A recap of the week

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This week:

Writing: we published our first writing, a narrative.

Reading: we continued to learn reading strategies, and our daily 5 stamina is up to 18 minutes!

Science: we learned about the scientific method to prepare for next week’s science experiments.

Math: we learned how to play several math games this week based on our lessons. Also, we learned how to use the Everyday math website to play math games at home. Your child has a username and password taped to the inside of their homework folder. Please visit the website www.everydaymathonline.com.

Social Studies: we completed writing about past and present.

Thursday’s open house had a great turnout. Thank you for everyone who came to support their children. Please remember to sign up for the PTA!

This Week we will learn: 9/16-9/20

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SIOP Format

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Content Objective:

 

 I can demonstrate knowledge of number  patterns by completing a 100 chart. I can demonstrate application of the 100 chart by solving of addition problems determining the sum using the chart. I can explain why different numbers can be shown in a variety of ways by using my knowledge of the 100 chart and the patterns found there. I can describe how repetitive patterns can be shown on a calculator based upon patterns I observed on the 100 chart. I can demonstrate application of the use of the 100 chart by applying what ive learned to play math games.
 

Language Objective:

 

          
 

Vocabulary:

 

 Addition, compare, patterns Number grid, compare, sum, addition Equivalent names, patterns Calculator, pattern, repetitive  
Supplementary Materials: Number scroll sheet, I chart, number cards Blank number grid, completed number grid, dice. White boards Lesson 1.10 Calculator counting  
Presentation:

(Objectives, Comprehensible input, modeling, strategies,

scaffolding and sequence, interaction, feedback)

 

 TTW Explain how to begin a number scroll.  Next, TTW Create an I chart  for partner work.  Then, model how to play addition top it.

 

 

 TTW facilitate a game with students finding the missing numbers on a number grid.

 

TTW explain and model how to play the number grid game.

 TTW model how to create equivalent names for numbers…tally, math sentence, words, money etc. TTW model how to use a calculator.  Next TTW model how to  play calculator counting with a partner. Review week’s lessons.

 

Make up what was missed.
Practice and application:
(Meaningful activities, interaction, strategies, feedback)

 

 Students will play addition top it with a partner.

 

Students will begin a number scroll.

 Students will find the missing numbers on the grid as a group.  Then, play the number grid game with a partner. Students will work with a partner to create equivalent names for numbers using a white board. Students will practice using a calculator.  Then, begin to play calculator counting with a partner. Play math games in centers.
Assessment:  

Observations

 

 Number grid White board observations observations  
 

Notes:

 

   Find rules in flipchart      

 

 

 

 

 

Dates:

Subject: Reading        Minutes Per Week:                Weekly Lesson Plan           Teacher: Rydlicki

SIOP Format

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Content Objective:

 

 I can demonstrate application of voracious reading by increasing my time reading during daily 5. (R.A.T. 02.02.) I can demonstrate comprehension of a story by recalling and restating the story. I can demonstrate apply my prior knowledge to the text that I am reading to make a  connection. I can practice how to choose books that are a  good fit for my reading ability by choosing appropriate books. I can demonstrate comprehension by summarizing a text in my own words.(R.M.T.02.03)
 

 

Language Objective:

 

          
 

Vocabulary:

 

 Voracious reading, vocabulary, Read to Someone Prior, knowledge, connection   Predict, confirm, meaning
Supplementary Materials: CAFÉ menu, books I chart      
 

Presentation:

(Objectives, Comprehensible input, modeling, strategies,

scaffolding and sequence, interaction, feedback)

 

 TTW introduce Voracious reading to expand vocabulary. TTW create an Ichart for “Read to Someone” and model the correct behaviors. TTW model using prior knowledge to connect with text. TTW review how to choose good fit books. TTW model Predict and Confirm meaning.
Practice and application:
(Meaningful activities, interaction, strategies, feedback)

 

 Students will practice voracious reading. Students will practice reading to someone. Students will practice using prior knowledge to connect with text.  Sharing their connections orally. Students will practice creating a good fit book. Students will practice predicting and confirming meaning.
Assessment: Observation

 

 

 observation Observation Observation observation
 

Notes:

 

          

 

 

 

 

 

Dates:

Subject:  Writing     Minutes Per Week:           Weekly Lesson Plan           Teacher: Rydlicki

SIOP Format

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Content Objective:

 

 I can  demonstrate knowledge of revising and editing by describing the difference between each. (W.PR.02.07) I can demonstrate synthesis of the publishing process by developing and publishing my final draft. I can demonstrate synthesis of the publishing process by developing and publishing my final draft I can demonstrate evaluation of the writing process by listing and summarizing each step. I can demonstrate synthesis  of the writing process by producing a complete draft. (W.PR.02.03)
 

 

Language Objective:

 

          
 

Vocabulary:

 

 Editing, capital, punctuation Publish, proud Publish, proud Writing process, sequence Writing process, sequence, independence
Supplementary Materials:          
 

Presentation:

