Week of 10/21

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Objective:

 I can demonstrate application of addition and subtraction rules by applying the rules to complete 6 frames and arrows problems. 2.0a.1 I can demonstrate application of addition and subtraction by solving 5 “What’s my Rule?” problems.  2.0a.1 I can demonstrate application of subtraction by   constructing five subtraction stories. 2.OA.2 I can demonstrate application of subtraction by modeling -9 and -8 subtraction facts using a ten frame chart and listing five -9 and -8 facts. 2.OA.2 I can demonstrate application of subtraction by applying what I’ve learned this week about subtraction facts and completing 3 math games from this week.  2.OA.2
Language

Objectives:

 I will solve frame and arrow problems by writing the missing numbers. I will solve “what’s my rule?”  problems by writing the missing numbers. I can write five subtraction stories in my math journal using numbers 1-20. I can orally explain the -9 and -8  rule using the stem: “If -8__= ___, then I know -9__=___. I can listen and demonstrate how to play three subtraction based math games that we learned this week.
Pre-Assessment: Frames and arrows Function machine, what’s my rule, subtraction -9 and -8 rule, ten frame chart, Addition, addition stories,             Facts chart, doubles facts     +10 rule, +9 rule, ten frame chart,             Doubles facts
Post-Assessment: Frames and arrows What’s my rule problems Math journal subtraction stories Sentence stem Practice of math games
Dolch Words/Content Vocabulary:

 

 Frame and arrows, Function machine, Subtraction stories -9 and -8 rule, ten frame chart,  
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Objective:

 I can demonstrate analysis of describing character responses by inferring the cause and effect in one  story.  RL. 2.3 I can demonstrate comprehension of differences in character views by explaining the point of view of two different characters in a book. RL2.6 I can demonstrate knowledge of answering question to determine key details by recognizing why the characters are behaving the way they do.  RL.2.1 I can demonstrate knowledge of answering question to determine key details by recognizing how the problem is solved in the story.  RL.2.1 I can demonstrate knowledge of answering question to determine key details by recognizing the problem in the story.  RL.2.1
Language

Objectives:

 I can write a reflection about the character’s response to an event in a story. I can share differences in character’s view by discussing with the group the point of view of two different characters. I can orally explain why the character makes certain choices by completing the sentence stem:  I think the character is doing____because _____. I can orally explain how the problem is solved  by completing the sentence stem:  The problem was solved by  ____because _____. I can orally explain what the problem is in the story, by completing the sentence stem:  The problem in the story is _______.
Pre-Assessment: Discussion Discussion Discussion Discussion Discussion
Post-Assessment: Reflection writing discussion Sentence stem Sentence stem Sentence stem
Dolch Words/Content Vocabulary:

 

 Reflection, event

Response, character

 Point of view, choices Problem, solution problem
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Objective:

 I can demonstrate application of prewriting by using the prewriting map as a guide to begin my writing about my favorite part of the field trip. W.2.3 I can demonstrate application of drafting by using the drafting map as a guide to continue my writing. 2.nbt.4 I can demonstrate application of revising by applying four suggestions of others’ to revise my writing.  2.nbt.4 I can demonstrate application of editing by using the symbols (capitalize, caret, period) to make changes. 2.nbt.4 I can demonstrate application of publishing by developing a published piece that includes a beginning middle and end.  2.nbt.4
Language

Objectives:

 I can begin to prewrite my narrative by using the prewriting template format. I can write a three sentence paragraph by including details from my map. I will listen to my partner’s writing and complete the sentence stems. “Can you tell me more about ___?” “Who, where what why how” I can read and record changes that should be made to my writing by using editing marks (capitalize, caret, period). I will write a paragraph using my structured narrative map, which includes a beginning, middle and end.
Pre-Assessment: Discussion Prewriting template Discussing revisions Identify editing marks Revised paper
Post-Assessment: Prewriting template Three sentence paragraph Sentence stems Use of editing marks in writing Published piece with BME
Dolch Words/Content Vocabulary:

