Thursday, December 7, 2017

IMPORTANT DATES:                                                                 
  • December 20th:   White Elephant Gift Exchange due
  • December 21th:    Making Gingerbread Houses 12:00-1:00
  • December 22nd:   NO SCHOOL
  • December 23nd:   Progress Reports available for viewing
  • December 22nd-January 5th:  WINTER BREAK!
  • Students return to school on Monday January 8th.  Have a wonderful winter break!  
Thank you for all the amazing post-cards that we have  received spotting our missing Gingerbread Man.  We are learning a lot of geography as we track where he has been. He has been to many amazing places and done some incredible things so far.

We are going to be making gingerbread houses on Thursday,  December 21st from 12:00-1:00 p.m..  We will be having our White Elephant Exchange following this.  Please see the Sign-up Genius (coming soon) for items we need sent to school for our houses.

Progress reports are available for parent viewing on Saturday,  December 23rd. Log on to your parent portal to view your child’s progress report.  You will also find a first semester wrap up of your child’s academic learning in second grade.  Please take the time to read all the learning, growth and success we have had thus far in second
grade. The following rating system is used to determine your child's level of performance:

Indicates a high level of achievement.  It indicates a student has a strong understanding of the content/concepts/skills taught and it implies a student can demonstrate understanding independently and with very few errors.
Indicates that a student demonstrates an understanding of content/concepts/skills most of the time and with limited support.  Students who are meeting standards make few major errors or omissions when demonstrating a concepts or skill.
Indicates that a student requires moderate support to demonstrate an understanding of concepts/skills.  Students' ability to demonstrate their understanding of a concept or skill is inconsistent or infrequent, which indicates a partial understanding of the content, concept or skill.  Students demonstrate more frequent errors or omissions.
Does Not Meet
Students who do not meet standards seldom demonstrate an understanding of concepts and skills taught.  The student requires considerable support to demonstrate learning and makes frequent major errors when demonstrating his/her understanding.


During Reader’s Workshop we have moved  on to a new reading comprehension strategy, Questioning and Wondering. Asking questions while we read, helps the reader to deepen their understanding of the text. We will be examining the types of questions we ask and identifying what type of questions gain the greatest understanding of our text. As we explore this strategy, students’ will learn about the conventions of nonfiction text (captions, headings,  labels,  photographs, table of contents, index, glossary, and types of print), and how these conventions help us to increase our understanding of the text we read. Although this is the comprehension strategy that we are shining the light on at this time, it is important to monitor our comprehension by using all of the strategies we have been exposed to thus far. Also, we will continue to work on reading fluency, building stamina as a reader,  and making sure that we are working with a book that is just right for us.

We will continue our Narrative Writing Unit until winter break. The following bullets are topic/mini lessons that will be the focus during this unit.
  • Discovering small moments that matter-generating ideas
  • Tiny Topics- using a notebook to remember topics for writing
  • Stretching out small moments- learning to plan a story by touching each page and saying what they will write
  • Writing a good beginning, middle and end
  • Writing with detail: Magnifying a small moment
  • Bringing characters to life by using talk, feel or actions
  • Setting goals and making plans for writing time
  • Using checklist to self assess and plan for next parts
  • Close Reading: Looking closely at how mentor authors write and trying it
  • Collaborate a partner to help make a story better (revise by listening)
  • Word choice
  • Revising and editing rough drafts
The narrative stories students are writing have been absolutely delightful to hear their special memories!

Our study of attributes of shapes and fractions is coming to a close and we will be moving into Unit 3: How Many Stickers? How Many Cents? before winter break.
During the first session of this unit, students will focus on the following:
  • Introduced to Sticker Station, a store that sells stickers singly, in strips of 10, and in sheet of 100. The Sticker Station provides a model for representing and making sense of place value.
  • Using a place value model to represent a 2-digit number as tens and ones
  • Finding as many combinations of a 2-digit number as possible, using only tens and ones
  • Recognizing that different combinations of tens and ones for the same number are equivalent ie. 4 tens and 6 ones, are equivalent to 3 tens and 16 ones
  • Identifying and using coin equivalencies to compose 2- digit numbers
  • Determining the difference between a number and multiple of 10 up to 100


It is so exciting to see the progress students are making in their spelling. Students were given a spelling inventory  before Thanksgiving break and some students moved into different groups based on the results of their assessment, weekly spelling test scores, and spelling quizzes. Spelling groups were formed based on their understanding of spelling patterns. Newly formed groups will start the week of December 4th. Please continue to support your child by making sure that their word sorts are practiced daily along with the 5 “No Excuse Words” and challenge word of the week. Using the sorts throughout the week helps your child develop, concretely, the spelling pattern they are working on for the week.

In science, we continue our focus on Air and Weather:

  • Conducting weather experiments
  • Observing changes in weather over time
  • Becoming familiar with instruments meteorologists use to monitor weather conditions
  • Exploring the various types of clouds and the the weather they bring
  • Gaining an understanding of the water cycle
  • Gaining an understanding of how weather and changing seasons impact people, animals, and plants
  • Gathering and analyzing data on the weather in different locations and in    different seasons
  • Analyzing the ways severe weather contributes to catastrophic events (floods, wildfires, etc.)