(Objectives, Comprehensible input, modeling, strategies,

scaffolding and sequence, interaction, feedback)

 

 TTW create an editing poster with the class explaining how to edit for Capital letters, no words left out, makes sense, punctuation. TTW create a publishing poster explaining how to publish their work. TTW revisit the publishing poster and discuss their progress. TTW review the six steps of the writing process showing examples of each step. TTW review the six steps of the writing process showing examples of each step.
Practice and application:
(Meaningful activities, interaction, strategies, feedback)

 

 Students will begin to edit their work using the guidelines from the editing poster. Students will begin to publish their work based upon the publishing poster. Students will continue to publish their work based upon the publishing poster. Students will begin a new writing piece following the same DLC we followed for the last piece. Students will begin a new writing piece following the same DLC we followed for the last piece.
Assessment:  

 

 

        
 

Notes:

 

          

 

 

 

 

 

Dates:

Subject: Science          Minutes Per Week:              Weekly Lesson Plan           Teacher: Rydlicki

SIOP Format

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Content Objective:

 

 I can demonstrate knowledge of what a scientist is by describing what a scientist does.   I can demonstrate knowledge of the scientific method by listing the steps.   I can demonstrate application of the scientific process applying the process as I take notes of outside observations.
 

 

Language Objective:

 

          
 

Vocabulary:

 

 scientist   Scientific process, steps   Observations, notes

 
Supplementary Materials: You tube video, science book   Journal, scientific process   journals
 

Presentation:

(Objectives, Comprehensible input, modeling, strategies,

scaffolding and sequence, interaction, feedback)

 

 TTW ask students to draw a picture in their journal of what they think a scientist is/does.

 

TTW show a video of what a scientist does (Youtube)

   TTW introduce the scientific process to the students and create a poster.   TTW take students outside with their science journals to make observations and make notes.
Practice and application:
(Meaningful activities, interaction, strategies, feedback)

 

 Students will draw a picture of what they think a scientist is/does.

 

Students will discuss their ideas after watching the video.

   Students will write the scientific method in their science journal.   Students will make observations about the outside and write notes in their notebook.
Assessment:  

 

 

        
 

Notes:

 

          

 

 

Dates:

Subject: Social Studies          Minutes Per Week:              Weekly Lesson Plan           Teacher: Rydlicki

SIOP Format

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Content Objective:

 

     I can demonstrate knowledge of the past by sorting differences between past and present. (H2.02.4)    
 

 

Language Objective:

 

          
 

Vocabulary:

 

     Past, present, sort T-chart    
Supplementary Materials:          
Presentation:

(Objectives, Comprehensible input, modeling, strategies,

scaffolding and sequence, interaction, feedback)

     TTW review past and present from last week.  Give students a list of things seen in the past: horses, dirt roads, candles, one store, water troughs, one room school house,   TTW
Practice and application:
(Meaningful activities, interaction, strategies, feedback)

 

     Students will create a T chart of things we see now and things we saw in the past as we observe outside of Oakman.    
Assessment:  

 

 

        
Notes:

 

          

 

 

 

 

 

 

Have a Great Weekend!

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This was a very busy and productive first week! We have been working on the writing process, beginning Daily 5, reviewing our basic math skills and we even took our first tests!

Homework:

Spelling: Write your spelling words in abc order
Math: Complete the addition drill sheet
Reading: Please read! We have not sent home reading bags yet as a school, but please visit your library, or read books that you have at home.

See you Monday!

Homework

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Your child will have a math addition drill sheet each night, and a page in their spelling journal each night as well.

Spelling: on Monday night, do Monday’s homework, Tuesday night do Tuesday’s homework, etc.

Spelling test every Friday!

I hope you had a great first day of school!

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Good Afternoon,

We had a busy first day of school.  Your child should have come home with a lunch menu, free lunch form (if needed), and a supply list.  We have 29 students registered in my class, so please bring only what is necessary to school.  Please DO NOT bring large backpacks that are the size of suitcases to school.  We do not have the room for them.
Today, we learned about classroom and school expectations.  Below you will see a list of classroom expectations and consequences.

Classroom Expectations

 

I am responsible:  I am prepared each day for school.  I have a pencil, paper, book bag, math bag, and completed homework.  If I do not have a pencil or paper I will solve my problem without disrupting others.

I respect myself, others and property: I raise my hand to talk in class, I follow directions, I listen while others are speaking,  I am respectful of other people’s property.

 

Consequences

1st disruption to learning: move clip to YELLOW

2nd disruption to learning: move clip to RED and sign the behavior book.

3rd disruption to learning: move clip to BLUE and student calls home to talk to parent.

****If your behavior causes you to move your clip two times in one month you will be not be invited to the  end of the month party.

Welcome to Second Grade!

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It’s the first day of school, and I am looking forward to a wonderful year with Oakman’s best second graders! I spoke with most of your parents last week on the phone and introduced myself to new families and welcomed some of my old friends from kindergarten back! I will see you tomorrow morning at 8:30 on the playground. Tomorrow I will send home a copy of our supply list.