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Dear Parents,
Welcome back to The Parish School for the 2018-2019 school year. For our new families, we are so happy that you have chosen to join our school family. This is going to be a great year of faith formation and learning.
We are very excited to begin this new school year. Each year we are always reevaluating our practices and ensuring we continue on the upward trend of making our school the best in terms of faith, education and overall social development. One of the areas that we will be focusing on this year is positive behavior. We have instituted a new schoolwide Positive Behavior Program in which the goal is to shape wanted behavior by utilizing more positive rewards. And although our focus is on the positive, there will be times appropriate consequences will be given to address consistent unwanted behavior. Since we are Always Learning, helping to guide our learners to make better choices is part of our day and we want to be sure to address behaviors in the best way possible that also align with our Catholic Identity.
As a parent of a 5th and 3rd grader, I have the joy of seeing both sides of the coin. Our school has so much to offer from our deep Catholic faith in which our children continue to grow and flourish with each year to the vast amounts of learning that takes place in the classroom. Our children grow leaps and bounds from year to year and often times they themselves are so proud of the learner they have become. Seeing this first hand as an administrator and a parent makes me so proud of who we are as a school.
On a personal side, I have been in education for over 16 years. I am passionate about education and witnessing the “ah-ha” moments as I visit each classroom. The learners are always so energetic with a desire to learn that is contagious. One of my main goals this year is to make additional visits to the classroom and be able to join the learners for recess/lunch. I would like to get to know each learner and make a connection with him/her. Being able to know each child by name makes our community seem that much smaller and more like a family.
As we begin this school year, I look forward to the many wonderful moments and fellowship will we take part in throughout this year. I am eager to see the learners each and every day as they bounce through the hallways and out to recess to enjoy time with their friends and the many moments of learning they will experience in their new grade. I thank you in advance for all you do as parents. We are partners in education and I look forward to partnering with you this academic year as we make it one of the most memorable years yet!
Blessings,
Nicole Lanfranco, M. Ed
Assistant Principal Lower School, Curriculum and Learning
Second Grade2018-2019 Syllabus
2 nd Grade Faculty and Staff:
2nd Grade Homeroom Teachers: Mrs. Christy Pagel (2A) – [email protected] Mrs. Christina Heal (2B) – [email protected] Mrs. Janelle Hamm (2C) – [email protected] Second Grade Teachers – [email protected]
2nd Grade Instructional AssistantsMrs. Kari Polusky (2A)– [email protected] Mrs. Shelly Rollins (2A) – [email protected]. Cate McManamon (2B) – [email protected] Mrs. Danielle Holmes (2C) – [email protected]
School Administration:Fr. Brendan Manson, Pastor – [email protected] Dr. Catherine Muzzy, Principal - [email protected]. Nicole Bader, Assistant Principal Early Childhood - [email protected] Mrs. Nicole Lanfranco, Assistant Principal Lower School, Curriculum and Instruction [email protected] Mrs. Ashleigh Vachon Assistant Principal Upper School and Learning Affairs – [email protected]. Jean Paulson, Registrar (Sycamore and Student Records) – [email protected] Mrs. Cindy Celotto, Director of Admissions (FACTS) – [email protected] Mrs. Susan Robles, Welcome Center Coordinator – [email protected] Mrs. Audrey Rodriguez, Wellness Center Coordinator – [email protected] Mr. Jason Wesley, IT Manager – [email protected] Mrs. Letizzia Clerx, Administrative Assistant – [email protected]
SECOND GRADE CURRICULUM
Religion/Social StudiesTeacher: Mrs. Christy PagelEmail: [email protected]
In working with the learners this sacramental year, it is my hope that each and every follower of Christ come to know God’s Grace. We are not perfect, and He is a forgiving God. All have the opportunity to show love with ACTION and TRUTH, however, there are times in which we fall short. By the Grace of God, we are able to start over the moment we are ready.
