13March4

Reading:
Begin The Emperor's Egg 3/4-3/11 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 *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%;">*use video from discoveryed to build background on penguins

<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 with the prefixes re- and pre-.

<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 with nonstandard units. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Students measure objects/paper strips with large and small paperclips and record findings

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">I can measure with standard units. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*k-5mathresources: gummy worm/licorice ropes measuring/have students practice measuring their worm from a different start point <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*find the difference in length between two objects using standard units

<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%;">Writing:
<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;"> Cursive Begin <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">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. *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: <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: <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%;">3/4-3/8 College Week (Research/door decorating/exploring corner/spirit wear on Friday)
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">check ISAT specials schedule on wiki for changes
 * <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%;">Chutes and Ladders completed and discuss on 3/6 during common plan time
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Summer PD time: application process