Presentation on theme: "Mrs. Hein’s 2 nd Grade Parent Information 2010-2011."— Presentation transcript:
Mrs. Hein’s 2 nd Grade Parent Information
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 (1 st 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 Ecology Recycling 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 (2 nd 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.
Symbols Communication 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 Science Operational symbols Nature’s indicators Chemical symbol s
“Faces” incorporates Communication Arts, Art, Psychology, and Math/Science. Overview of the Faces Unit (3 rd 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 Idioms Myths 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 (4 th 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.
Gifts History Preservation of historical items Judgment 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 1 st 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