Dear Families,
The days are flying by so quickly! The flowers are blooming, the trees are getting lots of leaves, and your children are almost officially third graders! I can’t put into words how much I am going to miss them.
This week is the last week for spelling words. We will then begin some assessing to see where the kids are in their reading and writing skills. I plan to finish up Immigration this week and start in on Fighting For a Cause which covers the Civil Rights Movement highlighting Rosa Parks and MLK among others.
Have a great 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:
5/18/18: Field Day, k-2 (9:00-11:00) MSES
5/18/18: Early Release@1:00
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: Ian 🙂
SPECIALS:
MON.~Art
TUES.~Music
WEDS.~PE
THURS.~Art/Media w/Mrs. B.
FRI.~Music
SKILLS LESSONS: CKLA
Here are some patterns for you to be aware of:
- The spelling ‘c’ is found at the beginning, in the middle, or at the end of syllables (cat, act, attic).
- The spelling ‘k’ is found at the beginning, in the middle, or at the end of syllables (kite, skin, cook).
- The spelling ‘ck’ is found at the end of syllables, after short vowel sounds (back, slick, rocking).
- The spelling ‘cc’ is always found in the middle of words (raccoon, soccer).
- The spelling ‘ch’ is found at the beginning, in the middle, or at the end of syllables (chaos, scholar, stomach).
SPELLING: The War of 1812
- general
- ragtag
- mortar
- knotty
- fire
- peace
- treaty
- proud
- proud
- soldiers
- Mississippi
- traders
- streak
- defend
- river
- goods
- highway
- drains
- hickory
- orphan
- New Orleans (Tricky Word)
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: Chapter 19: Shapes and Patterns
- shapes
- patterns
- corners
- sides
- angles
- vertices
Continued Practice: addition and subtraction with/without regrouping, multiplication/Time/Money/Fractions/Problem Solving
Basic Facts: Front Row/Dice/Cards
LISTENING AND LEARNING: Immigration
- From Ireland to New York City
- Gold Mountain
- A Land of Opportunity
- A Mosaic of Immigrants
- Becoming a Citizen
- We the People
- Immigration and Citizenship
Core Vocabulary:
The following list contains all of the core vocabulary words in Immigrationin 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. Boldfaced words in the list have an associated Word Work activity. 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.
Lesson 1
- ancestors
- freedom
- immigrants
- immigrate
- push and pull factors
Lesson 2
- center
- interpreter
- liberty
- opportunity
Lesson 3
- customs
- ethnic
- hostile
- newcomers
- traditional
Lesson 4
- afford
- blight
- emigrated
Lesson 5
- characters
- exhausting
- honor
- responsibilities
- wages
Lesson 6
- homestead
- legally
- officially
- support
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
Students will: Expectations of Learning
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”