Buddy Activity- The Zones of Regulation

On Friday afternoon, the children worked with their buddies to create a "fortune teller" that reviewed the zones of regulation. We are looking forward to working with our buddies again.

First Picnic Of The Season

The weather was perfect so we headed outside for our snack time!

Revising Our Work

During Writers Workshop, the students met in partners to share their current work. The students asked questions to help the author decide what details or information might be added to the piece to make it more complete.

Geography Pop Ups

The children worked diligently on their pop up projects to illustrate some interesting facts from their continent research. They are looking forward to sharing them with you in April at the annual open house.

What do you think? How do you know?-Viable Arguments in Math

This is a problem that we discussed on Friday. 

Will Has 8 stickers. He gives 2 to Sara. Then he puts some on his lunch bag. He has 4 stickers left. How many does he put on his lunch bag. Circle the correct answer:

A. 2

B. 4

C. 6

D. 10

Sam chose D. The answer is wrong. How did Sam get the answer?

This type of work supports the following standards:

CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Represent and solve problems involving addition and subtraction.

CCSS.MATH.CONTENT.2.OA.A.1

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

Our Reader's Notebook-Responding to Our Independent Reading Choices

The children continue to enjoy reading and responding to their independent reading choices. Our Friday, I met with each student and we worked together to set a goal for independent reading. We are working on expanding our genre choices and including more details from the text in our pieces.

CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

CCSS.ELA-LITERACY.RL.2.3

Describe how characters in a story respond to major events and challenges.

CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.