney just called about a movie deal.
He plays with me.
He does my homework for me.
He makes money for me.
It’s windy
Me
A Few Things to Think About • This is just a rough sketch, not a finished illustration. • Label everything you can think of. • In your caption, write down anything you think is important. • Each thing you identify in the picture is a detail you can use when you start to write. • Spending time on the picture makes you more familiar with the scene and helps you think of things to write about.
I’m playing frisbee with my dog at Andrews Park.
He’s excited
My dog
Big trees
Birds
Draw-Label-Caption
Capture a scene…
How do you know? These are the examples, evidence, descriptions, or reference citations that prove your opinion.
Why do you think it? These are the reasons that support your opinion.
What do you think? This is your opinion.
Whenever someone comes to the door he barks to let me know.
How
He protects me.
Why
What-Why-How My dog is the most amazing animal in the whole wide world.
What
Develop an idea…
Wagging tail
6
2
At the park we play frisbee. He catches it in his mouth and brings it back.
Idea
He’ll only catch it if I throw it.
He can jump about 5 feet high.
People can’t believe how good he is.
He almost never misses.
Setting We’re up at Andrews Park. It’s really windy and cold. There aren’t many people around.
“It was cold and windy that day at Andrews Park, and there weren’t very many people around. I threw the frisbee hard into the wind and it just took off like I’d never seen before. Immediately, my dog started chasing after it. And as I saw it sail off over the trees and toward a big construction site, I started to get worried.”
WHY: I threw it too far and he’s going to run off into the trees where he might get hurt.
Feelings WHAT: I’m excited but also a little scared.
Action
Action-Feelings-Setting
Create a strong beginning…
I’ve just thrown the frisbee, and my dog is starting to go after it.
7
Not every detail needs to be used. Often, writers will change things around a bit as they go along.
“Sometimes, my dog and I go up to the park to play frisbee. As soon as I throw it, he runs as fast as he can to catch it. He jumps high in the air and catches it in his teeth. He can jump about five feet high. People can’t believe how good he is because he almost never misses. But he’ll only catch it if I throw it.”
Show As I take out the frisbee, he starts to wag his tail. As soon as I let it fly, he tears after it as fast as he can. Just when I think he’s not going to get it, he leaps into the air, stretches out his neck, and snags it between his teeth like a wild animal capturing his prey.
What do you want your readers to do after they’re finished?
What does your audience want to know about your topic?
Questions
Do
What details will help your audience “unlock” your main idea?
Key Details
Purpose What you want your readers to thnk and/or do.
Content The main idea plus key supporting details.
Who are you writing to?
People
What do you want your readers to think about after they’re finished?
Think
What’s the one most important thing you want your audience to know?
Main Idea
Content-Purpose-Audience
Plan an entire piece…
Audience The people you are writing to and the important questions they have about your topic.
8
• Think about your “telling” detail(s). • Close your eyes and make a picture in your mind. • Make a mental list of everything you “see” in the “picture.” • Now, in your writing, describe the scene that you’ve created in your mind.
How Do You Do This? Learning to create great “showing” details takes a lot of practice. For tunately, practicing is easy and fun. The best way to get started is to visualize a scene before you start to write. Try this:
He jumps in the air.
He jumps up in the air.
Tell
Tell-Show
Add “showing” detail…
He runs as fast as he can.
4
He runs as fast as he can.
Details
Idea-Details
Add detail…
Make a Paragraph With just a few changes, the idea and supporting details can easily be combined into a paragraph:
3
© 1995-2003 by Steve Peha. For more information, or for additional teaching materials, please contact: Teaching That Makes Sense, Inc. • E-mail stevepeha@aol.com • Web www.ttms.org
Fill out the ACTION column first, the DETAILS column next, and the TRANSITION column last. Try to keep the number of ACTIONs between 3 and 7. Each row of the chart can be a separate paragraph. Or, several rows can be combined together. It depends on how many DETAILS you have. Not every row needs a TRANSITION.
5
1
The Writing Strategy Organizer
Main Idea
Improve focus and develop a main idea…
Diligent Drafting
Draft effectively…
When Are You Finished?
Know when you’re finished…
Setting Every setting can be described in great detail. Readers like it when the writer “sets” the scene. Don’t forget to include a back story detail.
How long should my piece be? Your piece should be long enough to express your ideas in such a way that all your reader’s questions are answered— and not one word longer!
After reading the ending... Will my readers understand the one most important thing I wanted them to know? Will my piece feel finished and give my readers something to think about? Will my readers feel that they had fun or that they learned something new?
After reading the middle... Will my readers think I included enough details to help them understand my main idea? Will my readers have enough information so that they don’t have a lot of questions? Will my readers think I included just the right amount of information?
After reading the beginning... Will my readers know what my paper is about? Will my readers think my piece is going to be fun to read? Will my readers want to find out more?
14
Attributes Every person, place, or thing in your story has attributes: shape, size, color, anything you can think of to describe anything in your piece.
