Monthly Archives: April 2019

April 29-May 3, 2019

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Dear Families,

A big thank you to Amberlin’s folks for donating a huge stack of Highlights and Puzzlemania magazines and some Jack and Jill magazines! They are full of stickers and activities…not to mention educational material all day long!

The Wheat Grass went home today.  The kids really have green thumbs! They enjoyed planting and seeing the roots through the clear plastic cup.

We have less than a month left of this school year.  It is hard to believe how quickly the time passes.  Your kids are a handful every day, all day, but very sweet and enjoyable! It has been a great year of learning, growing, and changing socially and emotionally.  They are truly some great kids! 🙂

Mrs. P. 🙂

UPCOMING EVENTS:

 

5/17/19 K-3 Field Day TENTATIVE (Early Release @1:00)

5/23/19 TENTATIVE last day of school (Dismiss at 12 noon)

STAR OF THE WEEK:🙂 Zackery

SPECIALS:

  • Monday: Music/Spanish (1:45-2:45)
  • Tuesday: TEAMS (10:35-11:25)/2nd Step(1:00-1:30)
  • Wednesday: Art (1:40-2:40)
  • Thursday: PE (1:40-2:40)
  • Friday: Spanish/Music (1:45-2:45)          

LANGUAGE ARTS (CKLA):

Unit 6 Reader: The War of 1812

SPELLING

Pattern: Related to The War of 1812

  1. battle
  2. British
  3. cannon
  4. Congress
  5. death
  6. Dolley
  7. hawks
  8. impressment
  9. Ironsides
  10. Madison
  11. march
  12. merchants
  13. monarchy
  14. navy
  15. painting
  16. paved
  17. president
  18. support
  19. troops
  20. Washington

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 practicedwriting 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.

MATH: Chapter 15: Fractions 

Spiral Assessments : addition with/without regrouping and subtraction with/without regrouping/Coins/Bills to $20/values/real world problems

Basic Facts: Dice/Cards                                          

Focus: Whole, halves, thirds, and fourths/numerator and denominator/adding, subtracting, and comparing fractions

LISTENING AND LEARNING:  The U.S. Civil War
  • Harriet Tubman, Part I
  • Harriet Tubman, Part II
  • The Controversy Over Slavery
  • Abraham Lincoln
  • The Division of the United States
  • The War Begins
  • Robert E. Lee
  • Clara Barton
  • The Emancipation Proclamation
  • Ulysses S. Grant
  • The End of the War

Students will be able to:

Demonstrate familiarity with slavery and the controversy over slavery in the United States

Describe the life and contributions of Harriet Tubman

Identify the Underground Railroad as a system of escape for enslaved Africans in the United States

Demonstrate familiarity with the poems “Harriet Tubman” and “Lincoln”

Demonstrate familiarity with the song “Follow the Drinking Gourd”

Differentiate between the North and the South

Describe the adult life and contributions of Abraham Lincoln

Differentiate between the Union and the Confederacy and the states associated with each

Describe why the southern states seceded from the United States

Identify the U.S. Civil War, or the War Between the States, as a war waged because of differences between the North and the South

Identify the people of the North as “Yankees” and those of the South as “Rebels”

Define the differences between the Union and the Confederacy

Explain Abraham Lincoln’s role in keeping the Union together during the U.S. Civil War

Identify Robert E. Lee as the commander of the Confederate Army

Explain why Lee was reluctant to command either the Union or Confederate Army

Identify Clara Barton as the “Angel of the Battlefield” and the founder of the American Red Cross

Describe the work of the American Red Cross

Identify Abraham Lincoln as the author of the EmancipationProclamation

Explain the significance of the Emancipation Proclamation

Identify Ulysses S. Grant as the commander of the Union Army

Explain that the North’s victory re-united the North and the South as one country and ended slavery

