Second Grade Syllabus

2019-2020

Second Grade 2019-2020 Syllabus

2nd Grade Faculty and Staff: 2nd Grade Homeroom Teachers: Mrs. Christy Pagel (2A) – cpagel@stedschool.org Mrs. Christina Heal (2B) – cheal@stedschool.org Mrs. Janelle Hamm (2C) – jhamm@stedschool.org Second Grade Teachers – secondgradeteam@stedschool.org 2nd Grade Instructional Assistants Mrs. Jennifer Lenzen (2A)– jlenzen@stedschool.org Mrs. Cate McManamon (2B) – cmcmanamon@stedschool.org Mrs. Danielle Holmes (2C) – dholmes@stedschool.org School Administration: Fr. Philip Smith, Pastor – tpsmith@stedward.com Mr. Tom Waszak, Principal - twaszak@stedschool.org Mrs. Nicole Bader, Assistant Principal Early Childhood - nbader@stedschool.org Mrs. Nicole Lanfranco, Assistant Principal Lower School, Curriculum and Instruction nlanfranco@stedschool.org Mrs. Ashleigh Vachon Assistant Principal Upper School and Learning Affairs – avachon@stedschool.org Mrs. Jean Paulson, Registrar (FACTS and Student Records) – jpaulson@stedschool.org Mrs. Cindy Celotto, Director of Admissions (FACTS) – ccelotto@stedschool.org Mrs. Susan Robles, Welcome Center Coordinator – srobles@stedschool.org Mrs. Audrey Rodriguez, Wellness Center Coordinator – health@stedschool.org Mr. Jason Wesley, IT Manager – jwesley@stedschool.org Mrs. Letizzia Clerx, Administrative Assistant – tclerx@stedschool.org

SECOND GRADE CURRICULUM

Sacramental Preparation/Social Studies/Phonics Teacher: Mrs. Christy Pagel Email: cpagel@stedschool.org In working with the learners this sacramental year, it is my hope that each and every follower of Christ come to know God’s Grace. We are not perfect, He is a forgiving God, and like Jesus said, “Let the children come to Me” Matthew 19:14. By the Grace of God, we are able to start over the moment we are ready. Reconciliation Text Blessed- First Reconciliation Dynamic Catholic ISBN 978-1-63582-018-8 First Communion Blessed- First Communion Dynamic Catholic ISBN 978-1-929266-44-9

● First Reconciliation will be Saturday, February 29th at 10:00 am. ● First Communion will be Saturday, May 9th at 10:00 am.

Act of Contrition (Modern Alternative) My God, I am sorry for my sins with all my heart. In choosing to do wrong and failing to do good, I have sinned against you whom I should love above all things. I firmly intend, with your help, to do penance, to sin no more, and to avoid whatever leads me to sin. Our Savior Jesus Christ suffered and died for us. In His name, my God, have mercy. Amen. Grading: Assessments 30% Classwork/Participation 40% Projects 20% Weekly Scripture/Reflections 10% History/Social Studies: Text

Reflections People We Know Harcourt School Publishers (2007)

ISBN 0-15-338499-9 Learning about who you are and where you came from is a part of one’s forever history. I hope the learners experience or are reminded of traditions, sayings, artifacts, and/or family values that came from those before them, throughout this year’s learning and projects. Requirements: Learners will be investigating things that happened long ago, understanding ancestors, learning what parts of the world their family has come from and how to locate those countries on a map. Learners will be creating a simple Family Tree, and all this will culminate in the Holiday Tradition and Immigration Interactive Days. Learners will understand how to read and label a

simple map, how people need the land and its resources in order to survive, understand basic economic concepts such as producers and consumers, and how our great state of California contributes to that model. Grading Components: Assessments: 40% Projects/Study Guides/Classwork 40% Participation: 20% Phonics Program: Fundations

By Wilson Language Training Corporation

Publisher: Wilson Language Training Corporation, Copyright 2012

Fundations is a multisensory, structured language program that supports Readers and Writers Workshop. It emphasizes

phonemic awareness, phonics, word study, high frequency words, and handwriting. Concepts covered in second grade are:

identifying parts of words (syllables, base words, suffixes), read and spell words with short and long vowels, divide

multisyllabic words, use synonyms, apply dictionary skills, apply correct punctuation, use correct writing position and pencil

grip, as well as write clear, legible manuscript. Learners use whiteboards, magnetic letter boards and sentence frames to help

build words and form sentences with correct punctuation. Learners take unit assessments to check for understanding of

sounds, spelling patterns and rules, as well as punctuation.

