2nd Grade News

HAPPY NEW YEAR!

We hope you all had a restful vacation with your family and friends. The students will begin the new year working on the following skills and concepts.

Math-Chapter 4 Using Bar Models

The students added and subtracted numbers up to 1,000 in chapters 2 and 3 and applied the concepts and strategies used in these operations to solve real-world problems. In this chapter, the students will learn strategies such as adding on and taking away sets represented by bar models to solve addition and subtraction problems. They will also learn to compare two models to solve more complex addition and subtraction problems. A combination of all these strategies is used in solving two-step real-world problems. The part-part-whole concept illustrated in bar models teaches children to represent values on a single bar model by dividing the model into parts. Because it is not feasible to represent large numbers with concrete models such as base-ten blocks, children will instead use bar models to create a pictorial representation of sets as parts making up a whole. The children will practice labeling the bars with words and numbers to illustrate the word problem, and then they will identify the known and unknown parts or whole. Comparing sets using bar models helps children determine the appropriate operation for a given problem and provides them with a visual cue for the part-part whole concept as well as the concepts of more than and fewer than. The importance of bar models to the Singapore approach cannot be over-emphasized. This model is used consistently from grade 2 and up, and is the foundation for proportional reasoning and algebraic thinking in later grades. It works as well for part-whole relationships and comparisons in grade 2 as it does for fraction operations and proportions in grade 5 and is a major factor in the Singapore success story.

Reading

For the next few weeks, the children will be learning about many different people in history by reading biographies. They will learn about where the person was born, why the person was famous, and if and how this person made the world a better place. In honor of Dr. King’s birthday in January, we will begin our discussions by learning about Dr. Martin Luther King Jr. and Rosa Parks. After reading several biographies, both individually and with partners, students will be asked to write a biography about a special person in their lives. To conclude the study, the children will write an autobiography about themselves and share their hopes and dreams for the future.

Language Arts

The skills that will be taught this month in phonics include:   spelling with /ke/, /ve/, y as a vowel, digraphs ng, ph, ea, gn, kn, wr, ou, ow, ai, ay, and diphthongs ou and  ow. The children are learning to write lowercase letters in cursive and will begin to connect those letters to form words. The grammatical skills that we will focus on are:  reviewing nouns, verbs, locating the subject and predicate of a sentence, and introducing complete and incomplete sentences. Ongoing practice of the correct use of the mechanics of writing, which include the capitalization of proper nouns and using punctuation marks, will be reinforced daily.

Social Studies

The children will be working on building their knowledge of basic map skills including using a Compass Rose, cardinal and ordinal directions, map symbols, map grids and landforms. Our study of map skills will then flow into our next unit, glaciers and life in the Arctic, as we continue the thematic study of our changing Earth.

Math – In this chapter, Subtraction up to 1,000, the children will learn two types of multi-digit subtraction:  basic subtraction without regrouping and subtraction with regrouping. The children are taught subtraction with regrouping using base-ten blocks and place-value charts as concrete representations, aiding the students in visualizing the regrouping of tens as ones, hundreds as tens and hundreds as tens and ones. For example, in the evaluation of 242-128=____, the students are led to deduce that 4 tens and 2 ones in 242 can be regrouped as 3 tens and 12 ones. The same strategy is applied in regrouping in the hundreds and tens places and regrouping in the hundreds, tens, and ones places. The students are also reminded that addition and subtraction are inverse operations so addition an be used to check subtraction. Another method of subtraction taught in this chapter is subtraction across zeros. In this particular situation, regrouping is done in the hundreds first, followed by tens and ones. For example, in the evaluation of 200-76 = ___, 200 is regrouped as 1 hundred and 10 tens and this is further regrouped as 1 hundred, 9 tens, and 10 ones.