Feelings Every “who” in your piece has feelings. YOUR feelings will usually be the most important. Strong feelings make for a strong piece.
First,… Then,… Next,… etc… For more details, break the action down into smaller “events.” Plan out the sequence of events using Transition-Action-Details.
Action
Spend most of your time thinking about what you want readers to “see.” Make use of the other senses only rarely.
Spend more time answering the “Why” and “How” questions. The answers almost always produce the most interesting details.
5 Senses See? • Hear? • Touch? Smell? • Taste?
Who? • What? • When? Where? • Why? • How?
5Ws+H
“A detail is the answer to a question a reader might have.”
Find details…
Where Do Details Come From?
10
The 5 Facts of Fiction
Write great fiction...
15
Motivation
Plot
Main idea
Setting
Something your audience will feel was worth reading? What will your audience get from reading your piece? Will your audience learn something new? What will make your audience want to follow your piece all the way to the end?
Something your audience will be interested in? Who is your audience? Why will they be interested in your topic? What will interest them most?
Something you can describe in great detail? What are some of the details of your topic? Why are these details important? How do these details help the reader understand your message?
Something you know a lot about? What are the main things you want to cover? What’s the most important part of your piece? What’s the one thing you want your audience to know about your topic?
Something you have strong feelings about? What are those feelings? How will you communicate those feelings to your reader? Is there a key moment or a particularly important detail you want to emphasize so your reader will understand exactly how you feel?
Is your idea…
Do You Have a Good Idea?
Make sure you have a good idea…
Main character
Fiction is all about a world that you create. What kinds of people, places, and things does the world of this story contain? What successes, disasters, and conflicts arise in this world? Complete this sentence: “This is a world where…”.
Fiction is all about how your character changes. How does your character change as a result of what happens? How is your character at the beginning? At the end? What does your character learn?
Fiction is all about how your character gets or does not get what he or she wants. Is your character successful? Or does your character’s quest end in failure? What obstacles does you characterter encounter?
Fiction is all about what your character wants. What one thing does your character want more than anything esle in the world? Why does your character want it? The more important something is to someone, the more he or she will do to get it.
Fiction is all about character. Who is the main character? Can you describe his or her personaly? How did your character get to be this way? The more you know about your characters (especially about why they do the things they do), the better your story will be.
11
What Makes a Good Lead?
Write a good lead…
What Makes a Good Ending?
Write a good ending…
Thanks to Mrs. Goffe’s 3rd graders at Sunrise Elementary School for giving me these great ideas about endings.
How you feel about the piece. Sometimes, a thoughtful reflection makes the perfect ending.
Your purpose. Telling the reader why you took the trouble to write it might help them feel good about why they took the trouble to read it.
A recommendation or some advice. Everyone loves good advice. Of course, everyone hates bad advice. And some people don’t like getting any advice at all. But I still think this is a great way to end a piece.
How the piece might affect the reader’s life. This kind of ending can help you get the reader’s attention.
Your main idea. One way to make sure you audience doesn’t miss your message is to put it right at the end.
Endings are tough, no doubt about it. And what seems like a good ending to some people can be a real let-down for others. And yet, endings are important. After all, the ending is the last thing your audience will read, so it’ll probably be something they’ll remember. Here are some ideas for things you can try:
16
Make the reader want to read on. If a lead doesn’t make the reader want to continue reading, then what comes after the lead will never get read.
Promise the reader a good experience. A reader has to make a big investment of time to read your writing. What would make someone want to spend an afternoon reading your work instead of doing something else?
Hint at the topic. You don’t want to give away your whole idea, you want to save some of the best stuff for later. But you have to give the reader something.
Have immediate impact. Some leads are funny, some are surprising, some are just plain weird. But good leads make the reader feel some emotion right away.
Get right to the point. There’s no rule about how short a lead needs to be. In most cases, however, the lead is contained in the first one or two sentences. Remember, you don’t have much time to hook your reader.
What’s the best way to start a piece of writing? No one really knows. Each piece of writing is different because writers have different ways of introducing themselves to their readers. Every writer must consider his or her audience, and try to decide what few words will be most likely to keep the reader reading. In general, good leads:
12
© 1995-2003 by Steve Peha. For more information, or for additional teaching materials, please contact: Teaching That Makes Sense, Inc. • E-mail stevepeha@aol.com • Web www.ttms.org
• Go back to your pre-writing and look for new material. Or, do some new pre-writing. • Share your writing and ask your audience if they have any questions or any thoughts about what you could write next. • Read your piece from the beginning. New ideas often occur to writers when they read over their entire piece. • Put the piece aside and work on another piece for a while.
If you get stuck… Every writer gets writer’s block. Here are four smart things you can do about it:
Write on one side of the paper only. This makes it easier to keep track of pieces that span many pages. It also allows you to cut your writing into pieces if you need to move things around.