Grading Component:

Phonics/Spelling: 20%

_____________________________________________________________________________ STEM Teacher: Mrs. Janelle Hamm Email: jhamm@stedschool.org The goal this year is for learners to build self-confidence as they further enhance and expand their problem solving skills. In both Math and Science, learners will have the opportunity to explore new strategies for facing challenges and begin to understand that there are many ways to solve a problem. Mathematics Required Texts:

Math in Focus 2A Hardcover Textbook by Marshall Cavendish Education, 2015 Math in Focus 2B Hardcover Textbook by Marshall Cavendish Education, 2015 Math in Focus 2A Practice Workbook by Marshall Cavendish Education, 2015 Math in Focus 2B Practice Workbook by Marshall Cavendish Education, 2015

Core Mathematical Concepts: 1. Place value up to the thousands place 2. Adding and subtracting numbers up to one thousand 3. Mental math, rounding, and estimation 4. Using bar models to model mathematical operations 5. Multiplication and division of smaller facts 6. Money 7. Measurement 8. Bar graphs and line plots 9. Fractions 10. Angles and lines 11. Two-dimensional shapes Course Philosophy: The Parish School at St. Edward the Confessor Catholic Church will be using the Math In Focus curriculum this year. This program is both founded in the principles of Singapore Mathematics and aligned with Common Core Teaching Standards. Math in Focus utilizes in-depth presentation of skills and concepts. There are three tiers of instruction to foster learning. These three stages of learning, which are incorporated into all lessons, include: 1. Conceptualization with use of manipulatives to ensure that learners understand the core principles behind the mathematics 2. Pictorial modeling (e.g. with bar lines) to practice the skill that has been conceptualized 3. Application of the skill to real-world situations and problems. Learners are guided to approach mathematics metacognitively--they learn not only how to solve problems with math strategies, but how to also explain the underlying principles and the rationale behind the particular problem-solving strategies

that they have utilized. Second Grade also implements Simple Solutions into the curriculum. Each lesson within the workbook offers practice of current grade level standards, as well as standards-based material from previous grade levels. The purpose of utilizing the Simple Solutions program in Grade 2 is for learners to fully master and retain the skills and concepts. Believing that automaticity in math facts is fundamental to success in many areas of higher mathematics, second grade will be incorporating instruction and assessments for fact fluency. The goal for learners is to leave second grade with 80% or higher mastery on a three minute 60 problem assessment. Grading Components: 50% Mastery Assessments: Chapter tests are administered at the culmination of each chapter to assess for understanding of concepts and skills found in the textbook. Tests contain multiple choice, computation, and short-answer response questions. Chapter quizzes are administered to assess for understanding of skills and concepts. They are taken as needed in between chapter lessons. They are typically short assessments with just a few questions focusing on one particular concept/skill. There may not be a quiz for every lesson; they will only be administered as needed. 30% Simple Solutions: On a daily basis learners will complete spiral review questions of second grade standards grounded in computation, logic, analytical skills, and the application of math concepts. Simple Solution quizzes will be given to assess students for a variety of skills. Simple Solutions ensures that previously encountered concepts and skills are retained. 20% Classwork/Homework: Daily classwork will be completed pertaining to the specific lesson being addressed in our Math in Focus text. On average, four Simple Solution lessons will be assigned each week and learners will earn points for accuracy and completion. Science Required Texts: Science Fusion Consumable Textbook by Houghton Mifflin Harcourt, 2012 ISBN 978-0-547-5887-1 Core Science Concepts: 1. Investigations and hypotheses 2. The engineering design process 3. Living Things 4. Earth and Its Resources 5. Weather 6. Changes In Matter 7. Energy and Magnets 8. Rocks and Minerals Course Philosophy: The primary goal in the science classroom is to explore the natural world for the purpose of understanding the mechanisms at work within it. Students will learn to make predictions, to test hypotheses, and to understand the components of conducting an experiment. The units are arranged thematically, exploring exciting concepts such as living things, weather, states of matter and energy, among many other things. The material is cross curricular (math-intensive science). Learners will also utilize organizational skills and the writing process. Class activities and assignments will require the use of grade-level mathematical concepts and skills. Learners will work both individually and, quite often, on team-based projects. Grading Components: Assessment 45% - In class assessments to check for understanding of science concepts and skills. Unit tests to assess understanding and application of skills and concepts. Labs/Projects 25 % - Classroom labs that require learners to employ math and science skills in order to solve problems. Classwork/Participation 20% - Learners will complete a variety of in class activities that require their active participation. Makerspace 10% - Learners will complete a variety of projects. Grades will be based on projects and participation.

_____________________________________________________________ ELA: English Language Arts Teacher: Mrs. Christina Heal Email: cheal@stedschool.org Children often grow up being taught to be obedient, more than to be wise, empathetic and critical. The teaching of writing can change that. In a democracy, we must help young people grow up to know how to voice their ideas, to speak out for what is right and good. –Lucy Calkins This year, your learners will be asked to think and communicate their ideas, and they will do this a lot! They will grow like beanstalks, thinking about why they like the books that they do. They will tell stories about important things that they have experienced and try to communicate why the story matters. They will think about author’s intentions. They will learn to write with intention. I am excited for your learners because they will discover that they enjoy many different kinds of books, and that they can write for many different purposes.

