The Second Grade Parade
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Exceeds Expectations: student has mastered the grade level requirements and is continually working at skills above the standards associated with this grade level.
Meets Expectations: the student has mastered the grade level requirements associated with this skill.
Meeting Expectations with Assistance: student is showing progress in this skill, but still needs guidance.
Progressing Toward Standard: the student has shown minimal progress in this skill.
Not Meeting Expectation: student is unable to meet the requirement of this skill
Most of the standards are used in conjunction with others. This makes your child a more efficient learner. To best help your child, talk about reading and how it is used in real life. You may not remember how you learned to read, but I can tell you it is a complex task that takes much support from us as adults in their life.
- Always walk.
- Hands to ourselves.
- Clean up.
- Treat other with respect.
- Continued offense: 1 minute cool down
- Further progression: 5 minute recess detention
- Pink Slips and Disciplinary Referrals
The goal for consistent breaking of a rule is to catch that student correcting the behavior.
This does not mean they are bad! It is the action (rule breaking) I am disappointed with, not the child. Our actions can be changed. Please discuss the rules with your child and their importance for their own safety and to create an environment of respect for others learning time.
Absences from school: (Please contact the main office by 8:30 am by phone OR email to report your child's absence from school.
When your child returns to school from being absent please send a note stating the reason they were absent to be sent to the office. (This is state law) Also, any work that is missed will be collected and sent home the next day. You have the same amount of days missed to make up work.
Picking Up Early:
Send in a note on the day you will be picking up your child stating the time for dismissal. Upon arriving to the office – they will call for your child and you can sign them out in the main office.
- Number knowledge
- Add and subtract within 20
- Work with addition and subtraction equations
- Measure lengths indirectly and by use of units
- Tell and write time (hour and half hour)
- Represent and interpret data
- Reason with shapes and their attributes
Number line: To add 7+3, you start at the larger number, 7, and hop 3 times. Guide your child to make sure they hop correctly; be sure they do not count the number they start on as a hop.
Themed Studies: Science, Social Studies and Health are integrated with Reading, Writing and Math skills. It makes sense for your child’s day to be as productive as possible, if we can learn content area skills (Science, Social Studies) while working on our reading, writing and/or math skills, it makes better use of our time together! Curriculum maps for all subjects can be found on www.hope-elem.org under the curriculum tab.
The children are assigned tasks at centers and have to independently carry out that task. Interaction and thinking out loud to problem solve is essential. Learning centers allow small groups to meet with the teacher for instruction. Guided reading and writing groups as well as reteach lessons are occurring while students are at their assigned centers.
Differentiated Activities within our classroom:
Our reading schedule extends many opportunities for higher level thinkers to be pushed beyond the regular academics. We read in various leveled reading groups. (Spelling) Word study is at the student’s working level. During Math, students are given higher level thinking activities and some are working on review practice with a skill.
At Home Reading:
Books coming home are to be read and returned. Sign the bookmark accompanying the book and return. It is important that your child re-reads these stories accurately to gain confidence and build fluency. If your child asks you for help, prompt them to try the following strategies:
OUR GOAL: To build independent readers, avoid giving up when stuck, and expand vocabulary.
It doesn’t matter if your child is a beginning reader or zipping through books. When you hear your child say: “I don’t know that word.” Use these strategies. Remember our goal is to create independent readers. Yes, there are some sight words that we will have to tell them, but these four friends will be with us all year helping us read new words.
Can I sound the word out? Are there any word chunks, ie: ing, unk, __tion etc.
Are there picture Read the sentence without the word then re-read.
clues or context clues?