Dear Families,
We are officially in what I call, “The Controlled Crash!” The last weeks of school are hectic, exciting, and emotional. Some of us are sad that school is ending for the year, and we will miss all our teachers and friends. Some can’t wait until that last bell rings! 🙂 Whichever emotion(s) your child is feeling, just know that we will have some closure activities before school ends officially. I think everyone is ready for a break!
We will finish like we began….strong! Behavior is running high for the reasons I just mentioned. Please remind your child that school is still school and rules are still rules. I will be integrating some ‘down time’ in the afternoons with the movie, “Maniac Magee” which is a story of an orphaned boy who finds himself in a town that is divided into East and West….Black vs White. It fits nicely into our last domain study “Fighting For a Cause”. It also continues to examine the after effects of the Civil War.
Hang onto your hats! 13 days and counting……adore your ‘chiddlers’ as the BFG would call them!
Mrs. P. 🙂
- 5/10/21~Cogat Test Make-Ups
- 5/11/21 ~Cogat Test 8:30-9:30 and 12:00-1:00
- 5/26/21~Last Day of School: 12:00 dismissal
LANGUAGE ARTS (CKLA SKILLS):
Unit 6 Reader: The War of 1812
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:
- n’ and ‘kn’ > /n/
- ‘wr’ and ‘r’ > /r/
- ‘w’ and ‘wh’ > /w/
- ‘g’ and ‘j’ > /j/
- ‘f’ and ‘ff’ > /f/
SPELLING: Focus: WE ARE 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.
MATH: Review of Essential Skills
LISTENING AND LEARNING: Immigration
- E Pluribus Unum
- A Little Giant Comes to America
- Life in the City
- 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 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. 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”