Sunday, January 17, 2016
BEAR TIME
We continue to enjoy ending our week with BEAR time. The children love sharing favorite books with their friends.
Valentines For Vets- A Family Community Service Project
I would like to invite you to join us in a community service project. We will be creating Valentine Cards to be delivered to veterans on February 14th. If you are available, please plan on visiting our classroom at one if the following times to make a card with your child. Please let me know what day and time you are coming, so I will have the supplies ready. Please let me know if you have any questions.
Dates
2/1 9:15-10:00 or 2:15-2:50
2/2 9:15-10:00
2/4 9:15-10:00 or 2:15-2:50
2/5 9:15-10:00
If you are unable to join us at any of the listed times, let me know another time you are available on those three days and I will try to accommodate your availability.
Sunday, January 10, 2016
Home Project-My World Box!
My World Box!
As
we continue our study of the continents, regions and countries around the
world, we are hoping to find out more about where your relatives or ancestors
came from. This project is your way of
telling us all your connections to places in the world.
OUTSIDE:
Decorate the outside of the shoebox –you
could cover it with plain paper, wrapping paper or paint.
On the cover of the box, put a photo
of yourself or your family, your full name and 4 items, drawings or statements
that give information about you
(ex:
a lego-you love to build legos, a snowflake-you love skiing)
INSIDE:
Put 3 or 4 items (no more please)
inside your box that will tell us about your connections to places outside of
Massachusetts.
Here
are some possibilities for your 3 or 4 items:
*a
photograph of you, a family member, relative or friend living in or visiting
another part of the world.
*A
drawing of a tradition including food, customs, sports, games, art or music
that is related to your family’s heritage
*A
souvenir, photo or postcard from a place you or someone else has visited.
*The
flag of the countries your ancestors or relatives are from
*
The recipe of a traditional food your family makes
*A
map of where your ancestors or relatives are from
*A
folk or fairytale from a country or region that you have connections to
We
can’t wait to see your project and learn more about your connections to other
places in the world! Please bring in
your completed box on or before Monday, January 25, 2016.
Please
let us know if you have any questions
Sincerely,
The
2nd grade team
Note
to families:
The
children will be sharing their projects in small groups and with their 4th
grade buddies. Please have your child practice presenting to you before he/she
brings the project to school.
Fundations Update
Next week, we will begin Unit 7. Here is a summary of the last two units.
Unit 5
Syllables – Words are made up of parts called syllables. Sounds go together
to make each part. Each syllable is one push of breath.
Compound Words – two words together that combine to make a longer word.
Syllable Division Rules
•In order to divide compound words into syllables, we simply divide between the two words (hand bag, chest nut)
•Divide between two consonants (hap pen, gob lin) •Do not split-up digraphs (rock et, eth nic)
•For now, when there is only one consonant between two vowels, that consonant is needed to close in the first syllable. (rel ish, ton ic) •Blend stays together in second syllable (mat tress, hun dred)
New Suffixes – 4 new consonant suffixes: -ness, -less, -ment, -ful 3 new vowel suffixes: -able, -ish, -en
Using –ic at the end of multisyllabic words – Multisyllabic words ending with the /ik/ sound are spelled with –ic not –ick.
Vowel Team – Students are introduced to the vowel teams au and aw. Students are not expected to master these until later on in Level 2.
Unit 6
Vowel-Consonant-e Syllable- This syllable has a vowel, then a consonant,
then an e.
•The first vowel is long. To indicate the long sound, the vowel is marked with a macron. ̄
•The e is silent.
•This syllable can be combined with other syllables to make multisyllabic words.
Unit 5
Syllables – Words are made up of parts called syllables. Sounds go together
to make each part. Each syllable is one push of breath.
Compound Words – two words together that combine to make a longer word.