Chapter 3 Subtraction up to 1,000

Thematic Unit – Discovering Dinosaurs

After learning about our Earth, rocks and fossils the students will now dig up information about dinosaurs. During the next weeks the students will be starting a mini-research project on a dinosaur of their choice. The children will collect, restate and organize facts. Students will use resources in the classroom for their research, and they will also learn to collect information from trusted websites on the Internet. They will then present the information by creating a diorama and a book that encompasses all the facts they found.

Math- The children have learned addition up to 100 in first grade. They were taught the basic addition algorithm of adding from right to left (from the ones place to the tens place). They have been introduced to the Commutative Property of Addition (a + b = b + a), the Associative Property of Addition (a + b + c = [a + b] + c = a + [b + c]) where a, b, and c are whole numbers, and the Identity Property in Addition: n + 0 = 0 + n = n, where n is any number. The children were taught how to compose and decompose numbers through place value and number bonds. Children have also been taught to apply place value in addition with numbers up to 100.

In this chapter, the student will apply these concepts to 3-digit numbers. They will be taught multiple regroupings by using base-ten blocks and a place-value chart as concrete representations, allowing them to visualize addition with regrouping in the ones and tens places. For example, in the equation 125+ 237= ___, the sum of digits in the one place equals 12 ones. The children are led to deduce that 12 ones can be regrouped as 1 ten and 2 ones. Therefore, the sum of digits in the tens place would be 1 + 2 + 3 = 6. The same strategy is applied in regrouping in the tens place and regrouping in the ones and tens places.

Chapter 2 Addition up to 1,000

Language arts-The children have been learning about common, proper, singular and plural nouns. They enjoyed singing and acting out verbs from viewing a “rap song” about action verbs on the Smart Board. This month, the students will be learning about present, past and future tense verbs. The children are working on proofreading their writing by focusing on the capitalization of proper nouns including the word I.  Through a variety of literature in reading teams, the students are learning to answer comprehension questions in complete sentences. They are learning to predict, understand the main idea, and summarize what they have read.

Thematic Unit – The theme of “Our Changing Earth” has now taken us into the past. The children will learn about life millions of years ago by the evidence found by scientists through different types of fossils. The students will learn about cast, trace and imprint fossils and how the discovery of them has opened up a window into the past. The children will take their prior knowledge about rocks and learn about how many fossils are found in sedimentary rocks. We will also discuss the importance of fossil fuels and how we as humans can help preserve and protect our natural resources.

*Check out the “Fossil Fun” game under the column with the heading Other Websites.

Some of the vocabulary words that they will be introduced to are the following:

amber

cast

era

evidence

extinct

fossil

fossil fuel

fossil record

geologic timescale

imprint

mineral

mold

paleontology

petrification

preserve

sediment

tar pit

trace fossil

The students enjoyed the beautiful weather today at the Norman Bird Sanctuary . The children became amateur geologists as they investigated the fascinating sedimentary, igneous, and metamorphic rocks of Aquidneck Island. They hiked along the beautiful Sanctuary ridges and explored the changing landscape.

In math, the students have learned to extend their concept of numbers, and how to count, read, and write up to 1,000. Base-ten blocks, place-value charts, and number lines have been used to develop the association between the physical representation of the number, the number symbol, and the number word. The concept of place value of ones and tens is reinforced and the children are now taught the hundreds place. The students are expected to be able to identify a number and place it according to the value of its digits in terms of ones, tens and hundreds. They are also expected to be able to identify numbers in both numerals and words. For example, when given the number 538, the students should be able to read, recognize and write it as five hundred thirty-eight in words. This is a fundamental skill which children may need later on in life for everyday activities such as writing a check.

The students are encouraged to compare and verbally describe more than two numbers in a set using the terms least and greatest. The ability to compare will also enable students to grasp the increasing or decreasing order of numbers and complete number patterns. This skill will help children in understanding other topics that they will learn later in the upcoming units such as length, weight, and volume, when they have to compare different units of measure.

