Posted on May 4, 2018
Welcome to Grade 2
Mrs. Di Marcello’s Headquarters
“It is the voice at the end of the day saying, I will try again tomorrow.”
Community and Borough Experts!
The Metropolitan Museum The Museum City of New York
Art- Writing Exhibit Museum TD Bank: Learning about Banking
Questions or Concerns? Email me at: email@example.com.
Scholastic online ORDER USE Code: LX8X2
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 shapes using their own words and discussed how they are alike and different. Students build a rectangular prism using cubes. Then students matched giving defining attributes of a rectangular prism, such as the total number of cubes, the number of cubes in each layer, and the number of layers. Building with cubes helps children to develop an understanding that rectangular prisms can be measured using equal parts.
In Balanced Literacy, students discussed what nectar, honey, and pollen are and where they come from. After, students created a list recording important facts about each. Next, students read an article, “Bees and Honey.” After, students compared and contrasted the role of the queen bee, worker bee, and the drone bee. The students ended the week by using microscopes to observe various slides on insects. Students observed slides on the abdomen of a bee, wings, and eye! Finally, students recorded and sketched their observations.
Students continued to work on their Anthology Book of Poetry revising and editing their pieces for our upcoming poetry reading. (Details to follow)
In Social studies, students discussed how people in our community provide goods and services and how a budget is a plan to help citizens spend and save income.
In Science students observed various kinds of seeds and discussed ways how some animals can help plants reproduce.
Posted on April 26, 2018
In Balanced Literacy and Science, students became familiar with the parts of a flowering plant’s reproductive system and explained how flowering plants depend of pollinators for survival. Students discussed how pollen gets from one flower to another and designed a flow chart with a sketch outlining the process. Finally, students read “The Life Cycle of a Flower” by Bobbie Kalman. Students recorded details about how pollinators move and land on pollen by observing illustrations and live audio. These vectors can include wind, water, birds, insects, butterflies, bats, and other animals that visit flowers.
In Mathematics, students are using a variety of skills to read, create, and interpret graphs. A student’s understanding of graphs is extended to include graphs that use bars rather than pictures. Students discussed how bar graphs and picture graphs compare and show data. Students also created both horizontal and vertical single-bar graphs by categorizing different types of animals. This gives students an opportunity to use critical thinking skills by using data in the bar graph to answer questions, solve problems, and formulate their own questions about the data.
In Religion, students practiced the Eucharistic prayers in preparation for First Holy Communion. Students also discussed the importance of regularly attending Mass on Sunday.
In Science, students discussed how plants and animals are very dependent upon one another for survival in the environment. Understanding the process of pollination is important to the understanding how crops and vegetables depend on bees to grow. Students read, “What if There Were No Bees?” by Suzanne Slade. The book discussed about the interdependence of a grassland community and how bees help pollinate flowers, crops, and what we wouldn’t have if bees were absent from the chain. Next, students recalled information by making a list of why we need bees. Then students created a bee food chain and determined what would happen if bees were absent from the food chain. Finally, students practiced directly quoting an expert to support an idea using articles and recording the information.
In Social Studies, students began learning about needs and wants. We learned that a need is something we need to survive. A want is something that we would like to have but do not need. We read the book, Those Shoes, by Maribeth Boelts. In this story, a little boy wants the new cool shoes, but what he really needs is winter boots. Finally, a student created a list of needs and wants to help them understand what is a necessity in our life.
Posted on March 28, 2018
In Mathematics, students collected data by measuring the lengths of groups of like objects and then making a line plot to display the data. This allowed students to demonstrate their understanding of measurement and data. Students discussed the different parts of a line plot, including a title, label, and symbols for representing data.
In Religion, students discussed how the early Christians were friends and followers of Jesus. They celebrated the Eucharist often by receiving Jesus in the Eucharist and were united with Jesus to share God’s love with others. In preparation for Easter, students read the story of the Last Supper from the book of Matthew and John. Students discussed the significance of the three days in Holy Week.
In Balanced Literacy students began working on writing their personal narrative using graphic organizers and using their “Writing Tool Kit Packet.” This packet guides students using transition words, vocabulary, adjectives, and quotes. The guide was broken into parts for students tackle each day:
How to Publish a Personal Narrative:
- Think of a great idea.
- Use the idea to write a great personal narrative.
- Make sure the piece has:
- A great beginning, words that paint pictures.
- A beginning, middle, and an ending.
- An ending sentence that brings the piece together.
- Read the piece with a friend.
- Make changes.
- Share the piece with the Editor.
- Make more changes.
- When the piece is just right, begin to publish!
- Illustrate the piece.
- Add the final touches: *a fancy cover *a dedication page * about-the-author page
In Science students wrapped up their unit on Matter. Students completed an activity observing different shapes of liquids. In the investigation, students poured liquids into different containers of different shoes and sizes. Finally, students observed the shapes and wrote his/her observations.
In Social Studies students discussed the Great Seal of the United States of America. Students observed a bald eagle with an olive branch in its right talon and arrows in its left talon. After students designed a new national seal to represent America and discussed their illustration with his/her peers.
Posted on March 6, 2018
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.
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