• Room 185 November/December News:

Can I just start with a huge THANK YOU all the families?

It is such a wonderful feeling knowing how appreciated you are and this class makes me feel that everyday!  Everyone I speak to has something positive to say and the warm feeling this produces flows over the entire day.  Between conversations with kids and parents there is no shortage of “Good Vibes”. I am truly blessed to work where I do and am looking forward to a great rest of the year.   As always, please let me know if there is anything I can do to support you or your children.

Peace,

Michele

Math: Unit 3 – Place Value, Money and Time

In this unit students continue to develop the skills they have been working on in last 2 units.  The essential questions for this unit are:

• How do place-value concepts provide a convenient way to compose and decompose numbers?
• How does the size of the unit determine the number of times that it must be iterated to count or measure a quantity?

 Content (Students will know...)
• Makes sense of problems and perseveres in solving them
• Attends to precision
• Reasons and explains
• Models and uses tools
• Uses tools such as diagrams, number lines, tables, and graphs to represent the relationship of the quantities in a problem
• Writes equations to represent the situation
• Interprets mathematical results in the context of the situation
• Considers and uses appropriate tools to solve problems
• Sees structure and generalizes
• Looks for and identifies properties, relationships, and patterns to reason and make sense of mathematics.
• Uses identified properties, relationships, and patterns to solve problems
• Looks for rules or shortcuts that grow out of a set of repeated calculations or a repeated process
• Checks results along the way

 Essential Vocabulary

Bold=New Vocabulary

• ones, tens, hundreds
• skip count
• expanded form, standard form, value, place value
• a.m./p.m.
• dollar, penny, nickel, dime, quarter, half dollar, cents, dollar and cent notation
• bar graph

This is a very exciting unit where children will practice the strategies needed to read and comprehend non-fiction text.  This skill will connect with our next writing unit “All Abouts”.

 Content (Students will know...)

-study text features

-monitor comprehension by quickly summarizing what has been read so far

-connect new learning to background knowledge

-figure out word meanings

 Essential Vocabulary

​Text Features:

Caption​- word or words used to describe a photograph or illustration

Diagram- a labeled illustration

Glossary- an alphabetical list of key vocabulary found in a text with the definitions for those words

Heading- title of a section of book, usually in bold print

Index- list of page numbers showing where key vocabulary is found in the text

Label​- word or words used to name/describe parts of a diagram

Subheading- a section within the heading, which focuses on a specific part of the larger topic

Writing: Unit 2 – Writing Information Books (All Abouts)

As mentioned in the previous reading section students will be writing books about subjects they know a lot about and can teach their reader about.  We will be focusing on their own knowledge for this part of the unit and will add research later in the year. However, some students may add some data towards the end of their writing.

 Essential Questions

What is the purpose of writing an informational book?

How does informational writing differ from narrative writing?

 Content (Students will know...)
• writers read to get ideas for their own writing
• informational writing is writing to inform
• features of informational writing
 Essential Vocabulary

-Caption​ word or words used to describe a photograph or illustration

-Diagram a labeled illustration

-Glossary an alphabetical list of key vocabulary found in a text with the definitions for those words

-Heading title of section of book, usually in bold print

-Label​ word or words used to describe parts of a diagram

Social Studies: (will begin mid Dec)

Students be studying the West African country of Ghana.  We will be working with other 2nd graders to discover this amazing area and the wealth of information we can learn from studying its people, money and traditions.

 Essential Questions

How is culture reflected in society?

How are cultures alike/different from each other?

How does understanding other cultures strengthen communities?

What can we infer about Ghanaian culture by examining artifacts?

What can I learn about my classmates by studying countries, historic events, famous people, and cultural traditions?

Essential Questions by Lesson:

Lesson 1: How does our background knowledge shape our understanding of a country or continent?

Lesson 2: What can photographs and map tell us about Ghana?

Lesson 3: What can we learn about Ghana by looking at the money?

Lesson 4: What can we learn about a country from its coat of arms (national symbols)?

Lesson 5: What is daily life like for some children in Ghana? How are their lives similar and different to my life?

Lesson 6: How do Kente cloth and Adinkra symbols help us to learn about Ghana?

Lesson 7: How can one person work to change unfair beliefs or laws for a whole group?

 Content (Students will know...)
• the location of Ghana and major geographic features
• schooling, language, history, symbols, agriculture, climate, and environment of Ghana
• well-known sites, events, and landmarks in Ghana and their importance
• cultural traditions are dynamic and change over time
• how one person can work to change unfair beliefs or laws for a whole group

Essential Vocabulary:

Lesson 1: Africa, continent, country, Ghana

Lesson 2: geography, urban, rural, lake, river, coast, rainforest, farming, grassland, Accra (capital) , Volta River, Kumasi (city), Takoradi Harbor, Akosombo Dam, Lake Bosumtwi

Lesson 3: Cedi, independence, government

Lesson 4: symbol, coat of arms, motto

Lesson 5: Kente cloth, uniform, compound (as in family compound), rural, urban

Lesson 6: Kente cloth, Adinkra symbols, weaver, loom

Lesson 7: stereotype, activist, disabled, handicaps, parliament, prostheses