Number, date, and save everything. With all those pages, you’ll need to keep them in order. You should also put the date on each page. When you go back over previous drafts those dates could make the difference between being finished and being confused. And save everything you write—at least for a while.
Write on every other line. Skip a line between lines. It’s so much easier to make changes during revision when you have all that space to write between lines. And besides, it’ll make you feel like you’re getting twice as many pages written.
13
Something to think about. The main idea is probably the most important thing about a piece of writing. If you make sure you have a good main idea, and that the details in your piece support it, you’re almost guaranteed to have a successful piece.
(A good main idea has all three of these qualities.)
Is your main idea: A complete thought; a complete sentence? Something that is important to you? Something that is important to the audience?
What is your main idea? What’s the one most important thing you want your audience to know? It’s like this... Imagine taking an entire piece and scrunching it down into a single sentence that still said more or less the same thing. That’s kind of what a main idea is. Most pieces,are built on a single thought. That thought is the main idea and everything else in the piece is there to help the audience understand it. The simplest way to think about the main idea of a piece is to think of it as the one most important thing you want the audience to know. If you had to write just one sentence to represent everything you wanted to say, that would be the main idea.
9
The Writing Strategy Organizer
Created by: Carolynn Yates 2012
Process
First Draft
-Rough draft
-paragraphs
-sentences
-Thoughts on paper
-Write it down
Time to Write
Writing
The
-Organize it
-Brainstorm ideas
-Identify a purpose
-identify an audience
-Choose a topic
-Think about it
Time to Think
Prewrite
-Final copy -Make it neat -Add pictures -Share it with others
Time to Share
Publish
-show gratitude
-ask for suggestions
-listen to their comments
-read your piece
Time to Seek Advice
Conference
Edit
-Fix the mistakes
-Make it correct
-grammar? Spelling?
-Punctuation?
-capitalization?
-Edit it
Time to Correct
-clarify
-Make it better
-Make changes
-Have a partner check
-Check it yourself
Time to Enhance
Revise
Mrs. Yates’ Spelling Program! Dear Families of Room #22, I know how varied each teacher’s spelling program can be from year to year, so in an effort to make my program more comprehensible, I drafted a document explaining my rational and procedures for my spelling program. If you have further questions, please do not hesitate to ask.
Words Their Way Elementary Inventory: I administer the Words Their Way Spelling Inventory during the first week of school. I like this inventory because it provides me with specific information about each student’s knowledge and application of specific orthographic features. For example, in the inventory below, I can tell if your child has mastered short vowels and consonant blends, but needs more work on "within word patterns," etc. This student falls in the "within word pattern" developmental stage of spelling. I use the information from this assessment to plan strategy groups and also to determine where to begin with our whole class instruction/ yearlong spelling program. (If I find that most students have already mastered initial consonant blends, I will skip that unit and address it in strategy groups with the few students who need more practice.)
High Frequency Word Inventories: While the Words Their Way assessment is great for obtaining knowledge about your child’s ability to apply common spelling patterns, it does not provide information about his/her ability to spell words outside of common spelling patterns and words that he/she will likely use in his/her everyday writing. During the first two weeks of school, I administer high frequency word inventories using the list 1200 high utility words. (The words are listed in the order of their frequency of use in everyday writing.). When I correct their tests, I highlight only the words that your child was able to spell correctly on a recording sheet in his/her word study folder. Your child will use this list throughout the school year to create weekly individualized high frequency word lists containing the words he/she spelled incorrectly on the assessment. Their individual lists are then placed on top of their desks for instant access. They also can add their own words as they see fit. 7
Putting it all into Action! Twenty Assigned Pattern Words:
All students are given ten words to study for the week that follows the weekly patterns. However, I create both a challenge list and a regular list. The regular list contains ten words that follow the patterns in a basic way. The challenge list contains words that follow the patterns, but are more complex. For example, when studying long a words, the regular list might have the word brake, and the challenge list might have the word hesitate. Both words have the "magic e" pattern, but they fall into different stages of spelling development.
Ten New Pattern Words:
I also choose ten pattern words that the students are not given ahead of time to study. These words are unknown to the students until the day of the test, but they have been exposed to them during the lesson and during word study center activities. This part of the test shows whether or not students are truly able to apply the weekly spelling pattern to new words that they were not just able to memorize.
Friday:
Before a new pattern is introduced, students take a pretest on Friday to assess their ability to apply the pattern to ten teacher-selected words. All students are then given ten pattern words to study at home. Students who score a 90% or better on the pretest are given more challenging words (that follow the same pattern) for their study list. On Friday, they get a word study homework packet that explains the new spelling pattern to parents and describes the related word work activities. Students have all week to work on the packet at home and are asked to return it to school on the following Friday, the day of the weekly test.
Friday:
This is the day of the weekly spelling test and when the weekly word study homework packet is to be returned. The tests are corrected and returned to students so that they can record any misspelled words on their "Words to Learn" list and highlight any high frequency words that they spelled correctly.