In language arts, the children have been reading the following pieces of literature: ”Boxes for Katje” by Candace Fleming, “Because of You” by B. G. Hennessy, “For the Love of Our Earth” by P.K. Hallinan, “The Elves and the Shoemaker” by Brothers Grimm, “The Lion and the Mouse” retold by Michael Morpurg and “Corduroy” by Don Freeman. Through these different genres, the children have been discussing the theme of Kindness and have been discussing how each story relates to their daily lives. The comprehension skills and strategies taught were:  making connections, main idea and details, asking questions, summarizing, drawing conclusions, predicting, clarifying, visualizing and recognizing what is reality or fantasy.

In phonics and grammar, the children are learning about short and long vowels,  the c and k spelling rules, syllabication and digraphs ck, th, sh and ch. The children are also learning about common and proper nouns and action verbs.

During our thematic unit of study, the children are learning about our ever changing Earth and how it works. So far, they have learned about Earth’s four layers, plate movements and continents. Through hands-on activities such as dissecting chocolate covered cherries, Oreo cookies, hard-boiled eggs and a halved apple, the children were mini scientists and used the process of discovery to help them collect new information, make predictions, hypothesize and draw conclusions. The highlight for many of the students was making a clay model of the Earth with the inner core, outer core, mantle and crust, then cutting it apart to visualize the layers. After reading information about the layers of the Earth with the children, one of the students said, “How do the scientists really know if there is a core if they can’t drill that deep?” Having our children challenge and explore information is a wonderful thought process that keeps them searching for more knowledge.

The following link is the slideshow from Back-to-School Night. Enjoy!

Below are the chapter newsletters that coincide with Math In Focus for second grade. Click on a chapter to access an overview of what skills will be covered, a list of important math vocabulary for the chapter, and a suggested activity that can be done at home to strengthen the concepts we are currently teaching.

*Chapter 1 – Numbers to 1,000

*Chapter 2 – Addition up to 1,000

*Chapter 3 – Subtraction up to 1,000

*Chapter 4 – Using Bar Models: Addition and Subtraction

*Chapter 5 – Multiplication and Division

*Chapter 6 – Multiplication Tables of 2, 5, and 10

*Chapter 7 – Metric Measurement of Length

*Chapter 8 – Mass

*Chapter 9 – Volume

Thank you parents for joining us at Back to School Night last week. We enjoyed sharing the curriculum with you. The following is the handout from the evening.

A Typical Day in Second Grade

Arrival and Morning Meeting

After the students arrive and turn in their homework, they are greeted with a morning message on the whiteboard that will usually include a question for the students to answer.  Messages might include important information about the day or an interesting fact, concept or event to think about.  These messages are meant to welcome students back to school, focus the students’ minds and ready them for the day.  After they have had the chance to read and respond to the morning message, the students and teacher will gather on the rug for morning meeting. At this time the teacher guides the children through a discussion about the upcoming day, often prompted by the daily morning message, and also encourages them to share news with the class.  Children take on responsibility for their learning environment through their weekly “jobs.”  For example, the Morning Leader is in charge of leading the students during morning meeting.  The librarian is in charge of caring for our library area and the books.  The class historian is in charge of chronicling our classroom news each week.  Other “jobs” include our class poet who recites a poem that he or she chooses, and the classroom Joke-of-the-Day.  The children learn “Brain Gym” to keep their minds sharp and their bodies limber; and also move at different points of the day with songs, chants and games. As research shows, movement and exercise breaks during the school day not only help build a positive, life-long attitude towards exercise, but also improve academic performance.  The routines and activities outlined above are important components towards creating a vibrant learning environment where students can feel a sense of connectedness with each other and with the larger community.

