Dear Families,
Whew! From reviewing the War of 1812 in Reading, culminating our Insect Study with ‘report writing’ to Immigration to the United States; We have been busy! We also discussed Earth Day being tomorrow, April 22, with a student made book, video, and comprehensive response sheet.
Night of Excellence is this coming week! Come and see all the wonderful things our school’s students are learning and creating. Join us for dinner and support the Special Education Department and families in need. A flyer was sent home to register for the dinner.
Our Praying Mantis habitat is changing! We finally witnessed the egg case falling from the leaves it was sitting upon to the bottom of the cage. The egg case even wiggled a bit! Stay tuned for a nursery of nymphs in the coming days.
I sent another Intent to Return form to those who haven’t returned theirs. Please check backpacks or send me an email indicating whether you plan to be at MSES next year.
We only have a handful of weeks left of this school year. Please help me finish strong with your children! Reading those 20 minutes every night and talking about the things they are learning in class. Practice ALWAYS makes perfect….well almost always! 🙂
Your children are amazing little people; I can’t tell you how bittersweet the end of the school year is for me.
Mrs. P. 🙂
BrainPOP/BrainPOP, Jr.:
Username: MSES
Password: mustangs1
Front Row: Remember, this program differentiates and adjusts to your child’s needs in Math and Literacy. Reading and Word Study count as 20 minutes reading! Check it out with your child!
The website is as follows: Free App Download, too!
https://student.frontrowed.com/#login
Code: fm5xbb
UPCOMING EVENTS:
- April 25: Skippyjon Jones Snow What:(8:45-11:30)PPC
- April 27: School of Excellence Night (5:00-8:00 pm)MSES
- May 6: PAC Fun Run (9:00-11:00 am)MSHS
- May 19: Field Day k-2 (9:00-11:00 am) MSES Play Park
- May 26: Last Day of School
STAR OF THE WEEK: Maxton 🙂
SPECIALS:
- MON.~Music
- TUES.~PE
- WEDS.~Art/Media w/Mrs. Bradbury
- THURS.~Music
- FRI.~PE
SKILLS LESSONS: CKLA
FOCUS: At this point, students have learned at least one way to write nearly every sound in English, with the exception of the very rare /zh/ as in treasure.
Here are some patterns for you to review:
- n’ and ‘kn’ > /n/
- ‘wr’ and ‘r’ > /r/
- ‘w’ and ‘wh’ > /w/
- ‘g’ and ‘j’ > /j/
- ‘f’ and ‘ff’ > /f/
SPELLING: Check out the website kidsspell.com (Free)!
PLEASE NOTE THAT SPELLING IS NOT ‘GRADED’ BUT ESSENTIALTO READING AND WRITING! DO THE BEST YOU CAN WITHOUT FRUSTRATION!
Bolded is sound/letter focus: (Domain 1812 specific)
- Madison
- president
- battle
- march
- Congress
- British
- Washington
- support
- troops
- impressment
- cannon
- death
- Dolley
- merchant
- paved
- hawks
- painting
- monarchy
- navy
- Ironsides (Tricky Word)
Introduced on Monday/Test every Friday! 🙂
GRAMMAR:
In Unit 6, students will continue to review grammar skills introduced in previous units. In addition to the parts of speech that they already know— common and proper nouns; present/ past/future-tense verbs; and adjectives—students will learn to identify and use adverbs. The focus of the remaining grammar lessons is on the sentence as a unit. Building on their knowledge of subjects and predicates, students will learn to identify complete versus incomplete sentences. They will also learn to identify run-on sentences, as well as ways to correct these sentences. Finally, they will begin to work on writing increasingly detailed sentences.
WRITING:
In Grade 2 CKLA, students have thus far practiced writing personal narratives, as well as writing new story endings and story summaries. They have also practiced persuasive writing in the context of a friendly letter. At the end of this unit, they will be introduced to expository or report writing. This form of writing is well suited to the nonfiction text they are reading.
Report writing is focused on organizing information into paragraphs, each with a topic sentence and supporting details. The lessons have been written to build upon what students have learned about the War of 1812.
MATH:
Basic Facts: Front Row
Review and Practice:
Money: coins and bills
Fractions: whole, half, thirds, fourths (adding/subtracting/comparing)
Addition/Subtraction: with or without regrouping
Chapter 14: Time
- Review Time/Activities
- Assessment of Time
- Multiplication Tables of 3 and 4
WEBSITES FOR PRACTICE AT HOME!
https://student.frontrowed.com/#login
ixl.com (website for practice)
http://www.math-drills.com
LISTENING AND LEARNING: Immigration
- From Ireland to New York City
- Gold Mountain
- A Land of Opportunity
- A Mosaic of Immigrants
SOCIAL STUDIES: Immigration
The following list contains all of the core vocabulary words in Immigration in the forms in which they appear in the read-alouds or, in some instances, in the “Introducing the Read-Aloud” section at the beginning of the lesson. The inclusion of the words on this list does not mean that students are immediately expected to be able to use all of these words on their own. However, through repeated exposure throughout the lessons, they should acquire a good understanding of most of these words and begin to use some of them in conversation.
Core Vocabulary:
Lesson 1
ancestors, freedom, immigrants, immigrate, push and pull factors
Lesson 2
center, interpreter, liberty, opportunity
Lesson 3
customs, ethnic, officially, hostile, support, newcomers,
traditional
Lesson 4
afford, blight, emigrated
Lesson 5
characters, exhausting, honor, responsibilities, wages
Lesson 6
homestead
Lesson 7
descendants, famine, settlers
Lesson 8
citizen, naturalized, citizen, principles, rights
Lesson 9
amendments, the Bill of Rights, consent, the Constitution, disagreements
Lesson 10
guaranteed, jury, refugees, legally
Core Content Objectives Addressed in This Domain
Students will:
Explain the term immigrant
Describe reasons immigrants leave their home countries to make a new home in the United States (e.g., push and pull factors)
Explain why the United States was and is called the “land of opportunity”
Identify the meaning of e pluribus unum
Explain the significance of Ellis Island and the Statue of Liberty
Describe how immigration has brought millions of newcomers to the United States
Describe why large populations of immigrants settled in major cities such as New York, Chicago, Philadelphia, Detroit, Cleveland, Boston, and San Francisco
Describe why some immigrants settled in the Midwest
Describe how their ancestors may have been immigrants who helped make America the country that it is today
Explain what it means to be a citizen of a country
Identify ways that a person becomes an American citizen
Identify that the government of the United States is based on the Constitution, the highest law of our land
Identify James Madison as the “Father of the Constitution”
Explain the basic functions of government (making and enforcing laws; settling disputes; protecting rights and liberties; etc.) by making analogies to familiar settings such as the family, the school, and the community
Identify the Bill of Rights as a document amending the Constitution
Describe the rights and responsibilities of an American citizen
Demonstrate familiarity with the songs “This Land Is Your Land” and “The Star-Spangled Banner”
Embedded in CKLA