2011 By: Carolynn Yates Adapted from: Beth Newingham
8
Mrs. Yates’ Math Program Could you explain that to me another way?
What I heard you say is …
I disagree with the results because …
!
During our math block, students will internalize new skills through a variety of modalities. Students will play math games, work cooperatively to solve mathematical equations, take notes in their math journals, use the ipad to practice as well as to demonstrate their understanding of new math concepts, and receive small group instruction to meet individual needs. Students will be asked to explain their thinking and use academic language to communicate effectively with others.
How do you know your answer is correct?
I don’t What is another understand strategy we could use to check … your results?
I agree with the results because…
My strategy is like yours because…
Here are a few examples of frequently used activities: Name: __________ Date: _________
Today’s #: ______
1. Write the number of the day in word form:
2. Write the number of the day in expanded form:
_____________ =
___________
4. Value of the digit in the tens place?
3. Odd or Even?
__________
________
5. Value of the digit in the ones place?
7. How many hundreds? _________ How many tens?
_________
How many ones?
_________
9. Show this number using dollars and coins: __________ or __________
6. Value of the digit in the hundreds place?
8. Rounded to the nearest 10 is:
_________
Rounded to the nearest 100 is: _________ 10. Ten less than this number is:
_________
Ten more than this number is:
_________
11. Write a fact family that uses two digits from today’s number:
12. Show this number as time on a clock:
14. Show a subtraction problem using today’s # and the # of days we’ve been in school so far using an open number line:
13. What is the sum of today’s # and the # of days we’ve been in school using the partial sums strategy?
Equation: Carolynn Yates 2011
interactive problem solving
Math Mania Week
by
Week
MATHEMATICS
Essentials
Let’s Write
4 1 3
Write a story about how you would measure a hallway or sidewalk at your school. (2.01a)
Count nine objects. Is nine an even or an odd number?
2.
Count 24 objects. Is 24 even or odd? Show your partner how you know.
3.
4.
Count 18 objects. Is 18 even or odd?
WEEK
1
Mathematical Emphasis Investigation 1 - Composing and Decomposing Shapes •Sorting, describing, and identifying shapes by various attributes •Composing and decomposing two-and three-dimensional shapes •Describing spatial and numerical relationships found among shapes
Investigations
Investigation 2 - What is a Rectangle? •Identifying triangles and rectangles based on the number of sides, the number of corners, and the number of square corners •Visualizing, constructing, and drawing rectangular arrays •Using numbers to compare rectangular arrays
Extension: After everyone has had a turn, send home a different size jar. (1.01e)
Investigation 3 - Fractions of Geometric Shapes •Constructing arrays to represent numbers and identifying halves of the arrays •Investigating halves of three-dimensional solids •Constructing two-dimensional arrays that are divided into thirds and fourths •Describing fractional parts of an array as fractions of a rectangular region •Describing fractional parts of an array as fractions of the set of tiles used to construct the array •Designing and constructing a rectangular region that is divided into halves, thirds, or fourths
$¢$¢$¢$¢
Count 15 objects. Is 15 even or odd?
Place six pennies on the overhead. Have the children write or tell the amount.
Extension: Show additional amounts using pennies.
(1.06)
(1.01a)
What Do You Think?
ipad interactive whiteboard
Investigation 4 - Symmetry •Finding and describing objects that have mirror symmetry •Making two-dimensional symmetrical designs •Building three-dimensional symmetrical structures.
Patterns, Patterns, Patterns
There were four children on the playground. How many legs were there? Draw a picture.
Penny, Nickel, Penny, Penny, Nickel, Penny, Penny, Penny, Nickel, Penny, Penny, Penny, Penny, Nickel . . . How much money so far?
1
more Investigations
Math Journal
Grade 2
Fill in a plastic jar with objects for students to estimate “how many.” Do this early in the week then send a plastic jar home with the letter in the To The Teacher section for next week’s estimation.
Seeing Math 1.
2
daily math review
online math practice
Tips for Helping at Home •Questions to ask: -What is it that you don’t understand (have the student be specific)? -What information do you need? -What strategies are you going to use? -Can you guess and check? -Does this make sense? -What can you do to explain your answer to show others what you are thinking? -Does your answer seem reasonable? •Look for different shapes in the environment. Where do you see rectangles and squares? Are there some shapes within other shapes, such as panes in a window? •Look for arrays - for example, in floor tiles, calendars, and window panes. •Look for patterns in fabric, wallpaper, flags, or other places that are half one color and half another. How can your child tell that the patterns are half and half? •Look for designs that are symmetrical.
GAME Turn Over 10 •Materials: One deck of Number Cards 0 - 10 (four of each) plus four wild cards •Players: 2 to 3 •How to play: 1. Arrange the cards face down in four rows of five cards. Place the rest of the deck face down in a pile. 2. Take turns. On a turn, turn over one card then another. A wild card can be made into any number. *If the total is more than 10, your turn is over and the cards are turned face down in the same place. *If the total is 10, take the cards and replace them with cards from the deck. You get another turn. 3. Place each of your card combinations of 10 in separate piles so they don’t get mixed up. 4. The game is over when no more 10’s can be made. 5. At the end of the game, make a list of the number combinations for 10 that you made.