Mathematics

Math in Focus, The Singapore Approach, is the program that is used in lower school. This program addresses fewer topics in greater depth at each level. Knowledge is built carefully and thoroughly by using many hands-on activities with manipulatives as well as extensive skills practice. Math in Focus interlocks concepts and skills with visual representations. Extensive problem solving merges conceptual understanding with computational skills. It uses clear and engaging visuals that present concepts and models solutions. Its consistent use of the concrete-pictorial-abstract, repeatedly “models” the model-drawing problem-solving strategy. Students draw on prior knowledge as they combine problem-solving strategies with critical thinking skills. It is important to note that each task and each activity, as simple as it may seem, is a necessary building block for more complex skills the children will encounter later in the year as well as in later grades. Practicing math facts is essential in helping your child build a solid base for more complex problems. Please use flashcards or the links on the second grade website for other activities. The following are the chapter themes.

Ch 1- Numbers to 1,000

Ch 2 – Addition up to 1,000

Ch 3 – Subtraction up to 1,000

Ch 4 – Using Bar Models:  Addition and Subtraction

Ch 5 – Multiplication and Division

Ch 6 – Multiplication Tables of 2, 5, and 10

Ch 7 – Metric Measurement of Length

Ch 8 – Mass

Ch 9 – Volume

Reading

Reading is taught through a combination of whole group lessons with our “Imagine It” core reading program and “Guided Reading”. The units include:  Kindness, Let’s Explore, Around the Town, Look Again, and Courage. Comprehension skills, grammatical skills and the writing process are taught through the lens of each unit’s topic. The Guided Reading program is implemented using flexible groupings and individualized instruction. Throughout the year, the children learn about different genres of literature. The children will also read a variety of chapter books which will directly connect with the themes in social studies and our core reading program.

Phonics/Spelling/Handwriting

Children will be participating in the Saxon Phonics and Spelling Program. This program involves teaching children the phonetic value of letters, letter combinations, and syllables. At the beginning of the year, we review the skills learned in first grade. As the year progresses, we cover higher-level skills geared towards improving and solidifying your child’s reading and spelling skills. In this program information is presented incrementally and reviewed daily. New learning gradually builds on old learning, and practice reinforces both. In this way, your child will experience success every day. There are a few ways you can help your child. Worksheets and assessments will be sent home for you to review. On the back of each worksheet is homework that is similar to the work done in the class. Each week your child will bring home a list of spelling words that he or she will be tested on later in the week. These lists contain a mixture of words with “phonetic” spelling, which can be spelled using the rules taught in class, and “sight” words that have irregular spellings and must therefore be memorized. Manuscript handwriting practice is daily. Mid-year the students will be introduced to the strokes that are the precursor to cursive writing.

Social Studies/Science

The social studies and science themes are intertwined closely. The overall theme is “Our Changing Earth.” The topics that will be introduced are:  Rocks and Fossils, Dinosaurs, Volcanoes, Islands/Australia, and the Ocean. The children will be doing research projects, reports, and presentations that coordinate with

the various themes.

Homework

Please visit our second grade site on the St. Michael’s Sub-Web to review tips and suggestions from our Welcome Letter to you.  We hope to work with you to make homework stress-free.

http://smcds.org/2ndGrade/

Other Information

*Please visit our website for upcoming events, class information and sites to go to practice math facts.

*Yardsticks by Chip Wood is an excellent book which provides valuable information about children and their growth patterns (physical, social-emotional, language, cognitive and motor ability) from ages 4-14.

*Call or email us if you have any questions or concerns.

Karen Andrade

kandrade@smcsd.org

Ext. 318

Carol Anguilla

canguilla@smcds.org

Ext. 318

Dear Parents,

Welcome to second grade! It is truly an exciting year. In second grade, children become stronger readers, math students, writers, and spellers. They can focus for longer periods of time than they did in first grade. It is a dynamic year of growth and mini-miracles. In the first days of school, we will ask the children what they’d like to learn and accomplish this year. As a class, we will then create rules that will enable all members to fulfill their school hopes and dreams. When we meet at the “Back to School” night on September 15th, we will provide you with an overview of our curriculum. To ensure a smooth beginning to the school year, please read these notes carefully and save them for future reference.

