Second Grade Language Arts – Reading 3rd 6 Weeks Curriculum Corner

Fun Ways to Practice at Home

Drawing Conclusions: Authors are very clever when they are writing a text. They drop little clues here and there that enable to reader to draw a conclusion on their own.

Conclusions are not directly stated in the text so they require the reader to make an inference or “read between the lines” to figure out something important. That means that strong readers often read like detectives and go back into the text to find all of the clues to answer a question!

How can you help your student draw conclusions as he reads? Read the comics! Comic books & graphic novels tell a story with pictures and only a few words. 1. Stop often to examine the

clues and draw conclusions. 2. Model: Parents, draw a conclusion and show child

the clues that helped you come to that conclusion.3. Guide: Parents, make a conclusion and ask your child

to identify the clues that lead you to that conclusion.Reverse the process. Child draws a conclusion and parents identify the clues.

4. Independent: Child draws conclusion and identifies the conclusion. Parent confirms.

5. Remember: Clues can be in the text or your head!

Fact or Opinion? Distinguishing between facts and opinions can be pretty confusing for the young mind. A fact is something that is true and has been or can be proven. You can look it up to verify it. An opinion tells what someone thinks or believes to be true. Opinions can sound a lot like facts so it is important to know the difference when listening, viewing, and reading! It is an important life skill! How can you help your student distinguish between fact and opinion?

Provide examples of each.o Fact: The sun rises in the east and sets in the west.o Opinion: The morning sun is beautiful on the horizon.

Learn the language. A statement using adjectives and/or adverbs with words such as always, never, should, all, none, most, least, greatest, good, better, best, beautiful, pretty, ugly, nice, mean, bad, worse, worst, tasty, tastier, and tastiest is most likely an opinion because it represents someone’s personal feelings orattitudes instead of presenting a fact that can be verified.Because statements of fact can be confirmed, they are almost void of descriptive adjectives and adverbs like the words in bold listed above. Newspaper articles, TV, and radio reports are factual and answer the questions of how, when, where, and to or withwhom something occurred. Advertisements often have both!

Use ads in junk mail or magazines to search for facts and opinions!

Main Idea & Details! The main idea of a text is the most important, over-arching idea or thought in the text. That means that it is actually a sentence, not a single word or phrase (topic/subject). Supporting details, are sentences that all refer back to the main idea. Some main ideas are directly stated in a text, but many others are implied. If the main idea is implied, then the reader must infer, or read between the lines, to develop their own main idea. How can you help your student find and use main ideas and details in text?

Sometimes it is helpful to use a table organizer to help students understand the concept of main ideas and supporting details. Once they understand that, then theywill be able to transfer that knowledge to the mostcommon main idea graphic organizer used in 2nd grade.

Note: Interesting information is not always a supporting detail. Help your child determine what is important byasking, “Does this help explain the main idea, or is it justinteresting?

Use this info to help students summarize nonfiction.

Conversation starters: I can conclude that _____? What do you think my clues are? Guess what we are having for dinner. (Give clues so child can guess.) What did you read about in reading, science, or social studies today? Can you tell me some of the important details? Ok, now what do you think is the main idea of class today?

1 11/13/17

2 11/27/17

3/4 (2 Weeks) 12/4/17 & 12/11/17

5/6 01/04/18 & 01/16/18

Notes

Genre Humorous Fiction Nonfiction

Literary Nonfiction (biography)

Informational -Thanksgiving Break November 19-23

Big Idea Infer Infer Infer Infer

-Winter Break December 20- January 4th (PD January3rd-4th)

Target Skill Conclusion Fact & Opinion Main Idea & Details Author’s Purpose -MLK Day Off Jan 21st

Word Nerds Gathered Impatient Demand Furious

Weaker Wrapped Drift Disgusting

Curious Motion Knowledge Imitated

Culture Subjects Transportation Community

-Noon Dismissal Jan 18th

Vocabulary Prefixes pre & mis Base Words & Suffixes Suffixes ly Using a Dictionary