0 •Have fun exploring these ideas with your child!
Periodical Parent Brochure
wild
2
8
Mrs. Yates’ 2nd Grade Math Curriculum How does our number system work? How can noticing and figuring out patterns in math help us to see how numbers are related and connected to each other? How can we use what we already know about math to help us make connections and build upon our understanding of math? How is math useful beyond the classroom, and how can it help us in our every day lives? Number and Operations: Developing an understanding of the base ten numeration system and place value concepts. Number and Operations & Algebra: Developing quick recall of addition facts and related subtraction facts and fluency with multi-digit addition and subtraction. Mathematical Reasoning: Determining how to use tools, materials and strategies to approach and solve problems and to share mathematical thinking using Math Journals.
Number and Operations How do I know a quantity of a number instantly? How do we make useful groups to help us count easier? What does recognizing patterns on a hundreds chart help us understand math? How does grouping in tens and knowing about tens help us? How does skip counting help us count an amount more quickly to find out how much is there? What is addition? What is subtraction? What does difference mean and how does it help us in subtraction? Discovering patterns and relationships between numbers using the hundreds chart. Counting and adding using a number line or tallying. Building numbers using base 10 blocks to reinforce understandings about place value and number quantity up to 1,000. Developing an understanding of place value using place value games and the Place Value Menu. Finding number equations using addition and subtraction to 20. Learning addition using decomposing and branching strategies, identifying coin values and bills using the classroom economy. Developing mental math strategies using math games, white boards and technology.
Statistics, Data Analysis and Probability How can we learn to organize information in order to make data more accessible? How does analyzing data help us answer questions? What makes a mathematical occurrence more likely or unlikely to happen? Understanding range and mode through the study of climate around the world. Identifying important information in graphing activities. Learning how to interpret and record data on graphs such as: birthdays, letters in their names, etc. Integrating class projects to demonstrate understanding. Solving number riddles based on relevant clues to see what is likely or unlikely to happen.
Geometry and Measurement How can we identify more complex patterns, and then how can we predict what happens next based on what you know? What are the features of different shapes and how are they related? What tools do we need to measure a line? How do we measure circumference? How many different ways can we say the time on an analog clock? How do we measure elapsed time? How many different ways can we show one whole when using fractions? How do we write the parts of a fraction? Finding patterns and building spatial relationships using the geometric shapes in tangrams, pattern blocks and geoboards, and using children's stories such as Grandfather Tang's Story. Understanding how to tell time using clocks. Estimating and checking measurement ideas using activities such as finding out the wingspan of bats. Exploring the difference between inches, centimeters and non-standard units by finding the length of our arms and legs, finding the heights of classmates and measuring objects in the room. Comparing the length or height of animals using information from our simple machines research project. Exploring concepts of less, more and equivalency using the Hershey Game, websites and iPad apps to explore and practice.
Algebra and Functions How can we understand the relationship between patterns, numbers and how they are used (functions)? How do we use algebraic symbols to represent a problem? How do we solve for a missing variable? How can we use what we see to help us think about what is missing? What is the problem really asking us to solve? Solving number puzzles for a variable using Marcy Cook Weight Logic problems; Mystery Numbers and Cuisinaire Rod algebra puzzles; Finding multiple solutions and algebraic thinking strategies using activities from Nimble with Numbers and TERC; Figuring out missing quantity between two numbers on a hundreds chart.
Problem solving/Mathematical Process and Communication How can talking about our own strategies help us further understand our mathematical thinking? How can talking and sharing math ideas with others help us discover a variety of useful ways to approach and solve problems? How do we listen to comprehend ideas that others are sharing? Making decisions about how to set up a problem using games. Sharing different ways to solve problems; creating and solving problems designed by students. Describing how to decide on which tools to use (such as manipulatives or sketches) to solve addition and subtraction problems. Sharing strategies to reach more favorable outcomes in math games. Working together to share ideas, engage in math-related discussions and to gain multiple perspectives on mathematical approaches; Group Solutions Puzzles. Investigations in Number, Data and Space by TERC; Nimble with Numbers; Making Math Real; Marcy Cook; Marilyn Burns; Box It or Bag It; Groundworks: Algebraic Thinking; Mathland; teacher created materials.
Building Character
7 Habits of Happy Kids Bucket Filler Class DOJO Yates Bucks “Team Work” Strategies We will study three important character traits throughout the year to develop the “whole child”. We will practice “Being Respectful”, “Making Good Decisions”, and “Solving Problems” on a daily basis. “Catching students being good is the philosophy here at Carrillo and I too believe it is important to recognize students for making good choices. !
!
Positive Rewards! !
!
!
Consequences
!
!
Verbal Praises!!