School Hours

School hours are from 8:00 am to 2:45 pm every day. You may drop your child off as early as 7:45 am. This gives the children time to go to their classrooms, put away their backpacks, homework and begin with a stress-free start to the school day. If you know in advance that your child will be leaving early, please send a note into school or send us an email to let us know. This way, we can be sure to have your child packed and ready to meet you when you arrive.

If your child will be absent, please call the school at (401) 849-5970. If you need to take your child to the doctor or out for vacation, we ask that you please try to schedule these absences for days or times when we are not in school.

Dress Code

Please check the St. Michael’s dress code in the school calendar or website.

Snack, Lunch and Birthdays

Children may bring a healthy snack for morning recess. Suggested snacks include fruit, vegetables, cheese, yogurt, or pudding. If you would like some additional ideas, take a look at the healthy snack list at www.betterschoolfood.org. You may sign up your child for school lunch on Power School. Milk and orange juice will not be provided this year. Please make sure your child has something to drink with their lunch and snack.

To be sensitive of food allergies, Rebecca Postma, our school nurse, has provided the following list of acceptable foods to send into school if you would like us to celebrate your child’s birthday.

Suggested foods:

• Smart Food popcorn
• Popsicles
• Fudgesicles
• Fruit
• Cheese
• Veggies
• Jell-O
• Pretzels
• Hoodsie Cups (Hoodsie brand only)
• Del’s Lemonade

Labeling

Please label anything you send in with your child (i.e. outerwear, backpack and lunchboxes/bags). If your child brings money to school for bake sales or Dress Down Days, please put the money in a ziplock bag and write your child’s name on it.

Dressing for P.E. and Art class

Please have your child wear pants/shorts and socks on the days that he/she has P.E. Shorts are permitted until October 1st. Also, send an extra pair of sneakers that WILL NEED TO BE LEFT IN THE GYM. The sneakers can be old or new, as long as they fit well. Also, please be sure your child dresses appropriately on the day that he/she has art class.

After School Pick-Up

Children MUST have a note whenever the routine after school pick-up arrangements are changed. Your child’s safety is extremely important to us.

Homework

Homework is designed to help students reinforce key concepts and process and solidify new information. It also provides time for extra practice of skills and reflection on how much they’ve learned. To “help or not to help” children with their homework is often a dilemma for parents. Keep in mind that the primary responsibility for homework is that of your child. Developing strong work habits and a sense of responsibility is of great importance to a child’s success in school. One of the best ways to help children become independent and responsible learners is to encourage them to take ownership of their homework. If your child needs extra help or truly doesn’t understand something, let us know. You may consider writing on the assignment, “done with parental help,” or you may write a seperate note. Knowing where children are having problems on homework helps us to better help them.

Following are some of the best ways you can help your children with their homework:

• Help your children develop a routine time for homework.
• Provide a distraction-free place with appropriate materials- a box with pencils, markers, erasers, etc.
• Encourage them to be responsible by making sure they put their homework in their backpack when completed.

In second grade, we ask that you initial the assignment book each night. We expect that your child will spend between 20 and 30 minutes a night on homework.  Please let us know if you find that your child is consistently spending more time than expected.  Please be sure to check your child’s homework folder for papers to stay at home.

Where to find Second Grade News

Please check our website regularly at http://smcds.org/2ndGrade/ for news and information. There are also links on the website that your child may use to study math facts, spelling words, and play related social studies games.

We look forward to working with your child this year and hope you will feel free to call or email us if you have any questions or concerns. We try to check our voicemail and email throughout the day, and we will respond to you as soon as we can. If your message needs immediate attention, dial extension 300 for Ms. Berta, Director of Communications, in the front office. It is very important to all of us at St. Michael’s that you and your child have a great year!

Thank you!

Karen Andrade

Ext. 318

kandrade@smcds.org

Carol Anguilla

Ext. 319

canguilla@smcds.org