Reading Workshop: Program: Units of Study in Opinion, Information, and Narrative Writing By Lucy Calkins with Colleagues from the Reading and Writing Project Publisher: Heinemann; Copyright 2013 Reading Workshop is an instructional program developed by Lucy Calkins and colleagues from the Reading and Writing Project at Columbia University that focuses on the strengths and needs of each individual reader. Teachers model reading behaviors and provide direct instruction on strategic reading. Students are given significant time to read, an opportunity to choose their reading selections, and time to talk and write about books and strategies. Components of Reading Workshop A session begins with the teacher providing a whole class mini lesson on a reading strategy or skill. Picture and chapter books are read as the teacher demonstrates the skill. Then students read self-selected, high-interest, level-appropriate books independently or with a partner, drawing on all their accumulating reading strategies including the new lesson’s skill. Readers respond in a notebook, in peer groups and during their teacher conference. The teacher also provides instruction in small strategy groups and in individual conferences to review progress and set individualized goals. Students will share with the whole class or in small groups their reading, oral and written responses, and book recommendations. Unit 1: “Second-Grade Reading Growth Spurt” Unit 2: “Becoming Experts: Reading Nonfiction” Unit 3: “Bigger Books Mean Amping Up Reading Power” Unit 4: “Series Book Clubs” How will my child be assessed? Reading workshop assessment is ongoing and varied. The teacher will closely monitor and assess your child’s progress through conversations, notes, and running records from student-teacher conferences and small group work. Rubrics will be used to assess your student’s fluency, comprehension, written response, and participation in workshop. Expect to see fewer worksheets coming home as this model provides authentic reading and writing opportunities. Reading Homework Yes! Read and record at least 90 minutes a week. Please see pgs. 16-17 for an explanation and implementation support.

Writing Workshop:

Program: Units of Study in Opinion, Information, and Narrative Writing By Lucy Calkins with Colleagues from the Reading and Writing Project Publisher: Heinemann; Copyright 2013 ISBN: 978-0-325-04755-3

Our Writing Workshop program is a highly effective program that builds on the best practices and proven frameworks of the original Units of Study for Teaching Writing series by Lucy Calkins. Writing Workshop helps learners meet and exceed the Common Core State Standards. The idea behind Writing Workshop is simple: if we know from experience that a workshop approach to the teaching of writing works well for aspiring professional writers, why shouldn’t we use this approach in our classrooms? As in a professional writing workshop, each learner is a working author. The teacher is a writing professional and peer coach, guiding authors as they explore their craft at their own individual pace and skill level. Over time, authors learn to choose their own topics and to manage their own development as they work through a wide variety of writing projects in a sustained and self-directed way. Writing is a craft; it can be empowering for students to learn how to become better writers. Writing should happen every day. Students in each grade write in different genres throughout the year. Students are not assigned to specific topics, but rather choose their own topics within the genre being taught. Unit 1: “Lessons from the Masters: Improving Narrative Writing” - narratives Unit 2: “The How-To Guide for Nonfiction Writing” - informational Unit 3: “Writing about Reading” - opinion

Unit 4: “Lab Reports and Science Books” - informational Unit 5: “Poetry: Big Thoughts in Small Packages” - poetry Writing Workshop is compiled of five units of study centered around narrative, informational, opinion, and poetry writing. Each unit of study contains 18-22 sequential sessions that walk learners step-by-step through the entire writing process from planning and drafting, revising and editing, and eventually to publication. The learners will be engaged in mini lessons, conferences, and small-group work in a way that will help them replicate, and eventually personalize their writing. In Writing Workshop classrooms, mini lessons are short and tightly focused on practical real-world issues. As in professional writing workshops, emphasis is placed on writing for an audience. Work is shared with the class, there will be peer conferencing and editing, and a diverse collection of work will accumulate in a writing folder and later in a portfolio. Elements of grammar will be taught as well as proper capitalization, punctuation, spelling, and other writing conventions. Writers will conference with the teacher individually, in pairs, or in small groups in order to receive feedback on their growth and to strategize goals. Teachers write with their learners and share their own work as well. The workshop setting encourages learners to think of themselves as writers, and to take their writing seriously. A “gradual release of responsibility” teaching method is employed, and students will show substantial growth over time! Their early works may not look “complete,” and that is expected. Teachers will evaluate student progress through writing samples and published pieces, and participation in strategy groups. Grading Components: Reading Comprehension 35% - Independent reading, reading notebook, comprehension/fluency assessments, learner conferences, informal assessments Language/Writing 35% - Essay development: conferences on the purpose and genres of writing, techniques of improving writing and publishing skills, vocabulary, grammar/spelling skills practice) Foundational Skills 20% - Phonics and word analysis skills in the spelling and decoding of words. Speaking/Listening 10% - Development of speaking and listening skills via reading partnerships, oral presentations, and collaborative discussions. _______________________________________________________ Religion/Family Life Required Text:

