I am so happy to
be back at school because that means there is no snow.
I know you met
Miss D, my student intern, at the beginning of the year during Open House.
During the first half of the year she has been assisting and observing in
the room and building a relationship with the students. Please welcome her as she begins her final
stage of student teaching. She is a
wonderful asset to the classroom and is very dedicated to the students.
I will continue to send home a homework chart too list the Spelling City activity and reading. At various times, there will be worksheets that Miss D will send home that support her lessons. When will this occurs, your child will make a note of it in the planner.
We worked with money the last two weeks which ended up being four days. We will continue with the money this week and also begin place value.
Place Value
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In this unit
students will extend their knowledge of place value to 999. Students will bundle
ten tens to make a “hundred” and understand that the three digits of a
three-digit number represent the amounts of hundreds, tens and ones. They will skip count by 5s, 10s, and 100s.
Students will learn to count within 1000 by 1s, 5s, 10s, and 100s. Students
will also learn to write numbers to 1000 using base-ten numerals, number names,
and expanded form.
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2.NBT.1 UNDERSTAND that the three digits of a three-digit
number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7
hundreds, 0 tens, and 6 ones.
2.NBT.5
Fluently add and subtract
within 100 using strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction.
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I can …
I can explain and model how the three digits of a three
digit number represent hundreds, tens, and ones.
I can model 100 as a
bundle of 10 tens and explain a “hundred”.
I can use place value understanding to add three digit numbers. I can use place value understanding to subtract three digit numbers. |
Work
with time and money.
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In this unit of study, students will
identify coins and their values. They will use the dollar and cents symbol
appropriately. Students will show
multiple combinations of coins or
dollars for a given value and make change. Students will solve real-world
word problems using either dollars or
cents.
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2.MD.8
Solve
word problems involving dollar bills, quarters, dimes, nickels, and pennies,
using $ and ¢ symbols appropriately.
Example:
If you have 2 dimes and 3 pennies, how many cents do you have?
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I Can...
1. I can recognize dollar bills, quarters, dimes, nickels, and pennies.
2. I can match each coin/bill to its value.
3. I can count sets of coins/bills and record values using $ and ¢ symbols appropriately.
4. I can compare two sets of coins/bills.
5. I can make and recognize equivalent collections of coins/bills, select coins/bills for a given amount, and make change.
6. I can solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
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Earth Systems,
Structures and Processes
Essential Standard
and Clarifying Objectives
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2.E.1 Understand patterns of weather and factors
that affect weather.
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2.E.1.1
Summarize how energy
from the sun serves as a source of light that warms the land, air and water.
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2.E.1.2
Summarize weather
conditions using qualitative and quantitative measures to describe:
• Temperature
• Wind direction
• Wind speed
• Precipitation
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2.E.1.3
Compare weather
patterns that occur over time and relate observable patterns to time of day
and time of year.
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2.E.1.4
Recognize the tools
that scientists use for observing, recording, and predicting weather changes
from day to day and during the seasons.
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Students know that
light travels from the sun to the earth. Some of this light is reflected back
into space, some is absorbed by the land, water, and air.
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Students know that
numbers are used to describe air temperature, wind speed, and the amount of
precipitation that occurs. Students know that wind direction is described
using cardinal directions (N, S, E, W) and numbers. Students know how to
measure air temperature with a thermometer,
wind direction with a wind sock or
vane, wind speed with an anemometer,
and precipitation with a rain gauge.
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Students know that
over time there are patterns that can be observed in the weather and that
these patterns are influenced by the time of day (cooler morning, warmer
afternoon) and the time of year (seasonal changes).
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Students are familiar
with manual and electronic weather instruments, sensors, and computers as
well as how they can produce a ‘running record’ of weather changes that occur
over time by collecting and recording data. This collection of data can be
analyzed as a basis for predicting weather trends.
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Reading 3D TRC Question Stems
TRC - Text Reading Comprehension
Reading - PLEASE use the question
stems that are on the blog when reading with your child.
These questions stems are used in the
classroom to assist with comprehension.
Match the level to the RAZ-Kids level.
