Posted on March 6, 2018
Welcome to Grade 2!
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Only healthy snacks permitted during snack time.
Check your child’s HOME folder everyday.
Click below to check daily homework assignments.
Monday: GYM & SPANISH
Friday: Music & Computers
LUNCH: 12:00-1:00 PM
Download Reading Log Recording Sheet (pdf)
In Mathematics, students described times using AM and PM. Students may wonder what these words stand for and why it is important to use them. These abbreviations stand for ante meridian (AM) which means “before noon,” and post meridian (PM) which means “after noon.” Students discussed that there are two of each time in a single day. For example, there are two 8 o’clock each day: one in the morning and one in the evening. Then students reviewed the position of the hour hand and minute hand to tell on an analog clock. The focus for this lesson is on time to the hour and half hour.
In Religion, students discussed the Church’s celebration of the great Three Days beginning on Holy Thursday evening and ending on Easter Sunday evening. Students continued to practice the Parts of the Mass and recite the Eucharistic prayers.
In Social Studies, students discussed the three symbols of the United States. Students used their IPADs to research information on the American flag. Students discussed how each star stands for one of the fifty states. The stripes stand for the thirteen colonies that joined together to the start the country hundreds of years ago. As a culminating activity, students designed the very own US flag and produced a writing piece explaining what the flags means to them using adjectives.
In Balanced Literacy, students were presented with information about Sojourner Truth in order to gain an understanding of her character traits and how, the person that she was, shaped the events of her life. During this unit, students develop an awareness and understanding of the role of women in history; enhance critical thinking skills; understand the role of Sojourner Truth in suffrage and abolitionism. This week students discussed and recorded responses on chart paper of the significance of the word Freedom and what it means to be free in the United States. Next, students read, “Sojourner Truth: A Picture Book” and recorded facts from the text. Then, students discussed what Sojourner Truth accomplished. As a writing assessment, students wrote a diary entry from the perspective of Sojourner Truth.
Posted on February 9, 2018
In Balanced Literacy, students read a biography on Harriett Tubman. Students discussed that a biography is a story about a person’s life and it is written by another person. As an activity, students partnered up with their reading buddies to think, share, and discuss their writing responses from their booklets related to Harriett Tubman. Then students were instructed to think about what freedom means to them. Finally students watched a video to sing along called, “Follow the Drinking Gourd.” Students discussed that the slaves did not have a map to guide them up North. Instead they, while singing a song, called, “Follow the Drinking Gourd,” referred to the constellation called the Big Dipper, whose end stars, the “pointers,” guide one’s gaze to Polaris, the North Star. The song, considered a coded reference to the route north to freedom,
Students read a second biography on Rosa Parks. She was an African American civil rights activist who fought for equal rights. Students completed a KWL chart before, during, and after their reading selection. In this lesson, students created a story chart using a graphic organizer to analyze the main character in a story. Then students completed a bubble chart which identified character traits about Rosa Park. As a writing activity students wrote a narrative on: “I’m brave like Rosa Parks when I…”
In Writing, students described how Harriett Tubman might felt during her travels in the Underground Railroad. Discussing our freedom and rights, students wrote a reflection about: “What it means to be free in our country.”
In Religion, students discussed how the Church celebrates Mass and students began to practice the parts of the Mass.
In Mathematics, students discussed how to show money amounts in two different ways. Students are observing coins to become familiar with the counting of money.
In Social Studies students discussed the symbols of our country. Students discussed how people and peoples stand for America.
Posted on February 5, 2018
In Mathematics, students are working on adding three digit numbers. First students drew quick pictures to help them visualize the process of adding 3-digit numbers. By finding how many hundreds, tens, and ones there are in all with their quick pictures, student’s understanding of place value and addition are reinforced. Another example: write 258. Have your child draw a quick picture for 258. Then guide them as they complete the other forms of the number.
-What is the value of the hundreds digit in 258? (200)
-What is the value of the tens digit? (50)
-What is the value of the ones? (8)
-Children can practice their comprehension by describing how to solve problems.
- Have your children read the problem and describe how they plan to solve it.
- As your child begins to find the sum, record the problem on paper.
- Have your child set up the problem correctly.
In Religion, students are practicing the Act of Contrition and the parts of the Mass. Students received their own Mass books to begin practicing the Mass responses. Take the time to practice the responses at home.
In Balanced Literacy students continued reading biographical passages on famous people in history. In Sports, students read about Derek’s Jeter’s accomplishments and recorded the events that led Jeter archive his success. In addition, students practiced paraphrasing and constructing paragraphs working on creating an introduction for a biography. Next, students read about Christopher Reeves, creating a time identifying chronology order of the events that occurred in her life.
In Science students reviewed the different bodies of water. As an activity, students observed different bodies of water, pretending to be photographs by creating a picture of postcards depicting a body of water. Under the picture, students created a caption explaining the characteristics of the body of water. On Friday, students created their own landform model using clay and writing about its characteristics.
Posted on January 29, 2018
In Balanced Literacy, students read various biographical picture books about Abraham Lincoln. In groups, students were able to locate and record key details and facts from the text. This week students observed pictures of Lincoln’s log cabin and discussed the meaning of the Gettysburg Address.
Incorporating within this unit, students read, “Magic Tree House: Civil War on Sunday,” by Maria Pope Osborne. Students will discuss how issues like slavery divided the nation and will be able to identify people, including Clara Barton and Abraham Lincoln, who impacted the Civil War.
Our key points skills for this unit are:
-ask and answer questions related to the book.
-identify the overall problem and solution in the story.
-locate cause and effect relationships within the text of the story.
-analyze text for main ideas and details.
-write an imaginative narrative.
In Mathematics, students used manipulatives and quick pictures to solve word problems. Manipulatives can help students visualize the way he or she uses numbers. Quick pictures help students show their thinking. Pictures and sketches can help them communicate their thinking so they can share their answers and strategies.
In Science, students completed an activity on glaciers. Students used sand and ice to create glaciers by observing the effects glaciers have on landforms.
In Religion, students discussed how Jesus wants us to forgive others by celebrating the Sacrament of Penance within our community. Students discussed how absolution is God’s forgiveness of our sins by the priest in the Sacrament of Penance.
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