Vocabulary: Bolded are words to master

Lesson 1: plantations, slavery, survival, value, wages

Lesson 2: conductor, contributions, gourd, passengers, rebellious

Lesson 3: abolitionists, cotton, agriculture, economy, factories

Lesson 4: candidates, debates, expand, government, politicians

Lesson 5: Confederacy, deleted, heritage, seceded, Union

Lesson 6: civilians, Civil War, clash, devastated, flee, Rebels

Lesson 7: advisors, frail, generals, oath, wastelands

Lesson 8: compassionate, countless, disasters, wounded

Lesson 9: abolished, Cabinet, emancipation, proclamation, scroll

Lesson 10: ammunition, defeat, rations, surrendered, Yankees

Lesson 11: equality, monument, prosperity, ransacked, rival, United

April 22-26, 2019

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Dear Families,

We are winding down the year and enjoying lots of great weather and activities.  Remember we have our Night of Excellence on Thursday from 5-8.  It is an amazing experience to see all the hard work our students do every day and benefits our Special Education Department. The dinner is delicious, so if you are interested, there is a registration form and fee for this annual event.

I will not be at school for the scheduled Field Day on May 17.  My daughter is graduating from UCCS with her Masters in History at the World Arena.  Mrs. Butler is the assigned substitute which will make for a wonderful day! The kids adore her.

Mrs. P. 🙂

UPCOMING EVENTS:

4/25/19 Night of Excellence (5:00-8:00)

4/26/19 Colorado Ballet comes to our school!

5/17/19 K-3 Field Day TENTATIVE (Early Release @1:00)

5/23/19 TENTATIVE last day of school (Dismiss at 12 noon)

STAR OF THE WEEK:🙂 Thea

SPECIALS:

  • Monday: Music/Spanish (1:45-2:45)
  • Tuesday: TEAMS (10:35-11:25)/2nd Step(1:00-1:30)
  • Wednesday: Art (1:40-2:40)
  • Thursday: PE (1:40-2:40)
  • Friday: Spanish/Music (1:45-2:45)          

LANGUAGE ARTS (CKLA):

Unit 6 Reader: The War of 1812

SPELLING

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 be aware of:

  1. n’ and ‘kn’ > /n/
  2. ‘wr’ and ‘r’ > /r/
  3. ‘w’ and ‘wh’ > /w/
  4. ‘g’ and ‘j’ > /j/
  5. ‘f’ and ‘ff’ > /f/

PLEASE NOTE THAT SPELLING IS NOT ‘GRADED’ BUT ESSENTIAL TO READING AND WRITING! DO THE BEST YOU CAN WITHOUT FRUSTRATION!

Pattern: -ge/-dge/-tion

  1. revenge
  2. large
  3. judge
  4. fudge
  5. nudge
  6. huge
  7. nation
  8. attention
  9. direction
  10. fraction
  11. locomotion
  12. stations
  13. option
  14. action
  15. change
  16. range
  17. cottage
  18. addition
  19. caption
  20. Europe

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 practicedwriting 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.

MATH: Chapter 14: Fractions & Money Practice

Spiral Assessments : addition with/without regrouping and subtraction with/without regrouping

Basic Facts: Dice/Cards                                          

Focus: Coins/Bills to $20/values/real world problems

LISTENING AND LEARNING:  The U.S. Civil War
  • Harriet Tubman, Part I
  • Harriet Tubman, Part II
  • The Controversy Over Slavery
  • Abraham Lincoln
  • The Division of the United States
  • The War Begins
  • Robert E. Lee
  • Clara Barton
  • The Emancipation Proclamation
  • Ulysses S. Grant
  • The End of the War

Students will be able to:

Demonstrate familiarity with slavery and the controversy over slavery in the United States

Describe the life and contributions of Harriet Tubman

Identify the Underground Railroad as a system of escape for enslaved Africans in the United States

Demonstrate familiarity with the poems “Harriet Tubman” and “Lincoln”

Demonstrate familiarity with the song “Follow the Drinking Gourd”

Differentiate between the North and the South

Describe the adult life and contributions of Abraham Lincoln

Differentiate between the Union and the Confederacy and the states associated with each

Describe why the southern states seceded from the United States

Identify the U.S. Civil War, or the War Between the States, as a war waged because of differences between the North and the South

Identify the people of the North as “Yankees” and those of the South as “Rebels”

