Week of October 28th-November 1st

F.I.S.H. Folder

Week of October 28, 2013

Weekly Academics: Reading Foundational: Students will be guided to discover the pattern and related groups. Working together, they will sort the words into categories. They will continue to learn the new model to use and spell high frequency words. Rainbow letters, (Monday) Read and copy (Tuesday) Word search (Wednesday) partner words search and more (Thursday) and sentence writing or paragraph writing (Friday) §  Vocabulary: High frequency words and words patterns. Grammar: We will continue with nouns. By Friday, students will be able to distinguish proper nouns vs. common nouns (Common nouns: a common person, place, thing or idea - caterpillars. Proper noun: a specific person, place, animal, thing or idea - Carl the Caterpillar). Singular and plural nouns (Singular: one - caterpillar. Plural: more than one person, place, person, thing or idea - caterpillars).               Vocabulary: Nouns, singular noun, plural noun, proper noun, common noun. Ø  Reading Literature: Students will summarize the beginning of the book. Group discussion- What settings have we encountered so far? Do you predict any changes in setting? Students will read, filling in the rest of their setting chart. Teacher will assess fluency and comprehension. Ø  Reading Informational: How can I identify setting based on the text and illustrations? With prompting and support, identify the main topic and retell key details of a text. Connecting to previous knowledge. Students will preview the book, making predictions. Introduce the comprehension strategy—identifying/describing setting- and review the setting chart. Teacher will introduce the comprehension strategy—identifying/describing setting- and review the setting chart. Ø  Vocabulary: §  Setting, making predictions, setting chart. Ø  Writing:  Students will continue working on their country presentations, adding strong voice whenever possible. Continue to work on travel brochure or billboard rough drafts. Show students examples of travel brochures and billboards. Allow students to brainstorm the best format to present their country research. . Ø   Vocabulary: How can I present information to an audience? What does it mean to give writing voice? Ø  Math: We’re continuing our work with number stories in math. This week we’re focusing on subtraction number stories. We’re continuing to use the change diagram and part-part-total diagram that students learned for addition number stories. We’re also using the strategy of drawing a picture. Please encourage your child to use one of these strategies to solve each number story in the homework page this week. Ø  Standards: Ø  MCC.2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Ø  MCC.2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Ø  Essential Questions: How do diagrams help me solve number stories? Ø  Homework: pg 37-38.   Ø  Vocabulary: MATH: Math Fact Practice (M) At your seat math journals (A) Teacher directed learning (T) Hands on learning with math games and manipulative (H) Ø  Social Studies: Continue to work on areas and regions of the state of GA. The student will locate major topographical features of Georgia and will describe how these features define Georgia’s surface. Ø  Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau. Ø  Essential Question: What are characteristics of the 5 regions of Georgia?
Important Dates and Information: October 29th: Picture Day October 30th: Progress reports sent home via email October 31st: Come and read to our class, 1:15-2:30 pm November 2st: Fall craft, 1:15-2:30 pm November 15th: Thanksgiving Feast, 1:00 pm. Come one, come all! November 25-29th: Thanksgiving Break

Week of October 21st-25th

F.I.S.H. Folder

Week of October 21, 2013

Weekly Academics: Reading Foundational: Students will be guided to discover the pattern and related groups. Working together, they will sort the words into categories. They will learn a new model to use and spell high frequency words. Rainbow letters, (Monday) Read and copy (Tuesday) Word search (Wednesday) partner words search (Thursday) and sentence writing or paragraph writing (Friday) §  Vocabulary: High frequency words and words patterns. Ø  Reading Informational: With prompting and support, identify the main topic and retell key details of a text. Connecting to previous knowledge. Students will preview the book, making predictions. Introduce the comprehension strategy—identifying/describing setting- and review the setting chart. Ø  Vocabulary: §  Setting, making predictions. Ø  Writing:  Show students examples of travel brochures, travel ads/commercials, and interviews. Allow students to brainstorm the best format to present their country research. Go over rubric together. Ø  WritiNg: Students will begin organizing and drafting their ideas with their partner. Ø   How can I present information to an audience? What does it mean to give writing voice?               Grammar: NOUNS A noun is a word used to name a          person, animal, place, thing, and                 abstract idea. Noun Singular/ Plurals: Most nouns change their form to indicate               number by adding "-s" or "-es", for example: city, cities. Proper noun with a capital               letter, since the noun represents the name of a specific person, place, or thing. The               names of days of the week, months, historical documents, institutions,               organizations, religions, their holy texts and their adherents are proper nouns. A               proper noun is the opposite of a common noun.                                               Vocabulary: Nouns, singular noun, plural noun, proper noun, improper noun. Ø  Math: lesson is designed to review the basics of subtraction by walking students through concrete and representational forms of subtraction. Use multiple strategies to subtract. Ø  Vocabulary: MATH: Math Fact Practice (M) At your seat math journals (A) Teacher guided activity (T) Hands on learning with math games and manipulative (H) Ø  Social Studies: The student will locate major topographical features of Georgia and will describe how these features define Georgia’s surface. Ø  Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau. Ø  Essential Question: What are characteristics of the 5 regions of Georgia?
Important Dates and Information: October 28th-November 1st: Spirit Week at The G.L.O.B.E October 29th: Picture Day October 30th: Progress reports sent home November 15th: Thanksgiving Feast at 1:00 pm. Come one, come all! November 25-29th: Thanksgiving Break
Homework: Due on Monday, Oct. 28th- Reading log (at least 4 times per week) and Math Links pgs. 19 and 37

social studies

our family tree

Week of October 16th-18th

Weekly Academics:

Ø  Word Work: How will learning spelling patterns help me become a better reader and writer? Teacher will pull each group during writing time to help them complete word sorts. Words will be introduced one at a time and meanings discussed. Students will be guided to discover the pattern and related groups.

Ø  Independent Reading: How can I identify setting based on the text and illustrations? Students will read a just right book of their choice. They will complete a setting chart as they read; noting places the author describes the setting.

Ø  Vocabulary: setting, chart, postcard, where, when the story takes place?

Ø  Reading Informational: How can I identify setting based on the text and illustrations? Introduce the book, connecting to previous knowledge. Students will preview the book, making predictions. Introduce the comprehension strategy—identifying/describing setting- and review the setting chart.  Model how to use the chart, then students will practice independently.        

Ø  Writing:  How can I present information to an audience?

Ø  Show students examples of travel brochures, travel ads/commercials, and interviews. Allow students to brainstorm the best format to present their country research.

Ø  Writing: Students will begin organizing and drafting their ideas.

Ø  Vocabulary: brochures, rubric, format, adding voice, editing.

Ø  CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Ø  CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words

Ø  CCSS.ELA-Literacy.RF.2.4a Read grade-level text with purpose and understanding.

Ø  CCSS.ELA-Literacy.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Ø  CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Ø  CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers

Ø  CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

Ø  CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Ø  Math: Change-to-More Number Stories / Math addition word problems

Ø   Introduce number stories and explain that we’re going to learn about a special diagram to help us certain types of number stories.

Ø  Example – Fish K weighs 35 pounds. It swallows Fish D, which weighs 5 pounds. How much does Fish K weight now?

Ø  Draw a change diagram and discuss it as you fill in the numbers.

Ø  Social Studies: Standards:

Ø  SS2G1 The student will locate major topographical features of Georgia and will describe how these features define Georgia’s surface.

Ø  a. Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau.

Ø  Objective: Activate prior knowledge of the 5 Georgia regions.

Ø  Essential Question: What are characteristics of the 5 regions of Georgia?

-Map with 5 GA regions.