Syllable Division Rules
•In order to divide compound words into syllables, we simply divide between the two words (hand bag, chest nut)
•Divide between two consonants (hap pen, gob lin) •Do not split-up digraphs (rock et, eth nic)
•For now, when there is only one consonant between two vowels, that consonant is needed to close in the first syllable. (rel ish, ton ic) •Blend stays together in second syllable (mat tress, hun dred)
New Suffixes – 4 new consonant suffixes: -ness, -less, -ment, -ful 3 new vowel suffixes: -able, -ish, -en
Using –ic at the end of multisyllabic words – Multisyllabic words ending with the /ik/ sound are spelled with –ic not –ick.
Vowel Team – Students are introduced to the vowel teams au and aw. Students are not expected to master these until later on in Level 2.
Unit 6
Vowel-Consonant-e Syllable- This syllable has a vowel, then a consonant,
then an e.
•The first vowel is long. To indicate the long sound, the vowel is marked with a macron. ̄
•The e is silent.
•This syllable can be combined with other syllables to make multisyllabic words.
Two sounds for u in a v-e syllable - /ū/ as in mule (or use, cute) or /ü/ as
in rule (or tube, June)
S can say /z/ - when added to a word as suffix or when it is between two vowels, as in the words nose, rose, or wise.
Spelling Options – Sometimes two spellings make sense: ex. rose and roze Decide which looks correct. If you don’t know, FIND OUT Vowel-Consonant-e Syllable Exception - The letter v does not end words in our language. It is always followed by a silent e. Ex: give, have
Unit 7
Open Syllable – The vowel can say its name because there is nothing
closing it in.
Y as a vowel – Y often works as a vowel in open syllables, saying long /ī/ at the end of one syllable words (cry) and long /ē/ at the
end of multisyllabic words (baby)
New Syllable Division Rule – If there is only one consonant between two vowels, try dividing the word both ways in order to find the correct division. Ex: fi nal, fin ish
New Suffixes – one new vowel suffix (-y) that says long /ē/ two consonant suffixes (-ly, -ty)
S can say /z/ - when added to a word as suffix or when it is between two vowels, as in the words nose, rose, or wise.
Spelling Options – Sometimes two spellings make sense: ex. rose and roze Decide which looks correct. If you don’t know, FIND OUT Vowel-Consonant-e Syllable Exception - The letter v does not end words in our language. It is always followed by a silent e. Ex: give, have
Unit 7
Open Syllable – The vowel can say its name because there is nothing
closing it in.
Y as a vowel – Y often works as a vowel in open syllables, saying long /ī/ at the end of one syllable words (cry) and long /ē/ at the
end of multisyllabic words (baby)
New Syllable Division Rule – If there is only one consonant between two vowels, try dividing the word both ways in order to find the correct division. Ex: fi nal, fin ish
New Suffixes – one new vowel suffix (-y) that says long /ē/ two consonant suffixes (-ly, -ty)
IXL-focus on Place Value
In math, we continue to focus on place value. When using the IXL program, please focus on the choices below:
Place values
M.1Place value models - tens and ones- M.2Place value models - up to hundreds
- M.3Place value models - up to thousands
- M.4Place value - tens and ones
- M.5Place value - up to hundreds
- M.6Place value - up to thousands
- M.7Regrouping tens and ones I
- M.8Regrouping tens and ones II
- M.9Convert to/from a number - tens and ones
- M.10Convert to/from a number - up to hundreds
- M.11Convert to/from a number - up to thousands
- M.12Convert between place values - up to thousands
- M.13Convert from expanded form - up to hundreds
- M.14Convert from expanded form - up to thousands
- M.15Identify a digit up to the hundreds place
A Fun Free Family Evening- Please Support Our High School Student Volunteers
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Writers' Workshop
On Friday, the children gathered all of their finished pieces and spent time reflecting on each piece of writing. We thought about what we might add to each piece to make them more interesting to the reader. After, we began to organize our new writing folders by recording the titles of our completed pieces.
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