Religion/Family LifeRequired Text:
Alive In Christ Our Sunday Visitor (2014) ISBN 978-1-61278-009-2 Family Life RCL Benziger (2011) ISBN 978-0-7829-1502-0 Requirements:It is a big year for our second graders! The learners will be preparing for First Reconciliation and First Holy Communion. We will discuss prayers, breaking them down line by line, so that each learner understands the meaning of what is being recited. Learners will participate in daily class discussion, projects, and weekly scripture reflections. This year focuses on Revelation, Trinity, Jesus Christ, The Church, Morality, Sacraments, and Kingdom of God. There will be prayer partner activities, bi-weekly praying of the rosary, and learning about saints. Family Life curriculum will be integrated into chapters of our Alive In Christ book.
● First Reconciliation will be Saturday, March 16th at 10:00 am.● First Communion will be Saturday, May 4th at 10:00 am.
Act of Contrition (Modern Alternative)
My God, I am sorry for my sins with all my heart. In choosing to do wrong and failing to do good, I have sinned against you whom I should love above all things. I firmly intend, with your help, to do penance, to sin no more, and to avoid whatever leads me to sin. Our Savior Jesus Christ suffered and died for us. In His name, my God, have mercy. Amen.
God’s Shining Light:
On Tuesday, September 4th, we will start with “God’s Shining Light.” During your learner’s week, there will be an informational poster created by them displayed in
the classroom. The poster will be sent home the week prior, to give ample time to complete and due the Monday morning of their week to share with the class. On Tuesday and Wednesday, your child will have the opportunity to bring in one item each of those days, to share his/her special talents and personal interests. It is our hope that this activity builds positive relationships with peers, self-confidence, public speaking skills, and responsibility.
Grading: Assessments 40% Classwork/Participation 30% Projects 20% Weekly Scripture/Reflections 10%
History/Social Studies:
Text: Reflections People We Know Harcourt School Publishers (2007)
ISBN 0-15-338499-9
Learning about who you are and where you came from is a part of one’s forever history. I hope the learners experience new traditions, sayings, artifacts, and/or family values that came from those before them, throughout this year’s learning and projects.
Requirements:Learners will be investigating things that happened long ago, understanding ancestors, learning what parts of the world their family has come from and how to locate those countries on a map. Learners will be creating a simple Family Tree, and all this will culminate in the Holiday Tradition and Immigration Interactive Days. Learners will understand how to read and label a simple map, how people need the land and its resources in order to survive, understand basic economic concepts such as producers and consumers, and how our great state of California contributes to that model.
Grading Components: Assessments: 40%Projects/Study Guides/Classwork 40%Participation: 20%
Program: FundationsBy Wilson Language Training CorporationPublisher: Wilson Language Training Corporation, Copyright 2012 Fundations is a multisensory, structured language program that supports Readers and Writers Workshop. It emphasizes phonemic awareness, phonics, word study, high frequency words, and handwriting. Concepts covered in second grade are: identifying parts of words (syllables, basewords, suffixes), read and spell words with short and long vowels, divide multisyllabic words, use synonyms, apply dictionary skills, apply correct punctuation, use correct writing position and pencil grip, as well as write clear, legible manuscript. Learners use whiteboards,
magnetic letter boards and sentence frames to help build words and form sentences with correct punctuation. Learners take unit assessments to check for understanding of sounds, spelling patterns and rules, as well as punctuation.