Alive In Christ Our Sunday Visitor (2014) ISBN 978-1-61278-009-2 Family Life RCL Benziger (2011) ISBN 978-0-7829-1502-0 Requirements: It is a big year for our second graders! The learners will be preparing for First Reconciliation and First Holy Communion. We will discuss prayers, breaking them down line by line, so that each learner understands the meaning of what is being recited. Learners will participate in daily class discussions, projects, and weekly scripture reflections. This year focuses on Revelation, Trinity, Jesus Christ, The Church, Morality, Sacraments, and Kingdom of God. There will be prayer partner activities, bi-weekly praying of the rosary, and learning about saints. Family Life curriculum will be integrated into chapters of our Alive In Christ book. God’s Shining Light: During your learner’s week, there will be an informational poster created by them displayed in the classroom. The poster will be sent home the week prior, to give ample time to complete and due the Monday morning of their week to share with the class. On Tuesday and Wednesday, your child will have the opportunity to bring in one item each of those days, to share his/her special talents and/or personal interests. It is our hope that this activity builds positive relationships with peers, self-confidence, public speaking skills, and responsibility.

Grading: Assessments 30% Classwork/Participation 40% Projects 20% Weekly Scripture/Reflections 10%

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Learning Support Program (LSP) – Reading

Teacher: Mrs. Catherine Wadman Email: cwadman@stedschool.org Learning Support Specialist: Mrs. Jennifer Miller-Jones Email: jmillerjones@stedschool.org Purpose: The Learning Support Program (LSP) provides academic support for all of our learners, from preschool* to 8th grade, by conducting assessments and analyzing data. The program will allow our learners to move in and out and of intervention as needed. We strive to offer resources to our parents and learners that enhance academic growth. *LSP provides assistance to preschool learners based on teacher recommendation. Reading Groups (Kindergarten- 5th Grade) The Learning Support Program helps learners who are in need of additional reading instruction. Our goal is to strengthen self-confidence and increase academic progress by:

* Applying research-based programs to increase reading skills * Incorporating regular classroom reading curriculum at an appropriate pace to accommodate individual learning needs * Employing skill-based instruction adapted to each learner * Using positive reinforcement and celebration of individual academic success * Conducting further academic assessments to identify areas of weakness * Measuring performance to ensure student academic growth

In 5th Grade, our learners will also work on organization (planner, homework, and lockers), implementing good study habits, homework management in addition to receiving additional assistance on classwork/assessments as needed.

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Spanish:

Instructor: Laura Straub Email: lstraub@stedschool.org

Program Goal: To provide varied instructional methods appropriate for diverse learners of Spanish.

Objectives: Second grade learners will understand, pronounce and produce words and phrases in addition to furthering their knowledge of Latin American culture. Techniques will include songs & movement, games & manipulatives, art, drama, dialogue and literature. Learners will have the opportunity to engage in collaborative group work, partnerships and individual tasks. Topics will include basic greetings, colors, numbers, sight words, action words and connections to the Catholic faith.

Materials: Interactive notebooks (composition books) for organization of and reference to material covered in class.

Grading: Learners will receive an O (Outstanding), S (Successful) or E (Emerging) grade based on assessments (80%) and daily work (20%).

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Art (Meets once weekly)

Instructor: Mrs. Caren Luizzi

Email: cliuzzi@stedschool.org

Through the expression and experimentation of art learners will gain the confidence to transform their creative ideas into visuals that can be well articulated and shared.

Every unit features a Master Artist or Culture within a three phase interactive structure. Units include slide presentations, student practice pages and in-class studio art projects, for several developmental levels, from fifth through eighth grade. Materials are arranged from simple to the complex with upper grade level experiences being more comprehensive. This format creates an unforgettable introduction to the Visual Arts and enhancing creative thinking for every learner.

Integrated Curriculum- In addition to Art History, class art projects will be added throughout the year to enhance social studies, language arts, religion and science curriculum.

Lectures and Slide Presentations

With colorful slides and engrossing stories, the lecture brings to life the paintings and biographies of some of the world’s most famous artists or cultures. Superb color slides and stimulating information actively involve learners in experiencing art with an art-historical context. The intention of the slides, stories, games and questions is to encourage dialogue and verbalization. Learners begin to recognize artistic elements, become better observers and expand their vocabulary as they gain a lasting appreciation of art.

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Music

Teacher: Mrs. Marilee Goodwin

Email: mgoodwin@stedschool.org

Music Class will enhance the learner’s knowledge and understanding of the fine art of music. Every learner can come to enjoy music, but many enjoy it in different ways. The class material will be presented in a fashion intended to help each child discover what they like most about music - be it singing, rhythm, accompanied movement or listening.

Music Curriculum

Music History - focus is on the Western Musical Tradition through study of composers’ biographies and repertoire

Featured Musical Genre is Orchestral Suites

Antonio Vivaldi: The Four Seasons

Modest Mussorgsky - Pictures at an Exhibition

Nikolai Rimsky-Korsakov - Scheherazade

Gustav Holst - The Planets

Music and Liturgy - become proficient in the Our Father prayer as chanted in English

Rhythm - Exploration of rhythm techniques using percussive instruments and clapping exercises.