!
!
1. The “Look”
!
!
Yates Bucks (Classroom Economy)
!
2. Verbal Warning
!
!
Class DOJO Points!
!
!
!
3. Move Clip to Yellow (5 min. from recess)
!
!
Team Points! !
!
!
!
4. Move clip to Orange (entire recess)
!
!
Warm Fuzzies!!
!
!
!
5. Move clip to Red (Possible detention)
!
16
7 Habits of Happy Kids The 7 Habits of Happy Kids is based on the 7 Habits of Highly Effective People by Stephen Covey. In Room 22 12, we read about and practice the 7 habits in order to help students gain the skills and confidence to be leaders in the 21st century.
Habit 1: Be Proactive
You're in charge of yourself! I am a responsible person. I take initiative. I choose my actions, attitudes, and moods. I do not blame others for my wrong actions. I do the right thing without being asked, even when no one is looking.
Habit 2: Begin With the End in Mind
Have a plan! I plan ahead and set goals. I do things that have meaning and make a difference. I am an important part of my classroom and contribute to my school’s mission and vision. I look for ways to be a good citizen.
Habit 3: Put First Things First
Work first, then play! I spend my time on things that are most important. This means I say no to things I know I should not do. I set priorities, make a schedule, and follow my plan. I am disciplined and organized.
Habit 4: Think Win-Win
Think about how both people can win from a situation! I balance courage for getting what I want with consideration for what others want. When conflicts arise, I look for a win-win solution.
17
Habit 5: Seek First to Understand, Then to be Understood
Listen to others before you speak! I listen to other people’s ideas and feelings. I try to see things from their viewpoint. I listen to others without interrupting. I listen with my ears, my eyes, and my heart. I am confident voicing my ideas.
Habit 6: Synergize
Work together! I value other people’s strengths and learn from them. I get along well with others, even people who are different than me. I work well in groups. I seek out other people’s ideas because I know that by teaming with others, we can create better solutions than any one of us can alone.
"
"
Habit 7: Sharpen the Saw
Exercise your mind and body! I take care of my body by eating right, exercising, and getting sleep. I spend time with family and friends. I learn in lots of ways and lots of places, not just at school. I take time to find meaningful ways to help people. I balance all four parts of myself.
Parent’s Guide [[[ 8LI0IEHIV-R1I SVK
18
Dear Parents,
EXAMPLE!!!!
Next Week Your Child will be a Star! While your child is the Star, each day of the week will consist of an exciting event or activity to honor him or her and to help us get to know our special classmate.
*Monday: Sharing Sack:
Please help your child collect a few special items from home to share with classmates. Try to encourage your child to choose items that have some sort of meaning rather than just a collection of toys. On the Star of the Week bulletin board, there is a photo holder that can display twelve 4 x 6 pictures. If possible, have your child pick 12 of his or her favorite pictures to display for the class. The pictures will be returned at the end of the week with no harm done.
*Tuesday: Favorite Book: Your star student brings one of his or her favorite picture books to read to the class (or have the teacher read to the class) after recess.
*Wednesday: Parent Piece: Parents, you will write a letter, poem, story... to the class telling us how special your child is to you. Send your document in a sealed envelope to school with your child, and I will read it to the class. The content of the your piece is up to you, but you may want to choose from one of the following ideas: describe special or funny stories about your child for the class to hear, write a silly or serious poem about your child, tell us some neat things we may not know about your child, send silly or special pictures with a letter describing the pictures, or write a short story with your child as the main character. You may also send a special video for the class to watch if you choose. (Sometimes parents have taped messages or choose to send in a funny baby video for the class to see.)
*Thursday: Lunch Buddy: If possible, join your child in the cafeteria for a special lunch on this day. You may also choose to invite a sibling or a favorite relative to be your child’s lunch buddy. You can have the buddy be a surprise or let your child know ahead of time. If you are unable to make it during our lunch period (11:20 –12:10) please let me know, and I will plan a special lunch for your child instead. You can bring lunch from a favorite restaurant to the cafeteria, or you can order lunch at school. Please let me know ahead of time if you are planning to order a school lunch so that I can place your order.
Friday: Favorite Tunes:
Your star student may bring in a CD or MP3 Player with TWO of his/her favorite motivational music pieces. Please preview the contents first to make sure it is appropriate…thank you!!! We will play it at the end of the day!! * The events planned for Tuesday, Wednesday, and Thursday can be swapped in order to accommodate your personal schedules if you are planning to be a lunch buddy during the week. 12
Please let me know which day of the week your child will be bringing a favorite picture book, which day of the week you will be sending the special parent piece, and which day of the week you will be doing the lunch buddy so that I can plan accordingly and notify the lunchroom. Write the chosen day of the week for each activity on the lines below, and return this page to school by Monday.
__________________ Favorite Book __________ __________ ________ ________ Lunch Buddy Parent Piece (Please let me know if you need me to order a lunch for you.)