My Conclusion

Clue #1

Clue #2

Clue #3

Second Grade Mathematics – 3rd 6 Weeks Curriculum Corner

Fun Ways to Practice at Home

Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. How you can help your student use mental strategies and algorithms to add and subtract multiple two-digit numbers? 1. Ask your child to solve problems involving 2-digit numbers

using mental math strategies. Here are some examplesyour child may use shown below:

a. Keep one number whole and add the second number in parts by place value. 59 + 23 = 59 + (20 +3) = 79 + 3 = 82

b. Using adding by place, the student adds all the tens and then all the ones. 48 + 32 = (40 + 30) + (8 + 2) = 70 + 10 = 80.

c. To subtract 38 – 24, the student may “add on” by starting with 24 and adding on “6” to get the friendly number of 30, and then adding on “8” more to get 38. The student added6 and 8 to get from 24 to 38, so the difference is 14.

d. Using the compensation strategy to solve 99 + 99 + 99 + 99 the student thinks 100 + 100 + 100 + 100 = 400, then compensates by subtracting 400 - __ = 396

e. Given 24 + 55 + 36 +45, a student may decompose the addends based on place value, regroup, and combine using mental math. (20 + 50 + 30 + 40) + (4 + 6) + (5 + 5) = 140 + 10 + 10 = 160.

f. Given 24 + 55 + 36 +45, a student may use the AssociativeProperty for Addition, rearranging numbers to make the problem simpler (24 + 36) + (55 + 45) = 60 + 100 = 160.

Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms.

We teach students a variety of problem-solving strategies to help them solve story problems that involve combining (aka joining) or separating whole numbers. This Thinking Approach to Problem Solving is called TAPS for short. Drawing a picture is one of these strategies. Using a Part-Part-Whole Model is one way to do this. See the template on the left. 1. Students read the story problem,identify the important information, and

use the template to organize their information. 2. Next they must identify the action that is taking place (+, -) and

write their number sentence.3. At this point, they should be able to

solve the problem.

Here is an example: Vanessa and Jake put all of their marbles into one bag. All together they had 901 marbles. Vanessa had collected 578 marbles. How many of the marbles in the bag belonged to Jake?

Partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words. Fractions are equal parts of a whole. They show how many parts in a whole and how many of those parts you have. How you can help your student understand how to partition objects into equal parts using the appropriate language to name them? Take advantage of all opportunities to find fractions in real life! Use words to describe the fractions. These sandwiches are divided into halves. If you eat one part, then you have eaten one-half.

Conversation Starters: How important is it to be able to add/subtract in real life? What is your favorite strategy & why? What wholes do you see in everyday life that can be split into equal parts?

Enduring Understanding (The Big Idea): Students develop and use strategies, methods, and tools for whole number computations of sums and differences in order to solve problems with efficiency, accuracy, and reasonableness. Students apply the process standards by connecting equations and representations to strategies for solving word problems.

Essential Vocabulary

Associative property Propiedad asociativa Commutative property Propiedad conmutativa Addend adjunto Addition adición

Combining combinatorio Comparing comparar Multistep problems problema de varios pasos Number pattern patrón numérico

Strip Diagram diagrama de la tira Unknown desconocido Separate separar Subtraction sustracción

Related Number Sentences Oraciones numéricas relacionadas

Algorithm algoritmo One dollar ($, $1.00) dólar Inverse Operation Relación inversa

Penny(pennies) $0.01, 1¢ moneda de un centavo

Dime(s) $0.10, 10¢ moneda de 10 centavos Nickel(s) $0.05, 5¢ moneda de 5 centavos Quarter(s) $0.25, 25¢ moneda de 25 centavos

Enduring Understanding (The Big Idea): Students recognize and represent fractional units and communicate how they are used to name parts of a whole. Students apply process standards to select and use units of time and distances on number lines.

Eighths octavos, octava parte Fraction fracción Fractional parts parte fraccionaria Unit fraction fracción unitaria

Whole todo Fraction Strips tiras de fracciones Half mitad Fourths cuartos

This sandwich

is cut in half.

This sandwich

is cut into

fourths.

This pizza is

cut into

thirds.

This pizza is

cut into

eighths.