* The 2 letters after each question stands for Reading:
Literature
* The two numbers represent the following: 1.2 - 1st grade 2nd month; 3.4 - 3rd grade 4th month; 5.1 - 5th grade 1st month; etc.
Level F
What can you learn from the character? How do you know this? Use a part of the story in your answer. RL 1.2
Where do the characters live in this story? Use part of the story in your answer. RL 1.3
What is the character’s problem? RL 1.3
How is the problem solved? Use part of the story in your answer. RL 1.1
How does ____________(insert name) help ___________________(name)? Use part of the story to answer this. RL 1.9
Who is talking in the story? Give quotes from the story and have them tell who is speaking. RL 1.6
Draw a picture to show where the character went when they ___________________ (insert action). RL 1.3
What do you think the character will do the next time when they ____________ (insert action)? Use part of the story in your answer. RL 1.7
Level G
What are two words in the story that show what sound a _______________ (insert noun) makes? RL 1.4
What are the settings in the story? RL 1.3
Tell two ways ______________________ (insert experiences the characters had) are alike? RL 1.9
Tell at least two things you learned about the character in the story. Use part of the story to answer this. RL 1.3
Who is telling the story? How do you know? Use part of the story to answer this. RL 1.6
Why does the character ___________ (insert action)? RL 1.3
Tell how _____________ and ____________ are different. Use part of the book in your answer. RI 1.3
Draw a picture to show why something happens in the story. RL 1.7
Level H
Write some words from the story that show how the character is feeling. RL 1.4
Tell what happens in the story. Tell what happens first, next, and last. RL 1.3
Draw a picture of how the character solved the problem in the story. RL 1.3
What does the character do in this story that a real person cannot do? Use a part of the story in your answer. RL 1.9
Tell about the characters in the story. Use part of the story to answer this. Rubric is looking for a character trait. RL 1.3
What do the characters learn in the story? How do you know? Use part of the story to answer this. RL 1.2
Write some words from the story that show how the character feels. RL 1.4
Complete a chart. Write two things the character does at one setting. Write two things the character does a different setting. Ex. What does the character do at school and home? RL 2.1
Level I
Tell how the character acts. What did you learn from what he or she did? Use part of the story to answer this. RL 1.3
What is the character’s problem in the story? How is it solved? Use part of the story in your answer. RL 1.3
Tell about the beginning of the story and the end of the story. RL 1.3
Why does the character _______________ (action) at the end of the story? Use part of the story in your answer. RL 1.1
Tell the story in your own words. Write about the beginning, the middle, and the end of the story. RL 2.5
Write words from the story that show how the character feels. Provide a sentence from the story that shows the character is happy or sad. RL 1.4
Why did the character help __________________ (insert character name) in the story? RL 2.3
Fables teach lessons. What lesson does this fable teach? Use part of the story to tell about your answer. RL 2.2
The author says, “(quote from the story).” Use information from the book to explain why the author said this. RI 2.1
Tell why ________________ is a good title for this book. Use details from the book in your answer. RI 2.8
Level J
What is the problem in this story and how is it solved? Use a detail from the story to help explain your answer. RL 2.5
Explain how the characters in the story feel and why they feel this way. Use a detail from the story to help explain your answer. RL 2.3
What lesson does the character learn in this story? Use a detail from the story to explain your answer. RL 2.2
Tell what happens in this story. Be sure to tell about the beginning, the middle, and the end. RL 2.5
How do the characters feel in the story? How do you know? RL 2.7
Look at a particular section in the book. Tell the most important ideas in these pages. RI 2.5
How does the picture on page______ help you learn more about ____________________(insert topic)? RI 2.7
Level K
Hoes the character act when ______________ (insert event) happens? Tell what he or she says and what he or she does. Write your answers in the chart. RL 2.3
Tell what happens in this story. Write about the beginning, the middle, and the end of the story. RL 2.5
What problem does the character have in the story? How does the character solve the problem? RL 2.3
How does the character ________________ (action) in the story? Use two details from the story in your answer. RL 2.3
Write two reasons the character enjoyed _____________________ (action or event). Use details from the story to tell about your answer. RL 2.7
Is ________________________ a good title for this story? Use details from the story to explain your answer. RL 2.7