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STEMTeacher: Mrs. Janelle Hamm Email: [email protected]
The goal this year is for learners to build self-confidence as they further enhance and expand their problem solving skills. In both Math and Science, learners will have the opportunity to explore new strategies for facing challenges and begin to understand that there are many ways to solve a problem.MathematicsRequired Texts:
Math in Focus 2A Hardcover Textbook by Marshall Cavendish Education, 2015 Math in Focus 2B Hardcover Textbook by Marshall Cavendish Education, 2015Math in Focus 2A Practice Workbook by Marshall Cavendish Education, 2015Math in Focus 2B Practice Workbook by Marshall Cavendish Education, 2015
Core Mathematical Concepts: 1. Place value up to the thousands place 2. Adding and subtracting numbers up to one thousand 3. Mental math, rounding, and estimation 4. Using bar models to model mathematical operations 5. Multiplication and division of smaller facts 6. Money 7. Measurement 8. Bar graphs and line plots 9. Fractions 10. Angles and lines 11. Two-dimensional shapes Course Philosophy: The Parish School at St. Edward the Confessor Catholic Church will be using the Math In Focus curriculum this year. This program is both founded in the principles of Singapore Mathematics and aligned with Common Core Teaching Standards. Math in Focus utilizes in-depth presentation of skills and concepts. There are three tiers of instruction to foster learning. These three stages of learning, which are incorporated into all lessons, include: 1. Conceptualization with use of manipulatives to ensure that learners understand the core principles behind the mathematics 2. Pictorial modeling (e.g. with bar lines) to practice the skill that has been conceptualized 3. Application of the skill to real-world situations and problems. Learners are guided to approach mathematics metacognitively--they learn not only how to solve problems with math strategies, but how to also explain the underlying principles and the rationale behind the particular problem-solving strategies that they have utilized. Second Grade also implements Simple Solutions into the curriculum. Each lesson within the workbook offers practice of current grade level standards, as well as standards-based material from previous grade levels. The purpose of utilizing the Simple Solutions program in Grade 2 is for learners to fully master and retain the skills and concepts.
Believing that automaticity in math facts is fundamental to success in many areas of higher mathematics, second grade will be incorporating instruction and assessments for fact fluency. The goal for learners is to leave second grade with 80% or higher mastery on a three minute 60 problem assessment. Grading Components:40% Mastery Assessments: Chapter tests are administered at the culmination of each chapter to assess for understanding of concepts and skills found in the textbook. Tests contain multiple choice, computation, and short-answer response questions. Chapter quizzes are administered to assess for understanding of skills and concepts. They are taken as needed in between chapter lessons. They are typically short assessments with just a few questions focusing on one particular concept/skill. There may not be a quiz for every lesson; they will only be administered as needed. 40% Simple Solutions: On a daily basis learners will complete spiral review questions of second grade standards grounded in computation, logic, analytical skills, and the application of math concepts. On average, four Simple Solution lessons will be assigned each week and learners will earn points for accuracy. Every two weeks, Simple Solution quizzes will be given to assess students for a variety of skills. Simple Solutions ensures that previously encountered concepts and skills are retained.
20% Classwork/Homework: Daily classwork will be completed pertaining to the specific lessonbeing addressed in our Math in Focus text.
Science Required Texts: Science Fusion Consumable Textbook by Houghton Mifflin Harcourt, 2012 ISBN 978-0-547-5887-1
Core Science Concepts: 1. Investigations and hypotheses 2. The engineering design process 3. Living Things 4. Earth and Its Resources 5. Weather 6. Changes In Matter 7. Energy and Magnets 8. Rocks and Minerals
Course Philosophy: The primary goal in the science classroom is to explore the natural world for the purpose of understanding the mechanisms at work within it. Students will learn to make predictions, to test hypotheses, and to understand the components of conducting an experiment. The units are arranged thematically, exploring exciting concepts such as living things, weather, states of matter and energy, among many other things. The material is cross curricular (math-intensive science). Learners will also utilize organizational skills and the writing process. Class activities and assignments will require the use of grade-level mathematical concepts and skills. Learners will work both individually and, quite often, on team-based projects.
Grading Components:Assessment 45% - In class assessments to check for understanding of science concepts and skills. Unit tests to assess understanding and application of skills and concepts.
Labs/Projects 25 % - Classroom labs that require learners to employ math and science skills in order to solve problems.Classwork/Participation 30% - Learners will complete a variety of in class activities that require their active participation.
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ELA: English Language ArtsTeacher: Mrs. Christina HealEmail: [email protected]
Children often grow up being taught to be obedient more than to be wise, empathetic and critical. The teaching of writing can change that. In a democracy, we must help young people grow up to know how to voice their ideas, to speak out for what is right and good.
–Lucy Calkins
This year, your learners will be asked to think and communicate their ideas, and they will do this a lot! They will grow like beanstalks, thinking about why they like the books that they do. They will tell stories about important things that they have experienced and try to communicate why the story matters. They will think about author’s intentions. They will learn to write with intention. I am excited for your learners because they will discover that they enjoy many different kinds of books, and that they can write for many different purposes.
