Mrs. Hein’s 2nd Grade Parent Information

2010-2011

Overarching Theme: “Changes”

My homeroom students will be using a

multiage differentiated curriculum based on

the concept of “Change.” These four units

provide hands-on, discovery-based,

research-oriented activities. Basing

learning on such a broad concept helps

connect all curriculum areas, requires

higher-order thinking, and leads to more

meaningful understanding.

“Cycles” incorporates Communication Arts, Social Studies, Science, Ecology, and Math.

Overview of the Cycles Unit (1st quarter):

In this study of cycles, we will examine the difference between a pattern and a cycle. We will explore the life cycles of insects, the water cycle, the lunar cycle, and other cycles that help regulate our lives. Students will begin to appreciate the importance of cycles in our world as they understand our dependence upon calendars and clocks to mark time. Students will examine the importance of recycling waste and the impact this simple act will have on future generations. After completing this unit of study, students will have a greater appreciation of the cycles that give order to our world.

Cycles

Communication Arts Skits

Songs

Story mapping

Social Studies Map skills

Geography

Landforms

Citizenship

Science Metamorphosis

Water Cycle

Life Cycles

Lunar Cycle

Waves

Photosynthesis

EcologyRecycling

Protecting natural resources

Math and Science Patterns

Calendars

Time

Ratios

Percentages

“Symbols” incorporates Communication Arts, Social Studies, Science/Math, and Literature.

Overview of the Symbols Unit (2nd quarter):

In the Symbols curriculum, we will explore why symbols are used, the origin of some symbols, and the universal acceptance of others. We will compare shields of old with modern day mascots, investigate symbols of other societies, and identify patriotic symbols. A search and study of practical symbols such as symbols for traffic, weather, and maps will be conducted. As students discover both concrete and abstract symbols, they will learn to appreciate the things these represent in the world.

SymbolsCommunication Arts

Convenience of symbols

Universal need for communication

Ancient writing

Social Studies

Symbols used in a city

Symbols used on a map

Patriotic symbols

Shields and mascots

Literature Literary symbols

Visual symbols

Homophones

Math and ScienceOperational symbols

Nature’s indicators

Chemical symbols

“Faces” incorporates Communication Arts, Art, Psychology, and Math/Science.

Overview of the Faces Unit (3rd quarter):

All kinds of faces are categorized, examined, and created during the Faces curriculum. We will learn the definition of “façade” in relation to concrete objects and people. We will design masks to reflect what is behind the face. Students will analyze and scrutinize faces in art as well as on the moon and Mars. Practical geometric problems will be solved and cultural differences will be explored. Students will be delighted to “face” the world from an entirely different perspective!

Faces

Communication Arts

IdiomsMyths Biographies/Autobiographies

Art Portraits

Masks

Psychology Facial expression

Emotions

Personality

Judgments

Math and Science Geometry

Symmetry/Asymmetry

Fractions

Measurement

Circles

Nature/environment

“Gifts” incorporates History, Natural Resources, Literature, and Economics.

Overview of the Gifts Unit (4th quarter):

In this unit, we will explore the value of giving and receiving gifts. Using literature, the ideas of gifts to society, gifts of talents, and gifts of self will be discovered. Students will learn why collecting is a major hobby. Students will also study the need to preserve gifts of different kinds. Historical gifts, such as the first flag, the United States Constitution, and the Declaration of Independence are considered priceless and are preserved in museums. Should our natural resources be considered as precious? Students will explore these and other dilemmas.

GiftsHistory

Preservation of historical itemsJudgment of value by others

Natural Resources Recycling

Preservation and conservation

Literature Being a giver

Types of gifts

Economics Supply and demand

Producers and consumers

Language Arts Block

Mrs. Stillions and I will be using a block approach to teaching reading, language, and writing. Our homerooms will be regrouped for instruction during this block of time (9:30-11:00) to accommodate the differing learning needs of our students. HA language arts students from both our classes will work together in one classroom, using the district-designed HA curriculum and related materials, and the remainder of our students will work together in the other classroom, with flexible instruction designed and differentiated for achievement level(s). This block of time will incorporate parts of "The Daily Five" organization for literacy instruction. Groupings are flexible and children may move from one group to another throughout the year.

Both groups will use a variety of materials to aid in the learning of essential reading and writing skills. These include (but are not limited to): *Basal anthologies, of which we have several to choose *Literature units based on novels/chapter books *Junior Great Books *Scholastic Reading Cards *Comprehension Toolkit with accompanying trade books (new this year) *National Geographic magazine *Weekly Reader magazine *"Jacob's Ladder" reading comprehension program (new this year) *6+1 Writing Traits materials (2nd and 3rd grade) *Lucy Calkins Units of Study for Primary Writing (new this year) *Shurley English *Beyond Words Integrated Curriculum Unit (HA)

Novel/Story Themes

• August: September: Friendship and School

• October: November: Explorers and Pioneers

• December: Holidays• January: Myths, Fables, and Tall Tales• February: Biographies• March: Author Study• April: Genre Study• May: Journeys and Adventures

Spelling and Phonics

• Spelling is based on our Intensive Phonics lessons. Much of this instruction will take place in the homeroom.

• Phonics skills will also be taught during our Literacy Block to aid in word recognition, decoding, writing, and vocabulary.

• This year, spelling tests will be done on the computer through SpellingCity.com, saving time and paper. This is a valuable tool which can be accessed at home for additional practice on the assigned spelling list.

Spelling Lists

Our spelling lists consist of 20 words coordinated with

Intensive Phonics lessons. Also, there are usually a few

“Most Common Words” in each list. These are words that

children are likely to see and use most frequently and do

not always follow “the rules.”

I will give a pretest each Friday of the upcoming week’s

spelling list, then you will receive a new list in your child's

folder that day. Those students missing 2 or less on the

pretest will be given a “Challenge List” of words for the

following week. The “Challenge List” will have 18 words on it.

If a student misses 1 or 2 words on the pretest, these words

will be added to the “Challenge List.”

Math

• Students will be placed in achievement- level math groups based on NWEA scores (from the beginning of second grade) and teacher recommendations from 1st grade.

• Math groups will meet for 1 hour each day (11:10-12:10), beginning at the end of August or the first week in September.

“Rocket Math”

Children are expected to have mastered all addition facts

in first grade. We will begin on Level A of subtraction in

second grade. To establish a realistic goal, every child is

given a writing "speed test" to determine how many

answers can be written in one minute. Your child

progresses from one level to the next by accurately

completing his/her goal for one minute. After six

unsuccessful tries, your child will be asked to say the

answers orally. If he or she can answer all 40

accurately and quickly, the student moves on to the next

level.

• I look forward to an exciting, busy, fun-filled year. You will be amazed at how much growth your child makes during this important year-academically, socially, physically, and emotionally!

• Please make use of our classroom website for updates and information. Don’t hesitate to contact me with questions or concerns.

"Do not go where the path may lead, go instead where there is no path and leave a trail."

Ralph Waldo Emerson