Mrs. Nelson’s Second Grade Welcome, parents!

Welcome to Second Grade!  During the presentation, please feel free to write down questions and/or comments on the index cards. We will answer them at the end.

Our Goals  To give your child the academic and social skills needed to progress to 3 rd grade and become a 21 st Century learner.  To provide a supportive and fun classroom environment.  To help your child make new friends and discover new interests.

Class Subjects  The subjects we cover during second grade are:  Literacy: reading, writing, word study  Math  Science  Social studies  Specials

Literacy  The Daily 5 is a set of habits and learned behaviors that enable students to become independent readers, writers, and spellers.  3 Ways to Read Read to self Read to someone Listen to reading

Daily 5 Reading Strategies  I Pick choosing the right books  How to choose a partner  Reading behaviors  Making Thinking Visible

I Pick

Literacy Workshop Each and every day, students will work on the Daily 5 during Literacy Workshop. This includes: 1.Read to Self 2.Read to Someone 3.Listen to Reading 4.Word Work 5.Writing

Read to Self

Read to Someone

Listen to Reading

Word Work

Writing

Guided Reading Center  Students will begin Guided Reading groups following 20 days of setting up workshop habits and behaviors.  Mrs. Spradley and Mrs. Nelson will be working with small reading groups during literacy workshop.  Students will be reading books based on their instructional levels.  The teachers will listen as each child reads out loud, at their pace, suggesting Daily 5 strategies that may be used to help decode and comprehend the meaning of the text.

Listening Center Choices  Students alternate between the computers, iPad, Smart Board, and the listening center.  On computers students might choose starfall.com, educationcity.com, Orchard, Reading A-Z, Tumblebooks  In the listening center students listen to a story and then are given a task of responding to the story they have heard/read.  Differentiation takes place in reading based on the books students choose to read independently and the books the teacher chooses to use during guided reading groups.

Word Work  Students are given the Ganske Spelling Inventory the first week of school.  Students are grouped by word features they “use but confuse”. Example: cote for coat  Students are given new word sorts on Mondays. They sort, read, and glue the lists into their agendas.  Words are incorporated into a variety of weekly sorting activities.  Weekly word sort assessments are given on Thursday.

Reading/Writing Responses  Students will respond in their Reading Response Journals on Wednesdays for homework.  Students will use their “inner voices” to help them write with deeper meaning.  Students will use: visualization, inference, asking questions, and activating schema.

Writing  Student writing is integrated with all subject areas.  Mini lessons are used to introduce writing strategies.  Students write from a topic list generated in class.

Writing Topics

Writing Center  Students work on the stories they’ve started during literacy.  Students can use the word wall, dictionary/thesaurus, Fancy Words chart, sound cards to help with decoding words.  Students can also peer read their stories during Read to Someone.  Differentiation takes places in the variety of materials students choose such as: word charts, spacers, different types or paper, reference materials.  Students keep their writing in a writing folder.

Math  There are two parts to our Math time:  Introduction through a mini lesson  Math Workshop

Whole Group Mini Lesson  The mini lessons are introduced whole group.  Students practice examples whole group  Math workshop includes independent, small group, and one-on-one teacher reinforcement.

Math Workshop  There are typically four centers in our classroom:  Computers, iPad, Smart Board  Guided Practice  Activity Workshop  Independent Practice

Independent Practice  During math workshop students will work on practice activities that review the essential questions that reinforce long term learning.  Students will learn from each other as they participate in the activities together.  Differentiation takes place in the assignments given.

Science  Students will work in small groups to complete scientific research using the scientific method.  Differentiation takes place in the way students interpret and report the data,  in their science  journals.

Social Studies  Students will have whole group readings of the social studies books.  Then they will play a game, complete a group project, or independent practice to apply what they have learned in the text.

Specials MondayArt TuesdayMusic Wednesday (A)Media Wednesday (B)Technology ThursdayT.A. Mrs. Linfoot FridayP.E.

Behavior Students continue to use “Drops” to fill the buckets of others. This is based on a book, entitled The Bucket Book used throughout the school to encourage appropriate behavior. Students discuss as a class appropriate behaviors for our classroom and rules are posted. Students have a daily behavior chart. Students earn tally points and prizes for cooperative group behavior.

Homework  Monday Math  Tuesday Word Work  Wednesday Reading Response  Thursday Comprehension  Reading for 20 minutes daily to improve comprehension and fluency

Homework  Rules  Students should complete homework independently  Homework is an extension of strategies learned in class  Part of homework is teaching a student responsibility.  Each student should be responsible for getting work to and from school.

Handouts  Reading Comprehension Strategies  Discussion Starters  Math Objectives

Any questions  Questions?  What do you like that we are doing?  What would you like to see more of from your student?  Are you a Raving Fan of our class?

Let’s Have a Great Year!