# Welcome to Second Grade Curriculum Night! Piney Grove Elementary School - PowerPoint PPT Presentation

1 / 23
Title:

## Welcome to Second Grade Curriculum Night! Piney Grove Elementary School

Description:

### Title: Welcome to Second Grade Curriculum Night! Piney Grove Elementary School Author: WSFCS Workstation Last modified by: WSFCS Workstation Created Date – PowerPoint PPT presentation

Number of Views:174
Avg rating:3.0/5.0
Slides: 24
Provided by: WSFCSW243
Category:
Tags:
Transcript and Presenter's Notes

Title: Welcome to Second Grade Curriculum Night! Piney Grove Elementary School

1
Welcome to Second GradeCurriculum Night!Piney
Grove Elementary School
2
What to expect in Math?
• Memorize Addition/Subtraction Facts - fluently
• Problem Solving (word problems)
• Regrouping 3 digit addition and subtraction
• Fractions
• Telling Time to the 5 minutes
• Graphing Pictographs and reading graphs
• Venn Diagrams
• Patterns (shapes, , constant and growing s)
• Number Sense and Place Value
• -www.firstinmath.com great practice and
enrichment

3
Science Social Studies
• Science and Social Studies will be a graded
subject on the report card this year.
• Big Topics in Science
• Changes in Matter
• Sound
• Weather
• Life Cycles
• Big Topics in Social Studies
• Citizenship
• Communities
• Kenya
• Japan

4
Reading isComprehension, Accuracy Fluency
• Comprehension
• -Students understand what they read
• Accuracy
• -Students can read the words correctly.
• -Word Study
• Fluency
• -Students can accurately read, with expression
and understand what they read.

5
• -whole class with second grade level text
• -small group, leveled books, students are taught
at their instructional level
• -we are expanding vocabulary, increasing book
language, making connections between texts,
• -students read by themselves
• -students read with a partner

6
Fiction Nonfiction
• Fiction Text
• -Characters -Problem -Authors Message
• -Setting -Solution -Connections to other
literature
• -Major Events
• Nonfiction Text
• -Main Idea -Summarize
• -Organization of Text -Authors Message
• - Remember Key Vocabulary -Connections to other
literature

7
How can I help my child read?
• Dont let your child get frustrated!
• -Be positive
• -Choose the just right book
• -Sing songs (be sure to have a copy of the
lyrics)
• -You read a page, your child reads the same page
• -Paired Reading (The Fluent Reader, Rasinski,
2003)
• Reading is just like sports. You have to
practice a lot to be successful.

8
Word StudyAdapted from Words Their Way by
Donald R. Bear, Marcia Invernizzi, Shane
Templeton, and Francine Johnston
• What Is It?
• Assessing students spelling to determine what
developmental spelling stage they are in
• Studying words that are appropriate for their
developmental spelling stage
• Grouping students for word study based on their
developmental spelling stage
• Studying words through comparing and contrasting
word features and discovering consistent patterns
in words

9
• Stages of Spelling Development Among Second
• Stage 1 Emergent Stage
• Random letters, scribbles, and some letters

10
• Stage 2 Letter Name- Alphabetic Stage
• Use the names of letters to write the sounds
they want to represent
• -Early letter-name alphabetic stage
• use mostly consonants usually only
represent
• the first and last sound in a word (ex
when is
• spelled YN)
• - Middle to late letter name-alphabetic stage
• master most beginning and end consonants in
• words use but confuse short vowels, but
correctly spell long vowels that say
their name can segment and represent most
sounds heard in one-syllable words begin to
represent blends correctly (ex miss is
spelled mes great is spelled grat)

11
• Stage 3 Within Word Pattern Stage
• Read and spell many words correctly
• Correctly spell most single-syllable short vowel
words blends (pl, cr, st, etc.), digraphs (sh,
ch, wh, th), and pre-consonantal nasals (ex
camp, hunt, land)
• Study chunks of letter sequences or vowel
patterns within single syllable words (ex team,
bruise, vein)