Define the differences between the Union and the Confederacy

Explain Abraham Lincoln’s role in keeping the Union together during the U.S. Civil War

Identify Robert E. Lee as the commander of the Confederate Army

Explain why Lee was reluctant to command either the Union or Confederate Army

Identify Clara Barton as the “Angel of the Battlefield” and the founder of the American Red Cross

Describe the work of the American Red Cross

Identify Abraham Lincoln as the author of the EmancipationProclamation

Explain the significance of the Emancipation Proclamation

Identify Ulysses S. Grant as the commander of the Union Army

Explain that the North’s victory re-united the North and the South as one country and ended slavery

Vocabulary: Bolded are words to master

Lesson 1: plantations, slavery, survival, value, wages

Lesson 2: conductor, contributions, gourd, passengers, rebellious

Lesson 3: abolitionists, cotton, agriculture, economy, factories

Lesson 4: candidates, debates, expand, government, politicians

Lesson 5: Confederacy, deleted, heritage, seceded, Union

Lesson 6: civilians, Civil War, clash, devastated, flee, Rebels

Lesson 7: advisors, frail, generals, oath, wastelands

Lesson 8: compassionate, countless, disasters, wounded

Lesson 9: abolished, Cabinet, emancipation, proclamation, scroll

Lesson 10: ammunition, defeat, rations, surrendered, Yankees

Lesson 11: equality, monument, prosperity, ransacked, rival, United

April 15-19, 2019

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Dear Families,

Bear Creek was cold, but the kids did a great job listening and enjoying the new interactive displays as well as the stuffed animals, etc.  Thank you to Samantha DeNaray, Amanda Wupper, Sara Bryant, and Julie Lavigne for supporting us!

Have a great week!

Mrs. P. 🙂

UPCOMING EVENTS:

4/15/19 Family Game Night (4:30-6:00)

5/17/19 K-3 Field Day TENTATIVE (Early Release @1:00)

4/25/19 Night of Excellence (Details to come!)

4/26/19 Colorado Ballet comes to our school

5/23/19 TENTATIVE last day of school Dismiss at 12 noon

STAR OF THE WEEK:🙂 Rory

SPECIALS:

  • Monday: Music/Spanish (1:45-2:45)
  • Tuesday: TEAMS (10:35-11:25)/2nd Step(1:00-1:30)
  • Wednesday: Art (1:40-2:40)
  • Thursday: PE (1:40-2:40)
  • Friday: Spanish/Music (1:45-2:45)          

LANGUAGE ARTS (CKLA):

Unit 6 Reader: The War of 1812

The Reader for this unit is The War of 1812. The War of 1812 is important historically as it was the first foreign conflict that the United States faced as a young nation. Although students have been listening to nonfiction selections in Listening & Learning since Kindergarten, this is the first nonfiction Reader students read as part of the Core Knowledge Language Arts (CKLA) program in Grade 2.

SPELLING: (20 Words and Alphabetical Order)

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 be aware of:

  1. n’ and ‘kn’ > /n/
  2. ‘wr’ and ‘r’ > /r/
  3. ‘w’ and ‘wh’ > /w/
  4. ‘g’ and ‘j’ > /j/
  5. ‘f’ and ‘ff’ > /f/

PLEASE NOTE THAT SPELLING IS NOT ‘GRADED’ BUT ESSENTIAL TO READING AND WRITING! DO THE BEST YOU CAN WITHOUT FRUSTRATION!

Pattern: Bossy R (er, ir, ur, or, ar)

  1. after
  2. barber
  3. camera
  4. difference
  5. birthday
  6. swirling
  7. thirteen
  8. chirping
  9. burden
  10. furnace
  11. hamburger
  12. turtle
  13. marker
  14. parcel
  15. ramparts
  16. safari
  17. informer
  18. organize
  19. perform
  20. war

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.