Music Theory - introduction to beginning music notation for use in rhythms

Singing Technique - Align instruction of proper singing technique with the developmental capabilities of children. How to utilize a head voice for ensemble singing.

Performance Opportunities - available in class and school performances.

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Lower School Physical Education

Instructors: Dan Ignosci | dignosci@stedschool.org

Emily Beane | ebeane@stedschool.org

The goals this curriculum set out to develop in a Catholic environment are:

● Say a group prayer before or after each class ● The enjoyment of physical activity (leaving PE with a smile and an active glow) ● Gaining movement skills and knowledge through instruction and assessment ● Enjoying peer acceptance through good sportsmanship (prioritizing participant enjoyment and safety over winning) ● Developing a positive self-image and self-realization (involving each student as often as possible)

● Understanding health-related & skill-related fitness for life-long participation

This FUN progressive curriculum allows children the opportunity for full and satisfying participation while encouraging them

to fully demonstrate their potential. Individual participation is prioritized by stretching during each class meeting.

Skill and movement patterns are emphasized in second through fourth grade. Our curriculum goal is designed to meet or

exceed the California Physical Education Content Standards. We have implemented C.A.T.C.H. Physical Education

(Coordinated Approach To Children’s Health). Our program consists of skill related and health related fitness activities.

Learners learn: Motor skills and movement patterns needed to perform a variety of physical activities.

Introduction Cooperative Games Striking w/ implements/Games

Fitness assessment Tumbling Striking w/hands games

Rhythms Counts Parachute Games /Fitness Jump Rope

Throwing Games Dance Emergency Preparedness

K-8 Physical Education Content Standards:

Standard 1: Demonstrate motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and

performance of physical activities.

Standard 3: Assess and maintain a level of physical fitness to improve health and performance.

Standard 4: Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and

performance.

Standard 5: Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as

applied to learning and performance of physical activity.

Physical Education Rules:

● Have Fun!

● Play Hard - Play Fair - Play Safe!

● Follow safety rules. (Wearing jewelry is prohibited, except post earrings)

● Shorts must be worn to waist level (especially the boys) and the shorts may not be rolled up at the waist or worn

too high (especially the girls), all uniform policies and decisions are made at the discretion and judgment of the

Physical Education Department and Principal.

● During the winter month‘s students may wear the designated school sweats.

● Closed toe athletic shoes, laced up and tied, are required for all PE classes.

● Children are accountable for any work or information missed while absent.

● If your child is ill or injured, a note from the doctor, parent or guardian is necessary. They will then be involved

by limited-participation or observation, depending on their needs.

Grading policy:

Scores are weighed in two areas to determine the final grade. Warnings are given before scores begin to drop.

The two areas are:

Participation 100%

Intensity Cooperation Skill Routines

Preparedness Fitness Knowledge Assignments

Daily Points: The daily grade given to each learner will be based upon these factors and deductions will be made for those

students who do not meet these requirements. Each day learners can earn up to 10 points

1. Participation in the activity (3pts)

2. Behavior (3pts)

3. Following uniform guidelines (2pts)

4. Participating in warm-ups (2pts)

Injuries/ Sickness/ Medicals:

Any condition that requires a learner to sit out of PE activities must have a parent signed note, or e-mail to excuse for that

day. If there is a recurring problem with a student missing due to notes, it may require a change in grading criteria or a

conference with a parent to remedy any issues that may arise. A parent note is good for only three days of excused physical

education. A doctor‘s note is needed for any extended period of time beyond that. If a learner has forgotten a note and is not

feeling well, please have them communicate with the school nurse or me. While sitting out, the learner will be assigned a task

(scorekeeper, timer, written assessment, etc.).

During class students must notify the teacher immediately of any injury that occurs during class, even if they are still able to

participate.

During a medical absence, the student is responsible for all assignments or information given out in class. Learners sitting out

for an extended time will be given an alternative assessment to receive a grade for the unit

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Makerspace Teacher: Mrs. Bri Mosher Email: bschachtell@stedschool.org

Welcome to a new year of learning! Each student will visit the Makerspace once a week this year as part of their academic schedule. I will work together with the other instructional teachers to bridge the standards and curriculum from their core classes to the Makerspace. Participation and effort during Makerspace will account for 10% of your student’s STEM grade. The students will be taught to engage in hands-on, creative activities while making inquiries and decisions, and allowing them to reflect on, and sometimes revise their work. Each class the learners will partake in a workshop, challenge, or exploration activity in which they will be taught a new skill, solve a problem, or choose a task that will help them grow as an inventor. While some lessons will involve individual thinking, many activities will require students to work collaboratively with their peers. We will start off the year with an introduction of the Engineering and Design Process and an exploration of STREAM practices. Throughout the year we will apply these frameworks to multiple creative units and projects. We will be utilizing and using many different materials throughout the year – if you have random craft supplies, building materials, toilet paper or paper towel rolls, etc., we will gladly take them off your hands! If you have any questions about the Makerspace or the schedule, please do not hesitate to reach out to me through email. I look forward to teaching each and every Monarch this year!

