Dear families,
Well, here it is…the last lengthy newsletter of what we are doing for the last week of school. First of all, thank you all for your support this year in teaching and helping your children grow. It isn’t always easy to throw 25 kids into a classroom with a teacher and expect everything will be sunshine and roses. 🙂 I felt a lot of sunshine and smelled some pretty sweet roses. Your children are wonderful little people and I have thoroughly enjoyed my time with them.
Take care and have a phenomenal summer full of fun and adventures! Don’t forget to take time to visit the library and pick some great books to enjoy. The libraries usually have a summer program in which you can earn prizes and participate in some fun activities. Check it out!
I’ve worked with your flower,
And helped it to grow.
I’m returning it now,
But I want you to know…
This flower is precious,
As dear as can be.
Love it, take care of it,
And you will see…
A bright new bloom,
With every day.
It grew and blossomed
In such a wonderful way.
In September just a bud,
January, a bloom;
Now a lovely blossom
I’m returning in June. (Okay…May!)
Remember, this flower,
As dear as can be,
Though rightfully yours,
Part will always belong to me!
In 3.5 school days, I will give your kids back to you feeling like the champions they are! Remember that our relationship isn’t over…it’s only just gotten started!
Have a good week!
Mrs. P. 🙂
Freckle: Remember, this program differentiates and adjusts to your child’s needs in Math. Check it out with your child!
The website is as follows:
https://student.freckle.com/#login
(code: 7z2kkd)
Upcoming Events:
5/24/18: Last day of school: 12:00 Release
SCHOOL’S OUT FOR SUMMER!
Every Friday~Walking School Bus leaves 7:30 am from Miramont Castle and Memorial Park.
STAR OF THE WEEK: Joey 🙂
SPECIALS:
MON.~PE
TUES.~Art
WEDS.~Music
THURS.~Early release @1:00
SPELLING: DONE!
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: Odds and Ends in Workbook
Continued Practice: addition and subtraction with/without regrouping, multiplication/Time/Money/Fractions/Problem Solving
Basic Facts: Front Row/Dice/Cards
LISTENING AND LEARNING: Fighting for a Cause
- Cesar Chavez: Protector of Workers’ Rights
- Celebrating Those Who Fought for a Cause
- Review and Assess
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
civil rights, courage, discrimination, equal rights, inequality, nonviolence
Lesson 2
abolitionists, ballots, influential, jury, suffrage
Lesson 3
admiral, devotion, First Lady, human rights, politics
Lesson 4
federal, health care, privilege, proud, scholarship, society
Lesson 5
challenge, gamble, hostility, intimidate, teammates
Lesson 6
assign, boycott disrupted, injustice, segregation
Lesson 7
activists, band, character, extraordinary, minister, sit-ins
Lesson 8
heritage, instructing, migrant workers, organizer, plight, strikes
Lesson 9
democratic, dignity, disabilities, obstacles, taxes
Core Content Objectives
Explain that members of one powerful group often excluded members of other groups from certain rights
Describe how organizations and movements, such as the civil rights movement, were created as people fought for equal rights
Explain why fighting for important causes has helped to change laws and improve the lives of many people
Explain the terms inequality, discrimination, suffrage,
Explain the concepts of nonviolence, civil rights, and human rights
Describe the lives and contributions of Susan B. Anthony, Eleanor Roosevelt, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Martin Luther King Jr., and Cesar Chavez
Identify the main causes for which Susan B. Anthony, Eleanor Roosevelt, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Martin Luther King Jr., and Cesar Chavez fought during their lifetimes
Identify Susan B. Anthony as an abolitionist
Explain that Susan B. Anthony campaigned for women’s rights, especially the right to vote
Explain that Eleanor Roosevelt was married to President Franklin Roosevelt
Identify Eleanor Roosevelt as a First Lady
Identify the Great Depression as a difficult time in American history
Explain the role of the United Nations in the world
Explain that Jackie Robinson was a talented athlete
Identify Jackie Robinson as the first African American to play Major League Baseball in the United States
Explain the importance of the success of the Montgomery Bus Boycott
Explain the connection between Rosa Parks and Martin Luther King Jr.
Identify Martin Luther King Jr. as an important leader of the civil rights movement
Describe working conditions for migrant workers
Describe the similarities among the causes supported by Susan B. Anthony, Eleanor Roosevelt, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Martin Luther King Jr., and Cesar Chavez
Describe the similarities among the methods of protest used by Susan B. Anthony, Eleanor Roosevelt, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Martin Luther King Jr., and Cesar Chavez