12
• Stage 4 Syllables and Affixes Stage
• Have mastered all of the previous spelling stages
• Ready to spell syllable juncture patterns in
words that contain more than one syllable (ex
supplies, increase)

13
• Word Study Strategies
• Picture Sorts- putting pictures into category
columns by initial sounds, consonant blends or
digraphs, rhyming families, or vowel sounds
• Word Sorts- putting word cards into category
columns based on sound and/ or spelling pattern
• Writing Sorts- writing words in columns according
to the words consonant or vowel sound and/ or
spelling pattern
• Word Hunts- hunting for words in books and their
writing that contain the same sounds and/ or
spelling patterns in the words they are studying

14
• Comparing, contrasting, and analyzing words help
students organize what they know about words and
form generalizations about words that they can
use to decode new words when they read, and spell
words when they write
• Enables students to construct their own word
knowledge for reading and writing in a systematic
way that is developmentally appropriate for their
stage of spelling, and makes sense to them

15
WSFCS K-2 Writing Rubric
• Early Developing (Below Grade Level level 2 for
the first quarter level 1 beginning the second
quarter)
• -writes about familiar topics and ideas
• -writes left to right across several lines
• -writes short, patterned, repetitive sentences
about a single idea
• -uses more oral language than formal language
• -writes familiar words and word wall words
correctly
• -uses letter sound relationships to spell
unfamiliar words (letter name-alphabetic stage of
spelling)
• -uses capital letters for names and the
beginning of sentences

16
• Developing (Level 3 at grade level for the
first quarter Level 2 below grade level
beginning the second quarter)
• -composes several sentences related to a topic
• -begins to expand oral language to formal and
literary language
• -uses some details which may be in a list-like
form
• -writes many high frequency words correctly
• -uses temporary spelling which can be read by
others
• -consistently uses spacing, capital letters,
and end punctuation

17
• Early Independent (Level 4 above grade level for
the first quarter Level 3 at grade level
beginning the second quarter)
• -writes a series of related ideas in an
organized, step-by-step sequential manner
• -includes beginning, middle, and end with use of
transition words/phrases (ex First of all, The
next day, Finally)
• -uses varied sentence patterns and lengths (every
sentence should not begin with the same word or
have a short repetitive sentence structure)
• -begins to use vocabulary, ideas, and language
from experiences and books
• -uses descriptive detail and some elaboration
(writing helps reader visualize what is happening
• -writes most high frequency words correctly
• -uses more conventional than temporary spelling
• -uses correct capitalization and punctuation

18
• Independent (Level 4 above grade level)
• -writes with clear organization, sense of
audience, and sense of story that enables reader
to visualize the story
• -connects related ideas smoothly and logically
using transitional words/ phrases most of the
time
• -expresses several ideas to add details and
elaboration most of the time
• -uses vocabulary, ideas, and language from
experiences and books
• -uses varied sentence patterns and lengths that
develop and extend the topic
• -writes most words correctly with standard
punctuation, capitalization, and sentence fluency
• -uses paragraphs consistently and appropriately

19
Celebration for Success
• Replaces Panda Pride
• Will take place at school in the morning not at
night
• -four students per quarter
• Math Accomplishments
• -four students per quarter
• Perfect Attendance
• Good Citizens

20
What do 3rd Grade teachers expect?
• Math
• -Addition/Subtraction Facts-memorized (know them
by memory)
• -Practice multiplication facts 1-5
• Writing
• -Use complete sentences (nouns verbs)
• -Capital letters at the beginning of sentences
• - Capitalize Proper Nouns
• -Correct punctuation at the end of sentences
• Be Independent Workers
• -Write down homework assignments in agenda
• -Homework is their responsibility
• -Walk to class and unpack their own back pack
• -Stay in seats and raise hands

21
Other Information
• A computer is available in Room 301 for parents
to use.

22
Questions?
23
(No Transcript)