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Library

Librarian: Mrs. Vicki Tritz Vtritz@stedschool.org

Tyke-5th grade special in library

2nd grade- We read a chapter book. We have book discussions about the characters and/or different scenarios that could happen in the story. I will assist them in choosing a book to check out for 1-2 weeks.

Feel free to email me directly if you have any questions or concerns. Have a great year!

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Welcome to 2nd Grade! Please take a moment to review these classroom policies and procedures so we may work more effectively with you to help your child succeed this year. Thank you!

Class Information: One of the best places to get information about our classrooms is on FACT SIS. Please try to log on and review the information posted at least once per week. There you will find the following information:

- Our Class Schedule - Classroom News - Important Events/Dates - Homework - God’s Shining Light - Pictures/Videos - Recommended Books and Websites - Information about What We are Learning in School To access these pages, log on to FACT SIS click on school followed by classes. As this is a new program, all information will not be available immediately, but we will be adding new content weekly. Thank you for your patience during this transition.

Contacting the Teacher: A good parent-teacher relationship is necessary for maximum school success. Throughout the school year, we will communicate with you through student planner notes, ROAR cards, Student Reflection Sheets, Referral Forms, telephone calls, weekly newsletters, report cards, and parent-teacher conferences. We encourage you to contact us if you have any questions or concerns. You can e-mail us at: cpagel@stedschool.org, cheal@stedschool.org, or jhamm@stedschool.org, call at (949) 496-1241 ext 1116 (Pagel), ext 1114 (Heal), ext 1115 (Hamm) or send us a note. Class Newsletter: Every weekend you will be able to view our class newsletter with information about important things we have going on in our classroom, as well as information about class events. The newsletter will be emailed out weekly. Discipline & Classroom Management Policy Every child has a right to learn and feel safe in our classrooms. Clear rules are important as is consistent follow through. Please familiarize yourself with our class policies and discuss with your children. Classroom Expectations: - Taken from the school-wide ROAR positive behavior plan

1. Respect everyone and everything around you. 2. Speak kindly. 3. Be helpful and responsible. 4. Try your best each and every day!

Whole Class Behavior Management: The class will be rewarded as a whole when demonstrating appropriate behavior by having a marble placed in our marble jar. . Once the learners have earned enough marbles to fill the jar, they will be rewarded with a special privilege. Individual Behavior Management: We are firm believers in positive reinforcement, as well as ending each school day on a positive note. To encourage our learners to follow the rules, we reinforce positive behavior with “ROAR Tickets”. Learners will use their ROAR tickets to shop in the Monarch MarketPlace. School-Wide Behavior Management: Positive Behavior Plan

The Parish School has implemented a new school-wide positive behavior program that includes strategies that define, teach and support appropriate behavior essential to foster a positive school environment. We have moved to this approach as a way to create a continuum of positive behavior support for all learners in various areas of our campus. The school’s plan utilizes research-based techniques centered on high expectations, positive reinforcement and reflection and our Catholic values to create the best possible positive behavior program that suites our school’s needs. The Positive Behavior Plan helps learners to meet school-wide expectations through both visual and verbal reminders of the expectations as well as through modeling and practicing of the behaviors that are expected. Expectations have been developed for every area in the school based upon the actions that a learner will need to exhibit in order to be as successful as they can possibly be. Expectations have been developed for the following areas:

● Classroom

● Playground

● Hallways

● Lunch Tables

● Bathroom

● Church and Assembly

● Off Campus

● Online/Devices

Positive Rewards This year we will be working with our learners on four main ROAR expectations: Responsibility, Organization, Achievement, and Respect for Self, Others and God. We want to recognize and commend learners who are meeting our behavior expectations through the use of ROAR tickets. Those learners who earn ROAR tickets will be able to collect and use tickets for rewards at the new pop-up Monarch Market Place which allow learners to redeem ROAR tickets for items, snacks, and privileges!