Please let me know if you have any additional questions about the exciting upcoming week!
Sincerely, Mrs. Yates 13
2nd Grade Homework Information Dear Parents, ! The purpose of homework is to reinforce concepts necessary for success in school. Our District guidelines are to assign approximately thirty minutes of nightly homework. In trying to design the most effective homework program, I sought to make that time the most profitable for your child. ! ! ! ! ! ! ! Mrs. Yates
Online Homework! Every Friday (sometimes Saturdays), I will upload a new week of homework to be downloaded at your convenience. A Weekly Newsletter full of important information will be found on the “Newsletter” page of the classroom website. On the “Homework” page, you and your child will find the assigned activities. There will also be an assigned 10 minute “Website Visit” each day. Just one simple click and it takes your child right to the site…no surfing the Internet necessary! These sites will directly correlate to the assigned curriculum or unit of study for that week/month. They are intended to offer your child more opportunities for practice and enrichment. Many of these sites are also included on our class “SYMBALOO”~an easy way to bookmark safe sites. The downloaded homework assignments are to be turned in on the following Friday, inside the homework folder. Although an assignment may be assigned on a specific date, your child may complete it prior to that date. The children will be asking you to complete a “Homework Check-Off” sheet to be turned in with their homework folder. These are found on the class website under the “Homework Page”. You can download them at your convenience. They will need this on Friday to earn DOJO points. !
Reading Research has shown, in numerous studies, that the most effective academic work parents can do with their child is to read to them. Several studies point to the fact that students who have been read to an average of twenty minutes a night come their first year of school having experienced well over 2,000 books. These studies !
9
also show that it is these children that are not only ready to learn how to read, but how to comprehend grade level and above grade level text. ! Because of this, the most important homework activity you can do with your child is to read to them. Even if children are able to read stories on their own, the importance of being read to cannot be overstressed. This year, your child’s homework begins with the expectation that they will read to someone and be read to for 20 minutes each and every day. The balance of the homework time will be spent on required assignments. ! A reading log will be attached to the homework folder for you to record the time at home spent on reading. I will check it periodically. I have also included a few very valuable comprehension stems that you can use during this time.
Spelling Your child will be given a spelling sheet including 10 phonetic words and 5 individualized words for a total of 15 words per week. Inside of your child’s homework folder, you will find a list of spelling activities, journal, and directions. You can also have them practice on a website called SpellingCity.com Please review the included Spelling Program overview for detailed information. !
Word Club Words This program consists of 10 sight words on each page. They will come home once a week until they complete all 800 words. They can pass multiple levels at a time depending on how much they study at home. The entire list of words is in their Homework Folder so that they can look ahead as well as use them during homework time for spelling. Highlighting frequently misspelled words is a good idea so they can use this as resource page. This list is passed on from year to year, therefor, your child will begin where she left off. Once all 800 words are read, the program is complete. It is possible that they have already completed this program. !
Phonics Club !
This program consists of 24 words that come home on colored paper. The purpose is for students to practice their ability to apply phonic rules and sounding out words. Students will work with a volunteer each week and when they pass a page, they go on to the next. The program is complete once they have mastered all 26 pages. It is possible that they have already completed this program. !
10
Math My math program requires students to explain their thinking, therefor, we will be working in our math journals frequently, jotting down explanations, questions, and strategies. You may not see very many math worksheets coming home due to this approach. However, you will see family games that may require printing as homework and bi-weekly quizzes as well as weekly math warm-up sheets that are designed to cover all math strands and increasingly become more challenging as the year progresses. Online-math programs are a big part of our math homework as well as targeted online math games. I will also be including video examples presented by students and myself to explain the strategies we use in class. These will be found on the class website under the “Newsletter� Page. I hope you find these helpful. !
Writing ! There will be a lot of writing with an emphasis on descriptive vocabulary (painting picture for the reader), using voice, and new mechanics. They will be practicing their writing skills everyday and in a variety of modalities. They will also be expected to complete a weekly writing assignment for homework. These writing assignments can then be typed onto our Classroom BLOG for important typing practice! The children will also become VERY familiar with the writing process, emphasizing revision: enhance, enhance, enhance! A crucial skill for young writers to embrace! Suggestion: At first, your child can start with typing one sentence while you type the remaining piece and then slowly increase from there. You will be amazed at how they will grow over the year if they practice every week via our classroom BLOG!!!
Enrichment Opportunities Menu Traditionally, parents and students are eager to do homework beyond the required assignments. To support this effort, I have designed the Classroom Website to facilitate this learning community. A few examples may include but are not limited to: Items noted on the website calendar, The Wizards Club, Geography and Math Family Extensions, The Classroom Blog, Workbooks, Classroom Papers, classes and lessons taken outside of school, reports on family field trips & Projects created outside of school brought in to share with others as experts, ie. posterboards, reports, powerpoints, prezis, Glogster, Storybird, videos and the list goes on! !