 

 prewriting Paragraph, sentence details Revise, Editing marks, caret, capitalize, period Beginning middle end
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Objective:

 I can demonstrate knowledge of bodies of water by recalling the bodies of water that we visited on the field trip.  E.FE.02.22   I can demonstrate knowledge of bodies of water by labeling and matching bodies of water to their names. E.FE.02.22   I can demonstrate synthesis of bodies of water by creating a model of landforms showing how bodies of water are formed.  E.FE.02.22
Language

Objectives:

 I can draw and label the pond, river, and waterfall that I visited on the field trip.   I can write a paragraph about a body of water that I have visited.   I can write a reflection about what happened when I poured the water over the various landforms.
Pre-Assessment: Discussion   Matching on flipchart   Discussion and practice
Post-Assessment: Drawing and labeling   Paragraph   reflection
Dolch Words/Content Vocabulary:

 

 Bodies of water, pond, river, waterfall   Ocean, lake stream sea pond waterfall river swamp   Landform, bodies of water
Materials:         Tarp or shower curtain, cups of water
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Objective:

   I can demonstrate knowledge of the three branches of government by recognizing the 3 local  branches of government.     I can demonstrate synthesis of the three branches of local government by planning and acting out the duties of the local government.
Language

Objectives:

   I can complete a tree map by writing in the 3 local branches of government, and discussing each with the group.     I can orally represent my assigned branch of government by acting out the responsibilities.
Pre-Assessment:   discussion     discussion
Post-Assessment:   writing     performance
Dolch Words/Content Vocabulary:

 

   Government

Branches, judge(court), police (mayor), citizens, city council,

     Government

Branches, judge(court), police (mayor), citizens, city council,
Materials:   https://bensguide.gpo.gov/k-2/index.html     Labels for students
Activities:         Creating a mock community government
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Field trip tomorrow

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We are going to the U of M Dearborn campus to participate in a pond study tomorrow. This goes along with out science curriculum. We are learning about bodies of water, landforms, and living things. Please dress properly for the field trip. We I will be outside all day. Pack a healthy lunch in a bag that can be thrown away.

We have a special gym tomorrow at 2:30, so make sure you pack your gym shoes!

Updates:

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Spelling Test tomorrow.

Homework:  Math drill sheet, Homelink, and Spelling journal.

Field Trip:  October 18th 9:30-3:00.  I still need volunteers, I have only 1 parent that has committed to going for sure.  Please speak with me if you are willing to go.

If you volunteer for this trip, you will need to wear clothes that allow you to be outside all day long, shoes that are safe and comfortable for walking forest trails, and the ability to be in charge of a small group.

Have a good evening!

Get ready for our next field trip!!

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Our class did such a great job on today’s field trip, I planned another one!

Friday October 18th we will be going to the university of Michigan Dearborn to do a pond study.

This trip will have a science focus. We will be walking through the woods, stopping at a pond, and taking samples of the water. We will use these pond samples to examine the different creatures we find.

Last year my class loved this trip!

There is no cost, I will send permission slips home next week.

Friday

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Tomorrow we are having our first “Great Behavior” party.  This party will only be attended by those students who are meeting our expectations at school.  If a student is showing consistent respect, kindness, responsibility and does their homework, then they are invited to the party.

IN my class, if a student moves their clip to yellow more than 3 times, they lose the party.  OR if a student moves their clip to red 2 times, they will miss the party.

I am looking forward to watching a movie and eating snacks with all of the students that have earned this party!

For those of you that did not make it… I hope to see an improvement in your behavior so that you can join us next month. 🙂

Field trip to the fire house

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My class was WONDERFUL today at the firehouse!  I was so proud of them.
We learned how to get out of bed when we hear the fire alarm, we learned how to crawl below the smoke, and we learned how to get out of a burning room safely.

The house filled with smoke, and we could not see anything!  This gave us a chance to see what it might be like if our house caught fire.