Behavior Consequences Reflection In the event that a learner does not meet expectations after ROAR tickets and classroom management techniques have been used, learners may receive a Reflection Sheet to address the behavior. The Reflection Sheet will be used to direct or redirect a learner to an appropriate behavior expectation. All Reflection Sheets will be sent home on the day given and expected to be signed and returned to the homeroom teacher the next school day. All Reflection Sheets will be document on the ROAR Accountability Card weekly. Referral Some behaviors are considered Major behaviors. These behaviors (fighting, blatant disrespect, etc) will result in an automatic referral to Administration using a Referral sheet. After informing the learner of the Referral, the learner will be immediately sent to the office to meet with an administrator. Additionally, learners with three Reflection Sheets in a single week are referred to Administration by the homeroom teacher using a Referral Sheet. Outcomes and consequences will be determined by the Administration and may include: lunch or after school reflection, lunch or recess trash pick-up, parent conference, peer to peer conference, loss of privilege or other outcomes at the discretion of Administration. ROAR Accountability Card and Conduct Grades It is our hope that we can encourage positive behavior and celebrate excellence on a weekly basis. As such, we will be reporting learner progress in Responsible Behavior and Personal Success Skills on a weekly basis using the ROAR Accountability Card. Homeroom teachers will send home the ROAR Accountability Card at the end of each week; learners will return the card with a parent signature after the weekend. The ROAR Accountability Card will be used to document weekly learner behavior. Learners will be given points based on the amount of Reflection Sheets or Referrals during that particular week. Any Reflection Sheets received during the week are attached to this card. Any learner who receives three Reflection Sheets within a single week will be referred to Administration. Conduct grades are determined in accordance with criteria printed on the Roar Accountability Card which provides a weekly calculation of a learner’s Responsible Behavior and Personal Success Skills. Learner Learning Assessments / report cards reflect the cumulative grades for Responsible Behavior and Personal Success Skills.

Each week, learners may receive up to five points each in Responsible Behavior and Personal Success Skills. Conduct grades will be given each week according to the following scale: Grade Scale A: 5 Points B: 4 Points C: 3 Points D: 2 Points F: 1 or below Learners will receive a ROAR ticket weekly for each 100% earned in Responsible Behavior and Personal Success Skills. Daily Planner The Planner consists of a monthly and weekly calendar. The monthly calendar will serve as a means of communication between teachers and parents. Learners will receive a celebratory stamp daily for demonstrating positive behaviors. If a learner struggles to uphold the ROAR positive behaviors, a teacher may notify you here. The weekly calendar will be used for homework and reminders.

Please review and initial your learner’s monthly calendar daily. Classroom Policies and Procedures Homework: Learners are expected to read (and grow to love it) for at least 90 minutes per week, and to complete additional homework assignments on time. Unfinished classwork may also come home to be completed. We do not intend for homework to take up a disproportionate amount of your family time. 2nd grade learners will be given 2 “oops” cards per trimester, to support them as they grow in responsibility. An “oops” card can be used for a late assignment (it still must be completed), or for other lapses in responsibility. Developing life-long readers requires dedication, just like introducing healthful vegetables to develop healthy eaters! Reading minutes are to be recorded and initialed by an adult in the learner’s planner each week on the month page. Please add up the minutes for us, jot them on the Sunday space, and initial. We will record reading minutes when returning from the weekend, usually on Mondays. 90 minutes or more earns full credit. 60 minutes or more earns 2/3rds credit. 30 minutes or more earns 1/3rd creadit. Reading minutes may include: - independent reading (just-right difficulty level is 98% accuracy), - shared reading (can be a bit more challenging material), - read-aloud (reading to the child from text about a year above where he/she could read and fully comprehend independently). These all have great value. Reading may take place 15 minutes a day in the car or at brother’s soccer for some kids, while others may read voraciously for 30 minutes or more a few times a week cuddled up on a quiet couch. It’s up to you and your learner how to make time for this very important activity. I strongly suggest that reading occur before screen time. Thank you for modeling integrity for your observant child. Tips for Encouraging Kids to Read:

● If kids are going to enjoy reading, the experience has to be enjoyable. ● Choice is key! Make sure there is a wide variety of books, children’s magazines (I love “Ask”), or other materials available

for your child to choose from. Let your child's interests guide his or her reading choices. All are welcome to borrow books from the ELA classroom.

● Regardless of how motivated your child is, he or she will not read if there isn't time to do so. Carve time out of the busy day and dedicate it to reading, both together and on your own. Reading is an important part of life, like praying, eating and sleeping, and is something your child will grow to enjoy. Avid readers talk about books, choose books they want to read, take books with them wherever they go, and always have a new book “on deck!”

Report Cards: Each child will receive three student learning assessments (SLAs)/report cards, one per trimester. The grading scale is an O for Outstanding, an S for Successful, and an E for Emerging. Friday Folders: A folder will go home every Friday with corrected assignments and assessment papers. Behavior and work habits for the week

