2nd Grade MP3 Campus

Topics: class routines, getting to know each other, generating story topics, 5 Star Rubric, storytelling, beginning-middle-end, iReady

Activities: We are off to a great start in Jump into Writing! We took a room tour to get comfortable using our space and are learning class routines. We each created a Super Me flag to teach the class a little bit about ourselves. We did our first 5 Star writing and will begin setting 5 Star goals (i.e., start sentences with a capital letter, use end punctuation, put space between words, writing is easy to read, writing makes sense). We read and analyzed the very funny book about squirrels and cats to gain an understanding of the parts of stories. Students created Topic Charts to record their own story ideas from their own lives. Then we each chose a topic from our own lives and shared the story with our elbow partner. We also took time to take the iReady assessment.

Teacher Tips:

1.) Now is a powerful time to focus on handwriting skills. Daily handwriting practice makes a big difference for young writers. Please encourage your student to trace the guide letters and words many times (I recommend 7 times) to build muscle memory. This important work builds confidence, develops neat, legible handwriting, and strengthens fine-motor skills. Even 10 minutes a day can help your child become a more comfortable and confident writer! If you need a handwriting practice resource, please reach out to your SLPC.

2.) Now that we have wrapped up the iReady Assessment, it is a great time to try the iReady Instructional Activities. These lessons are fun and interactive to keep your student engaged as they learn. iReady recommends engaging in personalized learning activities about 3 times per week for approximately 15 minutes. Your student can access the personalized instruction through their waffle just like they did to take the iReady assessment.

Teacher Info: Mrs. Giesen, jgiesen@meridian.wednet.edu

Topics: Class Routines, getting acquainted, Meridian mindsets, phonic rules, listening skills, comprehension, sequencing story events

Activities: Week One began with get-to-know-you games and a review of classroom routines. After discussing the four Meridian Mindsets—open-mindedness, caring, courage, and trustworthiness—students reflected on their own strengths and chose one mindset they would like to focus on developing throughout the year. (If you did not receive an email with your child’s responses, please let me know.)

Next, we dove into the well-loved stories of Frog and Toad. So far, we have enjoyed The Lost Button and The Swim. These stories have provided wonderful opportunities to practice a variety of reading, language, and comprehension skills, including:

• Story mapping: identifying the characters and setting in the beginning, the problem in the middle, and the solution at the end
• Story sequencing using sentence strips and sequence cards
• Identifying and creating compound words
• Identifying characters based on written descriptions and statements
• Writing a descriptive riddle about a “button” on our class chart
• Listening for details to identify a “button” while classmates read their riddles
• Identifying characters’ emotions, such as happy, annoyed, and frustrated
• Recalling classmates’ names through the game Button, Button
• Sorting words with long and short a sounds
• Using reader's theater scripts to practice our reading

This semester, I am also being intentional about teaching and reviewing basic phonics skills, including short vowels, long vowels, blends, and digraphs. In September, we focused on the short a, e, and i sounds. We used whiteboards to build word chains by changing the initial, medial, or final sound. For example, we might move from tent → sent → send → sand. We also practiced with word lists. One of our initial goals is to build students’ ability to quickly and accurately sound out words containing short vowel sounds. Developing this automaticity will give students a stronger foundation as we move into more complex phonics patterns throughout the year.

Teacher Tip: Beginning the first week of October, students will participate in an oral reading fluency screening which measures the number of words read in a minute. This is a fantastic way for you to measure progress at home, too. Count the number of words your child is able to read from a grade level passage in a minute. You could track this through the year and include it as part of the evaluation/assessment portion of your monthly review.

Teacher Info: Mrs. Elgersma, gelgersma@meridian.wednet.edu

Topics: Routines and expectations, character traits of a great scientist, balance, stable vs. unstable systems, positioning of counterweights, communication as part of the scientific process, curiosity, perseverance

Activities: Students began the year considering what makes a great scientist and set an intention to develop one of those qualities in themselves. As we learned our classroom routines, we especially focused on how we are safe, respectful and responsible with our materials and as teammates in exploration and discovery. Students are especially working on contributing to classroom discussions respectfully and patiently. Students have experimented with a variety of shapes in attempts to balance systems on their fingertips and on craft sticks. They’ve used clothespins as counterweights and discovered which systems are stable versus unstable. In our class, we consider something stable if it is still or wobbles, but doesn’t fall. After much experimentation, students used their new understanding to predict whether a system of shapes and counterweights would balance or not. We are discovering that weight below the balance point almost always creates a stable system. Students are just beginning to take this understanding to balancing beams, as they get ready to make their own mobiles.

Reflection Questions: Experiment at home with what you can balance easily, or what you can add or rearrange to help something balance. Encourage students to stretch their creativity and persevere.

Teacher Info: Ms. Beaudin, ebeaudin@meridian.wednet.edu

Topics: Classroom routines, working with a partner, taking care of Edison, barcode programming

Activities: We started this month learning robots are designed by people to do a certain job. We discussed the two Mars rovers, Spirit and Opportunity, and compared them with robots we use in everyday life, such as robotic lawn mowers and vacuum cleaners. Students are learning the parts of Edison robots and how sensors use infrared light to help the robots respond to their surroundings. They are practicing teamwork by sharing ideas, taking turns, and solving problems with a partner. Students are exploring clap-controlled driving, avoiding obstacles, and following a torch (flashlight) using barcode programming.

Reflection Questions: Ask your child to explain how Edison’s sensors work and encourage them to design a safe obstacle course using household items, such as cups or blocks.

Teacher Info: Mrs. Graham, bngraham@meridian.wednet.edu