13Feb25

Feb 25-March 1

Reading:
Begin Cool Ali 2/20-2/28 I:\All Staff\Grade 2\Curriculum\Reading\Cool Ali Learning Target: I can name antonyms. Focus Strategy: I can create mental images. *Vocabulary:admired, fussed, haze, mimicked, notice, pale *building background-Create a chart with weather words/how we feel pg 96T *Sharing Literature-Come on Rain! 96H/113E; Summer Shower 96P/119D (compare Ali to Tessie from Come on Rain pg 121F) *Guided Reading *trifold *Think and Respond questions/Extended response prompt *Retell story using problem/solution chart pg 113A *Grammar: I can use words that tell how many. *Word Work: I cuan use suffixes -ful/-less pg 121A *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%;">Begin The Emperor's Egg 3/4-3/11

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">I:\All Staff\Grade 2\Curriculum\Reading\Emperor Egg

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Vocabulary :flippers, hatch, horizon, miserable, slippery, waddled <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*building background-Web South Pole animals 122T <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*KWL chart 123C/145A <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Sharing Literature-Wow! It's Great Being a Duck 122H/145F My Father's Feet 122P/147D <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%;">*Think and Respond questions/Extended response prompt <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Fact/Fiction graphic organizer 145A, 149C <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*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 <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%;">*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%;">Spelling:
<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">I can spell words that end with -ing and -ly.

<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 measure objects using non-standard units. (2 days) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">-measure across the room with students <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;"> -measuring paths activity k-5mathresources.com <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">I can measure objects. I can draw lines using standard tools. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;"> -introduce standard units/measuring strips of paper/find things in room of a certain length <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">I can find the distance between two points on a ruler. I can measure an object using two units of different lengths <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;"> -warmup with measuring between two points <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;"> - measure desk with 2 non-standard units and compare

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Writing:
<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Finish under the sea projects Cursive Begin persuasive writing: immersion books

<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

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Activity 1: I can brainstorm ideas about water. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*complete KWL <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*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. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*review answers on the water fact cards <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*read a water cycle book

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Activity 3: I can observe evaporation. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*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). <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Make predictions on what will happen. Observe over the next 2 weeks. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Introduce vocaulary: evaporation and water vapor. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Read aloud: Follow a Raindrop

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Activity 4: I can observe and define evaporation. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Use sponge to make two wet streaks on the chalkboard. Fan one of the streaks, discussthe time it takes for each streak to evaporate. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Sing the "Water Cycle" song

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Activity 5: I can observe condensation. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">(ELMO) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Fill a jar with ice and water, add drops of food coloring. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Place jar on a white paper and let it sit. Introduce vocabulary: condensation and humidity. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*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. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Each group needs to place a damp paper towel into a baggie and seal. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Tape baggies to a window at an angle. Observe over a few days. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Make water cycle wheel.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Activity 7: I can write an acrostic poem. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Introduce and brainstorm precipitation. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Write an acrostic poem as a class using a water word. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*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. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Heat teapot filled with water on a hot plate. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Balance a cookie sheet with ice between two chairs over the hot plate. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Tap the cookie sheet to make it "rain" <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Discuss results

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">TO Do: <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Erin: <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Dan: <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Candyce: check out Read This Book by Melanie Watts/ check with nurse about gummy worm lesson <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">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%;">3/1 Institute day
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">3/4-3/8 College Week
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Chutes and Ladders completed and discuss on 3/6 during common plan time