will also be recorded on the Merit Card. Please sign and return the ROAR Accountability Card each week. Please empty the contents of the folder. Friday Mass: On most Fridays all learners in the school will attend the 8:15 am Parish Mass. There are some dates, such as special feast days, when we will attend Mass on a weekday other than Friday. Parents are asked to sit in the middle left section with the parishioners. Second grade learners will take turns bringing up the offertory gifts during weekly Mass. Please look at the 2019-2020 Gift Bearer Schedule included in this syllabus to see when your child will be bringing up the gifts and be sure to mark it on your calendar. Field Trips: We have several off campus field trips scheduled for this year. We are tentatively planning on visiting the Environmental Nature Center, Heart of Jesus Retreat Center, Legoland in Carlsbad for an exciting science experience, and the South Coast Repertory theater. Field trip dates have yet to be determined and will be posted on our classroom websites as soon as they are available. Absences: Please call the office to report an absence, a tardy or a doctor appointment. Each learner will have a make-up work folder, where we will place class assignments that need to be completed. Learners are given one day for each day absent to complete assignments and make-up assessments. Birthdays: We love birthdays! Each child will be sung to and given a little gift from their teacher. Our school-wide policy is students may not bring any food to celebrate their birthdays due to allergies and/or dietary restrictions. They MAY bring non-food class treats, or a “class gift”, i.e. a book, game, etc. to share with everyone. Our lunch vendor, Sapphire at School will provide a special class birthday treat for a nominal fee, with a 2 day advanced notice. Summer and non-school birthdays will also be celebrated. In recognition of summer birthdays, we celebrate ½ birthdays. For example, if your child’s birthday is on July 10th, we will celebrate on January 10th. Weekend and holiday birthdays are celebrated the Monday or Friday nearest the actual day. Invitations may not be passed out at school or at car line unless the entire class is invited. Snacks: Please pack your child’s snack in a separate container from their lunch. If possible, snacks should be in a bag, labeled with the child’s name and the word “snack.” Classroom Volunteers: All parents that wish to volunteer in the classroom MUST BE FINGERPRINTED and have completed the Safe Environment Training!! This is for the safety of all students. No volunteers may enter the classroom without having their fingerprint cards and Safe Environment Certificate of Completion on file in the office. Should you be visiting the classroom or school for any reason, you MUST SIGN-IN AT THE FRONT DESK prior to entering the building. Forgotten Items: If you are dropping off a lunch for your child after school has started, please place it in the container located outside of the Monarch Plaza. The lunch will then be delivered to your child at lunch time. It must be in the container by 11:30 am to ensure prompt delivery.

Gift Bearers at Mass

Our 2nd Graders have the honor and privilege of serving as gift bearers at the school Mass each week and our instructional team has prepared a schedule of this service which can be found in the Back to School Night syllabus. We provide this schedule in advance with the hope that you will be able to join their scheduled Masses. During the Offertory, you are welcome to take photos of your child carrying the gifts, but we do ask that you remain seated and refrain from using a flash. Thank you in advance for being reverent when snapping those memorable photos.

2019-2020 Gift Bearer Schedule

Date: 2A Mrs. Pagel 2B Mrs. Heal 2C Mrs. Hamm

September 6 Jameson Pagano Brady Garcia Kali Pieropan

September 13 Bailey Del Canto Cole Reyes Dylan Green

September 20 Ethan Kirland Mila Clark Kieren Tomasyan

September 27 Arabella Bryson Knox Marman Matilda Darnell

October 4 Aiden Toffelmier Lucia Perrizo Owen Bartusick

October 11 Victoria Gomez Ramirez Conor Gleeson Lainey Loungarikis

October 18 Robert Carlson Rocco Carlson Bianca Ippolito

October 25 Brady Davis Lilliana Lezama Nate Waters

November 1 *10:00 AM

Marisela Marken Eva Fisher Charles Musetich

November 15 Paxton Babbington Graham Oldfield Elle Warner

December 6 Coco Caulfield Suzie Ruston Franky Rasic

December 13 James Schreiber Taylor Gahagan Lillian Lazinski

January 10 Lauren Kenney Ella Perkins Theo Bolliger

January 17 Mickey Mitchell Everett Brutocao Grace Palda

January 24 Sophia Bauccio Sophia Ramirez Mitchell Hormuth

January 31 Parker Finn Luca Inzitari Valerie Cruz

February 7 Eloise Morrow Cooper Van Sluis Brody Flores

February 14 Keaton Evers Michele McDonald Lyla McDonagh

February 21 Sophia Davis Bobby Bunn Harrison Taft

February 26 *10:00 AM

Finny Hennessey Kaitlin Gales Jacquelyn Johnston

February 28 Ashley Maloney Chase Smith Jack Viczorek

March 6 Merrick Burmeister Georgia Giraldin Gavin Early

March 13 Kaelynn Reyes Charlie LeBon Slater Van Bruggen

March 20 Osvaldo Gabriel Jack Glover

March 27 Naomi Tobar Charlie Everett

April 3 TBD TBD TBD

April 24

May 1

May 8

May 22

May 29

Back to School Night ~ 2nd Grade Parent/Student Acknowledgement Form

Please sign and date once you have read the Back to School Packet and return to your homeroom teacher. We have read the 2nd Grade Back to School Night packet in its entirety and we are adding our signatures to verify that we (parent(s) and student) understand its content and will comply with the aforementioned guidelines to the best of our ability. Teacher Name: ___________________________________ Grade/Homeroom: ___________________ ___________________________________ ___________________________________ Student Name (printed) Student Signature / Date ___________________________________ ___________________________________ Parent Name (printed) Parent Signature / Date ___________________________________ ___________________________________ Parent Name (printed) Parent Signature / Date Best place to reach parents during the school day: _____________________________________