MATH: Chapter 13: Money 

Spiral Assessments : addition with/without regrouping and subtraction with/without regrouping

Basic Facts: Dice/Cards                                          

Focus: Coins/Bills to $20/values/real world problems

LISTENING AND LEARNING:  The U.S. Civil War
  • Harriet Tubman, Part I
  • Harriet Tubman, Part II
  • The Controversy Over Slavery
  • Abraham Lincoln
  • The Division of the United States
  • The War Begins
  • Robert E. Lee
  • Clara Barton
  • The Emancipation Proclamation
  • Ulysses S. Grant
  • The End of the War

Students will be able to:

Demonstrate familiarity with slavery and the controversy over slavery in the United States

Describe the life and contributions of Harriet Tubman

Identify the Underground Railroad as a system of escape for enslaved Africans in the United States

Demonstrate familiarity with the poems “Harriet Tubman” and “Lincoln”

Demonstrate familiarity with the song “Follow the Drinking Gourd”

Differentiate between the North and the South

Describe the adult life and contributions of Abraham Lincoln

Differentiate between the Union and the Confederacy and the states associated with each

Describe why the southern states seceded from the United States

Identify the U.S. Civil War, or the War Between the States, as a war waged because of differences between the North and the South

Identify the people of the North as “Yankees” and those of the South as “Rebels”

Define the differences between the Union and the Confederacy

Explain Abraham Lincoln’s role in keeping the Union together during the U.S. Civil War

Identify Robert E. Lee as the commander of the Confederate Army

Explain why Lee was reluctant to command either the Union or Confederate Army

Identify Clara Barton as the “Angel of the Battlefield” and the founder of the American Red Cross

Describe the work of the American Red Cross

Identify Abraham Lincoln as the author of the EmancipationProclamation

Explain the significance of the Emancipation Proclamation

Identify Ulysses S. Grant as the commander of the Union Army

Explain that the North’s victory re-united the North and the South as one country and ended slavery

Vocabulary: Bolded are words to master

Lesson 1: plantations, slavery, survival, value, wages

Lesson 2: conductor, contributions, gourd, passengers, rebellious

Lesson 3: abolitionists, cotton, agriculture, economy, factories

Lesson 4: candidates, debates, expand, government, politicians

Lesson 5: Confederacy, deleted, heritage, seceded, Union

Lesson 6: civilians, Civil War, clash, devastated, flee, Rebels

Lesson 7: advisors, frail, generals, oath, wastelands

Lesson 8: compassionate, countless, disasters, wounded

Lesson 9: abolished, Cabinet, emancipation, proclamation, scroll

Lesson 10: ammunition, defeat, rations, surrendered, Yankees

Lesson 11: equality, monument, prosperity, ransacked, rival, United

April 8-12, 2019

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Dear Families,

I hope your kids have been ‘bugging’ you with all the facts they are learning about insects! We have really enjoyed our read aloud lessons this week listening and learning about how insects are similar and different depending on the insect! Read the Ask Your Expert to engage in conversations about our study.  They are updated weekly in the school’s Newsletter. I also included the link to a teacher who reads the domain like we do in class on email.  She is very entertaining and if you scroll down you will see the other lesson titles.  We have read Lessons 1-5 this week!

This week’s spelling test is a doozy! There are 20 words, which is challenging and now they are applying different ways to spell the same sound in a word.  I told the class that from now on, they should be able to read the words fluently first. The correct spelling will come much easier!

Remember we have a field trip to Bear Creek Nature Center on Friday. Thank you for sending your payment or permission back this week.

Have a great week!

Mrs. P. 🙂

UPCOMING EVENTS:

 

4/12/19 Field trip to Bear Creek Nature Center 8:30-11:30

4/15/19 Family Game Night (4:30-6:00)

5/17/19 K-3 Field Day TENTATIVE (Early Release @1:00)

4/25/19Night of Excellence (Details to come!)

