13March11

=March 11-15 =

Reading:
Begin The Emperor's Egg 3/4-3/12  I:\All Staff\Grade 2\Curriculum\Reading\Emperor Egg  I can distinguish fact from fiction. I can use word parts to decode new words. *Vocabulary: flippers, hatch, horizon, miserable, slippery, waddled *building background-Web South Pole animals 122T *KWL chart 123C/145A *Sharing Literature-Wow! It's Great Being a Duck 122H/145F My Father's Feet 122P/147D *Guided Reading *trifold *Think and Respond questions/Extended response prompt *Fact/Fiction graphic organizer 145A, 149C *Respond to the story: write a diary entry describing a visit to the South Pole. Make a poster showing the life cycle of a penguin. 145B *use a tree map to classify fiction/fact in the story *use facts from tree map to createa poster about penguins <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Grammar: I can use words that compare. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Word Work: I cuan use suffixes -ingl/-ly pg <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Scavenger hunt <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Tacky the Penguin Thinking Map activity (point of view) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*leveled readers <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*test <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*use video from discoveryed to build background on penguins

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Begin The Pine Park Mystery 3/13-3/20 <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">I:\All Staff\Grade 2\Curriculum\Reading\Pine Park Mystery <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Focus Skill: I can identify story elements. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Target Strategy: I can use context clue to confirm meaning. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Vocabulary: caused, clasp, confused, cornered, objects, removes, typical <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;"> *building background-Web community workers 152T <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;"> *Sharing Literature-A History Mystery 152H/169E Compare/Contrast the Mysteries 175F Late for Breakfast-152P/173D <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;"> *Guided Reading <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;"> *trifold <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;"> *Retelling-complete story map 169A (flow map?) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Narrative Elements 173I <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Think and Respond questions/Extended response prompt <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Grammar: I can use present tense verbs <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Word Work: I can use prefixes re-/pre- <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Scavenger hunt <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;"> *leveled readers <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*test <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Reader's theater scripts

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Spelling:
<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">I can spell contractions.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Math:
<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">I can record data on a line plot. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;"> *Amount of people in the family line plot/ See line plot data # 15 on test <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;"> *k-5math resources lesson: students measure 10 objects record measurements on a line plot

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">I can solve word problems using length. (3 days) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*revisit open number line from unit and other strategies to solve <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">(EX: Dan has 3 inches of rope. He needs 5 inches. How much more rope does he need? k-5 math resources **make sure to do the paper clip question!)

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*work together to create a word problem to match a given equation

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">* Students create their own length word problems. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Level 1: student work with a partner to create their own word problem to match given equation/trade and solve <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Level 2: students work with a partner to collaboratively write a word problem to match given equation and solve <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Level 3: working in a small group with teacher guidance to create word problems for given equations and solve

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Writing:
<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;"> Cursive <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Continue Persuasive writing

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Science:
<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Begin water cycle unit Activity 1: I can brainstorm ideas about water. *complete KWL *Pass out water fact cards. Let students discuss in small groups whether they believe the fact is true or false. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Activity 2: I can discuss water facts. *review answers on the water fact cards *read a water cycle book <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Activity 3: I can observe evaporation. *Fill 4 jars to a marked line. Place 2 near the window (one with lid/one without). Place 2 away from window (one with lid/one without). *Make predictions on what will happen. Observe over the next 2 weeks. *Introduce vocaulary: evaporation and water vapor. *Read aloud: Follow a Raindrop <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Activity 4: I can observe and define evaporation. *Use sponge to make two wet streaks on the chalkboard. Fan one of the streaks, discussthe time it takes for each streak to evaporate. *Sing the "Water Cycle" song <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Activity 5: I can observe condensation. (ELMO) *Fill a jar with ice and water, add drops of food coloring. *Place jar on a white paper and let it sit. Introduce vocabulary: condensation and humidity. *Predict what color ring will be left on the paper.Discuss and explain. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Activity 6: I can observe condensation. *Each group needs to place a damp paper towel into a baggie and seal. *Tape baggies to a window at an angle. Observe over a few days. *Make water cycle wheel. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Activity 7: I can write an acrostic poem. *Introduce and brainstorm precipitation. *Write an acrostic poem as a class using a water word. *Have students write their own acrostic poem. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Activity 8: I can observe water vapor and water droplets form. *Heat teapot filled with water on a hot plate. *Balance a cookie sheet with ice between two chairs over the hot plate. *Tap the cookie sheet to make it "rain" *Discuss results <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">TO Do: Erin: Dan: Candyce: LMC: Can you pull some books that we can use to introduce persuasion/argument? We would also like some books to go with the water cycle unit. Thank you! :O)

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">SEL Targets:
<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">•I can listen to other people’s ideas •I can make positive choices when working with others. •I can identify ways to work and play well with others. •I can use my self control.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Notes:

 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Spirit Assembly 3/14
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Supply lists for incoming 2nd graders
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">No Flooding/Intervention 3/4-3/18
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Summer PD time: application process