12Sept24

= September 24-28 =

CoGat Testing: Monday: 9:40-10:35 Tuesday: 9:45-10:45 Thursday: 9:30-10:30

**Reading** Henry and Mudge
I:\All Staff\Grade 2\Curriculum\Reading\Henry_Mudge (Begin 9/18-9/26) Learning Target: I can identify the setting of a story and explain why it is important. Focus Strategy: I can self correct as I read. *Vocabulary *Building Background: *brainstorm activities that are more fun with a friend then alone *compare and contrast themselves to their friend  *compare and contrast the girl and do from Get Up and Go *Guided reading *Sharing Literature: Otis- 82H/95E, A Book of Friends 82P/97D *commands vs. exclamations (grammar) *Compare and Contrast Henry/Mudge (partners work on circle map for Henry and one for Mudge; come together as a class to create a double) *Retelling-story map (flow chart) *Scavenger hunt *Walk through test as a class on day 6
 * Prereading Strategies:
 * Preview/Predict Setting
 * Discuss Genre
 * Set purpose
 * leveled readers
 * Think and Respond questions/Extended response prompt
 * [] Check out this link for some great resources!**

I:\All Staff\Grade 2\Curriculum\Reading\Frog and Toad Learning Target: I can compare and contrast characters and setting. Focus Strategy: I can create mental images <span style="font-family: Georgia,serif;">*Vocabulary: alone, cheer, fine, meadow, reason, spoiled <span style="font-family: Georgia,serif;">*Building Background: 100T Define friends (circle map) Why are people friends? How are friends alike? What do friends do for each other? What do you do with your friends? <span style="font-family: Georgia,serif;">*Guided reading <span style="font-family: Georgia,serif;">*naming parts (smartboard, pull who/what cards and write sentence) <span style="font-family: Georgia,serif;">*Create a circle map for Frog/Toad and transfer that information onto a double bubble map on the smartboard as a class. <span style="font-family: Georgia,serif;">*Scavenger hunt <span style="font-family: Georgia,serif;">*mental image drawings (read descriptive passage, student draws mental image, compare on elmo) <span style="font-family: Georgia,serif;">*mental image (teacher reads part of a picture book without showing the illustrations, student draws mental image and compare to the story illustrations) <span style="font-family: Georgia,serif;">*leveled readers <span style="font-family: Georgia,serif;">*Walk through test as a class on day 6 Tuesday 10/4
 * Begin Frog and Toad 9/28-10/5 **

**Math:**
Monday- 2.2 I can practice addition facts. Tuesday- IF focus day: I can classify even and odd numbers Wednesday-2.3 I can solve doubles facts Thurs/Fri- 2.4/2.7 I can turn around addition facts.

Math intervention:
 * add 3 single digit numbers
 * continuous practice with word problems

Continue First Twenty Days District writing assessment
 * Writing: **

Activity 5- I can compare capacities of boats. Activity 6- I can test capacity of different containers. Activity 7- I can compare the capacity of boats made from different materials. Activity 8- I can observe and discuss results of the boat challenge.
 * Science: **

Candyce:
LMC: Can we please have a bin of Henry and Mudge books to go along with our Harcourt story. If there any "Puppy Mudge" we could use those too. Thanks!!

**SEL Targets:**

 * 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.


 * Notes: **
 * CoGat Testing
 * Sight words assessments
 * Picture day 9/25?
 * Gustavo co-teaching 2G 9/28 -lit block