11
San Marcos Unified School District Student Calendar 2012/2013 School Year
S 1 8 15 22 29
S 7 14 21 28
S 6 13 20 27
S 7 14 21 28
M 2 9 16 23 30
JULY / JULIO T W T 3 H 5 10 11 12 17 18 19 24 25 26 31
F 6 13 20 27
S 7 14 21 28
OCTOBER / OCTUBRE M T W T F 1 2 3 4 5 8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29 30 31
S 6 13 20 27
NOVEMBER / NOVIEMBRE M T W T F S 1 2 3 8 4 5 6 7 9 10 11 H 13 14 15 16 17 18 19 20 21 H H 24 25 26 27 28 29 30
JANUARY / ENERO M T W T F H 2 3 4 7 8 9 10 11 14 15 16 17 18 H 22 23 24 25 28 29 30 31
S 5 12 19 26
FEBRUARY / FEBRERO M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 H 16 17 H 19 20 21 22 23 24 25 26 27 28
S 6 13 20 27
MAY / MAYO T W T 1 2 7 8 9 14 15 16 21 22 23 28 29 30
M 1 8 15 22 29
APRIL / ABRIL T W T F 2 3 4 5 9 10 11 12 16 17 18 19 23 24 25 26 30
Aug. 15-17 -TP -Tchr Prep Days-Non Stu Days
S
AUGUST / AGOSTO M T W T F 1 2 3 9 10 6 7 8 13 14 TP TP TP 20 21 22 23 24 27 28 29 30 31
5 12 19 26
S
S
S
M
5 12 19 26
6 13 20 H
F 3 10 17 24 31
Holidays and Breaks: (H- Holidays) July 4, 2012
Aug 20- 1st Day of School Independence Day Oct 15 - 6 -8 Parent-Teacher Conferences -No School Labor Day Nov 13 - K-5 Parent-Teacher Conferences - No School Veteran's Day Nov 14-16 Parent/Teacher Conf. Early Release K-5
Thanksgiving Recess
S 4 11 18 25
S 2 9 16 23 30
S 3 10 17 24 31
DECEMBER / DICIEMBRE M T W T F S 1 3 4 5 6 7 8 10 11 12 13 14 15 17 18 19 20 21 22 H H 26 27 28 29 31 MARCH / MARZO T W T F 1 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 H M
S
M
2 9 16 23 30
3 10 17 24
JUNE / JUNIO T W T 4 11 18 25
Martin Luther King Jr Day
5 12 19 26
6 13 20 27
F 7 14 21 28
Lincoln's Birthday
February 15, 2013
November 12, 2012
President's Day
February 18, 2013
November 19-23, 2012
S 2 9 16 23 30
S 1 8 15 22 29
January 21, 2013
September 3, 2012
Dec 18-20 - High Sch Finals - Minimum Days- 9-12 Winter Recess Dec. 24 , 2012 - January 11, 2013
Dec 21 - Non Student Day 9-12 (high school) Dec 21 - Minimum Day K-8 June 11 - Last Day of School - Minimum Day
S 4 11 18 25
SEPTEMBER / SEPTIEMBRE S M T W T F S 1 2 H 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Spring Recess March 25 -29,2013 (Easter 3/31/13) Memorial Day
May 27, 2013
Common Core State Standards 2nd Grade
Conventions)of)Standard)English
Knowledge)of)Language
Vocabulary)Acquisition)and)Use
Reading:)Foundational)Skills)2.RF Phonics)and)Word)Recognition
Fluency
Reading:)Information)Text)2.RI Key)Ideas)and)Details
Craft)and)Structure
Integration)of)Knowledge)and)Ideas
Range)of)Reading)and)Level)of)Complexity
Reading:)Literature)2.RL Key)Ideas)and)Details
Craft)and)Structure
Integration)of)Knowledge)and)Ideas
Range)of)Reading)and)Level)of)Text)Complexity
Reading:)Speaking)and)Listening)2.SL Comprehension)and)Collaboration
Presentation)of)Knowledge)and)Ideas
Writing)2.W Text)Types)and)Purposes
Production)and)Distribution)of)Writing
Research)to)Build)and)Present)Knowledge
Common)Core)State)Standards)for)2nd)Grade)Mathematics) Operations)and)Algebraic)Thinking)2.OA Represent)and)solve)problems)involving)addition)and)subtraction.
Add)and)subtract)within)20.
Work)with)equal)groups)of)objects)to)gain)foundations)for)multiplication.
Numbers)and)Operations)in)Base)Ten)2.NBT Understand)place)value.
Use)place)value)understanding)and)properties)of)operations)to)add)and)subtract.
Measurement)and)Data)2.MD Measure)and)estimate)lengths)in)standard)units.
Relate)addition)and)subtraction)to)length.
Work)with)time)and)money.
Represent)and)interpret)data.
Geometry)2.G Reason)with)shapes)and)their)attributes.
Bloom’s)Taxonomy) ))))))))for)the) Cognitive)Domain
22