minutes_03192012

March 19-23 Reading: Continue Pine Park Mystery 3/15-3/23 I:\All Staff\Grade 2\Curriculum\Reading\Pine Park Mystery Focus Skill: I can identify story elements. Target Strategy: I can use context clue to confirm meaning. *Vocabulary  *building background-Web community workers 152T  *Sharing Literature-A History Mystery 152H/169E Compare/Contrast the Mysteries 175F Late for Breakfast-152P/173D  *Guided Reading  *trifold  *Retelling-complete story map 169A *Narrative Elements 173I *Think and Respond questions/ Extended response prompt *Grammar: I can use present tense verbs *Word Work: I can use prefixes re-/pre- *Scavenger hunt  *leveled readers *tes t **[] Check out this link for some great resources! (Nice find Candyce!!)**

Intervention time: Time to Read/Time to write (pillars) Use MCAP/MCOMP scores to review as needed MCAP -probe
Spelling: Lesson 23 or review because of shortened week? <span style="font-family: georgia,serif; font-size: 19px;">Math: <span style="font-family: Georgia,serif;">9.5 I can solve distance word problems. <span style="font-family: Georgia,serif;"> 9.6 I can explore capacity, area and measuring. <span style="font-family: Georgia,serif;">9.7 I can find area of reactangular figures. <span style="color: #000000; font-family: Georgia,serif; font-size: 20px;">Science 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.
 * Activity 2:** I can discuss water facts. *review answers on the water fact cards *read a water cycle book
 * 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
 * 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
 * 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.
 * 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.
 * 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.
 * 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: Georgia,serif; font-size: 19px;">Writing: Expository: Reviews Students need to check out and read a library book (picture book??) to use for their book review. Read a book aloud for modeling the book review process, complete a graphic organizer for read aloud. Students use same organizer for their chosen book. Model writing a summary from organizer; students write a book summary. Model/Add reccomendations for book review.
 * Immersion:** read a variety of reviews to become familiar with the genre. [] Have I Got a Book for You by: Melanie Watts? Reading Rainbow Book Reviews on Discovery.ed
 * Close Study**: getnerate a definition of a book review, the features of a good review and possibly read/rate some examples
 * Generating-Draft:**
 * Revise-Edit**
 * Final Draft:** written copy or possibly a poster

<span style="color: #000000; font-family: georgia,serif; font-size: 17px;">SEL Targets:
 * <span style="font-family: Georgia,serif; font-size: 13px;">I can listen to other people’s ideas
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 13px;">I can make positive choices when working with others.
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 13px;">I can identify ways to work and play well with others.
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 13px;">I can follow directions
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 13px;">I can manage my behavior.

<span style="color: #000000; font-family: georgia,serif; font-size: 17px;">Notes: <span style="color: #000000; font-family: georgia,serif; font-size: 14px;">*4 hours of "summer hours" to revamp unit adding 21st century and SEL-will be done in the spring... <span style="color: #000000; font-family: georgia,serif; font-size: 14px;">*3/20 SIP day <span style="color: #000000; font-family: georgia,serif; font-size: 14px;">*3/23 Half day with students/half day teacher work day <span style="color: #000000; font-family: georgia,serif; font-size: 14px;">*End of quarter March 23 <span style="color: #000000; font-family: georgia,serif; font-size: 14px;"> *Spring Break 3/26-3/30 The order of writing units are:Writer's workshop, paragarph writing (3 weeks). Letter writing (2 weeks), Narrative: slice of life, Persuasive, expository: review, poetry, expository: biographical sketch. There will then be a few weeks left over.
 * PDW-