4/26/19 Colorado Ballet comes to our school

5/23/19 TENTATIVE last day of school Dismiss at 12 noon

STAR OF THE WEEK:🙂 Kailyn

SPECIALS:

  • Monday: Music/Spanish (1:45-2:45)
  • Tuesday: TEAMS (10:35-11:25)/2nd Step(1:00-1:30)
  • Wednesday: Art (1:40-2:40)
  • Thursday: PE (1:40-2:40)
  • Friday: Spanish/Music (1:45-2:45)          

LANGUAGE ARTS (CKLA):

Unit 6 Reader: The War of 1812

 The Reader for this unit is The War of 1812. The War of 1812 is important historically as it was the first foreign conflict that the United States faced as a young nation. Although students have been listening to nonfiction selections in Listening & Learning since Kindergarten, this is the first nonfiction Reader students read as part of the Core Knowledge Language Arts (CKLA) program in Grade 2.

SPELLING: (20 Words and Alphabetical Order)

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 be aware of:

  1. n’ and ‘kn’ > /n/
  2. ‘wr’ and ‘r’ > /r/
  3. ‘w’ and ‘wh’ > /w/
  4. ‘g’ and ‘j’ > /j/
  5. ‘f’ and ‘ff’ > /f/

PLEASE NOTE THAT SPELLING IS NOT ‘GRADED’ BUT ESSENTIALTO READING AND WRITING! DO THE BEST YOU CAN WITHOUT FRUSTRATION!

  1. noise
  2. night
  3. kneel
  4. wrinkle
  5. ripple
  6. ferret
  7. window
  8. whistle
  9. western
  10. jungle
  11. jolly
  12. gentle
  13. ginger
  14. margin
  15. photo
  16. dolphin
  17. graph
  18. finish
  19. traffic
  20. Britain (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.

MATH: Chapter 13: Money 

Spiral Assessments : addition with/without regrouping and subtraction with/without regrouping

Basic Facts: Dice/Cards                                          

Focus: Coins/Bills to $20/values/real world problems

LISTENING AND LEARNING: Insects

  • Insects Everywhere!
  • What Makes an Insect an Insect?
  • Life Cycles of Insects
  • Social Insects: Bees and Wasps
  • Social Insects: Ants and Termites
  • Insects That Glow and Sing
  • Armored Tanks of the Insect World
  • Friend or Foe?

Core Vocabulary:

The following list contains all of the core vocabulary words in Insects in the forms in which they appear in the domain. These words 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 all lessons, they should acquire a good understanding of most of these words and begin to use some of them in conversation.

Lesson 1

  • habitats
  • host
  • insects
  • social
  • solitary

Lesson 2

  • abdomen
  • antennae
  • exoskeletons
  • microscopic
  • thorax

Lesson 3

  • larva
  • metamorphosis
  • molt
  • nymph
  • progression
  • pupa

Lesson 4

  • colonies
  • cooperate
  • drones
  • pollen
  • societies

Lesson 5

  • aggressive
  • chambers
  • destructive
  • emit
  • nurseries

Lesson 6

  • bioluminescence
  • forelegs
  • lanterns
  • transparent
  • tymbals

Lesson 7

  • adapt
  • armor
  • beetles
  • elytra
  • mimicry

Lesson 8

  • entomologist
  • extinction
  • foe
  • pesticides
  • pollinators

Students will: Expectations of Learning

Explain that insects are the largest group of animals on Earth

Explain that there are many different types of insects

Explain that most insects live solitary lives, but some, such as honeybees, paper wasps, ants, and termites are social

Explain that insects live in virtually every habitat on Earth, with the exception of the oceans

Classify and identify particular insects as small, six-legged animals with three main body parts

Identify and describe the three main body parts of insects: head, thorax, and abdomen

Identify the placement and/or purpose of an insect’s body parts

Describe an insect’s exoskeleton

Explain why spiders are not insects

Describe the life cycles and the processes of complete and incomplete metamorphosis

Describe how some insects look like miniature versions of adults when they are born from eggs

Explain why some insects molt

Describe how some insects go through four distinct stages of development, including egg, larva, pupa, and adult

Distinguish between social and solitary insects

Describe how all members of a social insect colony come from one queen

Describe the roles of honeybee workers, drones, and queens

Describe how honeybees communicate with one another through “dances”

Describe the social behavior of ants and ant colonies

Describe the roles of worker ants, males, and queens

Compare and contrast grasshoppers and crickets

Identify ways in which insects can be helpful to people

Identify ways in which insects can be harmful to people