13March18

Reading:
Begin The Pine Park Mystery 3/13-3/20 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: caused, clasp, confused, cornered, objects, removes, typical *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 (flow map?) *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 *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 -ew and -ui words.

<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 use unit 7 skills. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*test <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">I can <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">*Transfer task

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

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

<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%;">Summer PD time: application process
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Loren Long assembly 3/20
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Accelerated Math test: When do we want to give it...must be done by 3/21