The author says _____________ (object) is ____________(adjective). What is another word to describe the object? Explain why you chose this word. RI 3.6
Level L
Tell what the character does and why he or she does it. Give two specific details from the text. RL 3.3
Explain how the character feels and use a detail from the text to support your answer. RL 3.1
Identify three text features and explain the information you learned from each text feature. RI 3.5
What could be another title for the text? Use information from the book to explain your answer. RI 3.1
Complete the cause and effect chart. When given one cause, provide the effect. When given an effect, provide the cause. RL 3.1
Fables teach lessons. What lesson does this fable teach? Use details from the story to explain your answer. RL 3.2
Level M
Summarize the story with beginning, the middle, and the end. RL 2.5
How does the character feel at first in the story? How does the character feel later in the story? Use a detail from the story in your answer. RL 2.6
Explain why the author wrote the book. Use at least two key details to support your answer. RI 2.3
Describe the effects of _________________(event). Use at least two details to support your answer. RI 2.6
Level N
Summarize the story and explain the lesson it teaches. RL 3.2
How do the character’s actions change what happens in the story? Use a detail from the story in your answer. RL 3.3
Explain two key ideas in this book. Use a detail from the book to support each key idea. RI 3.2
Level O
Explain why ___________(place) is important to the story. Support your answer using a detail from this story. RL 3.3
What do the characters think about ________________(insert place)? Use two specific details from the story to support your answer. RI 3.6
Do you agree with ___________________ (insert character’s point of view)? Explain your answer. Use a detail from the book in your answer. RI 3.6
How are paragraphs 2 and 3 connected to each other? Use a detail from the book to explain your answer. RI 3.8
Level P
Read this sentence from the story. What is the meaning of ______________ (insert word) as it is used in this sentence. Then, tell which context clue helped you understand the meaning. RL 3.4
Describe one of the character’s traits. Support your answer with one detail from the story. RL 3.3
Describe a ____________________ (noun). Use information and pictures from the book to support your answer. RI 3.7
Describe the steps in building ____________________(noun). Write one step in each of the boxes. RI 3.3
Level Q
Explain what the character does when he or she thinks something is wrong. Use at least two details from the book to support your answer. RL 4.1
Describe the friendship that two characters have. Use at least two details from the book to support your answer. RL 4.3
Write a summary of this book. Include at least four key details. RL 4.2
Level R
Write a summary of this story. Use at least four key events in your summary. RL 4.2
Use two character traits to describe the character. Support each trait with a detail from the story. RL 4.3
Describe how this book is organized. Use two specific details from the book to support your answer. RI 4.5
Read this sentence from the book. (Insert sentence) Explain how the author supports this idea. Use two specific details from the book in your answer. RI 4.8
Level S
Describe how the character likely feels when he or she sees _________________(noun or event). Use a specific detail from the story to support your answer. RL 5.1
Explain two ways the characters use features of the setting to help them. Use a detail from the story to support each way. RL 4.3
Describe how this book is organized. Use two specific details from the book to support your answer. RI 5.5
Provide two main ideas in this book and support each main idea with a key detail. RI 5.2
Level T
Explain how the character feels when they are ____________________ (insert an action). Use a specific detail from the story to support your answer. RL 5.1
Describe the theme of this story. Use at least two details from the story to support your answer. RL 5.2
Read this sentence from the book. (Insert sentence) Explain the meaning of ________________ (insert word). Write a clue you used to figure out the meaning of the word. RI 5.4
Level U
Explain how the character feels about ________________________(person, setting, or event). Then, explain how this story would be different if it was told from another character’s point of view. Use two specific details from the story to support your answer. RL 5.6
Describe how the character changes from the beginning of the story to the end of the story. Use two specific details from the story to support your answer. RL 5.1
Explain how you believe _____________________ (insert an event) happened. Use two specific details from the book to support your answer. RL 5.1
Provide two main ideas in this book and support each main idea with a key detail. RI 5.2
