Welcome to Second Grade Open House 2017 Rachel

Welcome to Second Grade! Open House 2017 Rachel Diamond and Katie Lee

General Information • • • Snack in a separate container than lunch Water bottles-especially gym days! Hand wipes in snack/lunch bags Layers of clothing-extra sweatshirt, etc. Sneakers for gym days (M/Th), library books for library days (W) Notes required for any change in dismissal routine or to excuse an absence No work sent home for kids out of school on family trip Report card is a progress report, not an achievement report Not all work requires completion from start to finish (differentiated instruction). You may see incomplete work come home. This is okay. Being on time is key to success! – – Getting books Morning Work Unfinished Work Spelling and math games for additional practice

Homework • 15 minutes of reading every school night is expected. • Math Fact practice a standing expectation! Math Mountains, timed tests or Xtra Math Practice any trick words that were missed on the first grade trick word assessment or any second grade Fundations assessments that you see come home. Writing Ideas Paper Optional Monthly Homework BINGO Please read family letters that explain math and spelling curriculum • • – Books will be provided at your child’s just right level on Monday. Please return all books on Friday.

Readers’ Workshop • Throughout the year, a variety of reading strategies and skills are introduced and practiced

Decoding Strategies (how students break a word down into parts so they are able to read it accurately) • • • Look at the picture Look for a spelling rule (blends, digraphs, vowel teams) Use your thumbuddy Look for parts of the word they know (little words, endings) Link it to another word (sup, supper) Skip the word, read the rest of the sentence, then think of what would make sense in the context of the sentence/story and match their guess to the beginning sound of the word *Re-read a sentence after word work to maintain comprehension!

Comprehension Strategies • Identify story elements (characters, setting, problem and solution) or text features (heading, sidebar, photos, captions, graphs, etc. ) • Retell a story with the above elements in a logical sequence with appropriate details and vocabulary from the story OR identify important information learned • Make meaningful (not literal) connections – Text-to-Self – Text-to-Text – Text-to-World • Visualize-make images/a movie in your mind • Make and adjust predictions based on evidence and your own schema • Ask and answer Who, What, Where, When, Why questions • Infer-make a good guess by using evidence and your own schema • Differentiate fact from opinion *Interact with the text!!!

Other Reading Skills • Read fluently (smoothly) with appropriate pace and attention to punctuation – Usually takes several times reading a “just right” book before fluency is achieved • Read accurately. Self-monitor understanding-know when your reading doesn’t make sense! • Read with expression to demonstrate understanding of plot and characters

Read Aloud • Begin each week with a read aloud to model and/or practice a reading strategy as a whole class • Students gradually take responsibility for using the strategy with less teacher support and more independence, • Practice of that particular strategy continues in small guided groups and independent reading while new strategies are introduced during the read aloud portion of the workshop

Guided Groups • Flexible-sometimes based on need, often based on reading level • Groups work to further develop and refine the strategies introduced to the whole class • Work on one strategy may take 4 -12 days • Guided groups take place while others are doing independent reading/centers

Independent Reading • “Just Right” books – The 5 -finger test in second grade includes words we don’t know the meaning of – Teacher selected bins; choice within the bins – Later in the year, reading responses are expected once a week in a journal – Big focus on interacting with the text through sticky notes, and teacher conferences as well as self -monitoring understanding – www. raz-kids. com – http: //www 2. scholastic. com/browse/home. jsp – Book orders

Writer’s Workshop • • Narrative, Opinion and Informative Writing pieces Beginning (lead), middle, and end Revision introduced informally at the beginning, then formally mid-year Stretching out words to hear all sounds and using 1 st and 2 nd grade word wall words correctly Ongoing process-one story may take 2 -3 days as new responsibilities are added throughout the year (web organizer, etc. ) “Publish” stories after each unit-approximately 6 times throughout year. Each time, new, higher expectations based on new skills taught and individual abilities Unpublished stories stay in class until end of year

Spelling • Students are expected to use 1 st grade “trick” words and transfer spelling rules they have learned • Look for phonetic spelling with all other words • With each unit (one or two weeks), you will be informed of the “trick” words and rules to be practiced at home. • More focused work will be done in groups with the reading specialist or classroom teacher • Assessments at the end of each unit (not every Friday)

Math • • • Math Expressions addresses the Common Core Standards Whole class lessons focused on “math talk” Math journals stay in school Family letters and convey current learning Mastery of skills is expected at the end of each unit Math Fact tests approximately once a week – Must get 100% on “Level 1” (sums and minuends to 10) 3 times to show mastery before moving onto Level 2 (sums and minuends to 20)

Science and Social Studies • • • Social Studies topics include Pilgrims and Map Skills National Geographic Science Program includes 3 units: Physical Science, Life Science, Earth Science Notebooks stay in school until the end of the year

Classroom Management • • Begin each day with Morning Meeting to create positive sense of classroom community – – Greeting Sharing Activity News and Announcements Child and Teacher developed Rules – Remind and redirect children to follow the rules • Positive feedback – Logical Consequences • “You break it, you fix it” – Ruin a friend’s pattern block design, you help rebuild it • Take a break – Interrupting class discussion after a reminder – Chatting with friends instead of doing work after a reminder • Lose a privilege – Not using scissors markers properly after a reminder=put markers away for rest of work period – Picking up snow at recess= no recess next day • I Statement/Apology of Action – Child who has hurt feelings uses “I statement” and asks for an apology or apology of action – “Tagger’s Choice”-if they say you hurt their feelings, you did! – Avoids arguments