Reading Workshop:Program: Units of Study in Opinion, Information, and Narrative Writing By Lucy Calkins with Colleagues from the Reading and Writing Project Publisher: Heinemann; Copyright 2013 Reading Workshop is an instructional program developed by Lucy Calkins and colleagues from the Reading and Writing Project at Columbia University that focuses on the strengths and needs of each individual reader. Teachers model reading behaviors and provide direct instruction on strategic reading. Students are given significant time to read, an opportunity to choose their reading selections, and time to talk and write about books and strategies.
Components of Reading WorkshopA session begins with the teacher providing a whole class mini lesson on a reading strategy or skill. Picture and chapter books are read as the teacher demonstrates the skill. Then students read self-selected, high-interest, level-appropriate books independently or with a partner, drawing on all their accumulating reading strategies including the new lesson’s skill. Readers respond in a notebook, in peer groups and during their teacher conference. The teacher also provides instruction in small strategy groups and in individual conferences to review progress and set individualized goals. Students will share with the whole class or in small groups their reading, oral and written responses, and book recommendations. How will my child be assessed?Reading workshop assessment is ongoing and varied. The teacher will closely monitor and assess your child’s progress through conversations, notes, and running records from student-teacher conferences and small group work. Rubrics will be used to assess your student’s fluency, comprehension, written response, and participation in workshop. Expect to see fewer worksheets coming home as this model provides authentic reading and writing opportunities.
HomeworkParents and/ or learners are asked to indicate in a learner’s planner the number of minutes the learner read outside of school that week. Reading may occur daily or on the weekend. Minutes may be jotted on corresponding dates or totaled on the weekend space. Please use the monthly page where the learner receives stamps for having good days. Points will be allotted weekly (usually Mondays) for partial or full credit. Reading minutes may include independent reading (just right level is 95-98% accuracy), shared reading, and read-aloud (reading to the child) all of which have great value. Reading minutes may be approximated and should total at least 90 minutes a week. Please model honesty for your children. It is OK to miss a few points here and there. MobyMax app is a paid service provided to you by The Parish School and it can be a great help. Please have your learner spend some time each week playing MobyMax for ELA. Writing Workshop:
Program: Units of Study in Opinion, Information, and Narrative Writing By Lucy Calkins with Colleagues from the Reading and Writing Project Publisher: Heinemann; Copyright 2013 ISBN: 978-0-325-04755-3
Our Writing Workshop program is a highly effective program that builds on the best practices and proven frameworks of the original Units of Study for Teaching Writing series by Lucy Calkins. Writing Workshop helps learners meet and exceed the Common Core State Standards. The idea behind Writing Workshop is simple: if we know from experience that a workshop approach to the teaching of writing works well for aspiring professional writers, why shouldn’t we use this approach in our classrooms? As in a professional writing workshop, each learner is a working author. The teacher is a writing professional and peer coach, guiding authors as
they explore their craft at their own individual pace and skill level. Over time, authors learn to choose their own topics and to manage their own development as they work through a wide variety of writing projects in a sustained and self-directed way.
Writing is a craft; it can be empowering for students to learn how to become better writers. Writing should happen every day. Students in each grade write in different genres throughout the year. Students are not assigned to specific topics, but rather choose their own topics within the genre being taught. Unit 1: “Lessons from the Masters: Improving Narrative Writing” - narrativesUnit 2: “The How-To Guide for Nonfiction Writing” - informationalUnit 3: “Writing about Reading” - opinionUnit 4: “Lab Reports and Science Books” - informational Unit 5: “Poetry: Big Thoughts in Small Packages” - poetry
Writing Workshop is compiled of five units of study centered around narrative, informational, opinion, and poetry writing. Each unit of study contains 18-22 sequential sessions that walk learners step-by-step through the entire writing process from planning and drafting, to revising and editing, and eventually to publication. The learners will be engaged in mini lessons, conferences, and small-group work in a way that will help them replicate, and eventually personalize their writing.
In Writing Workshop classrooms, mini lessons are short and tightly focused on practical real-world issues. As in professional writing workshops, emphasis is placed on writing for an audience. Work is shared with the class, there will be peer conferencing and editing, and a diverse collection of work will accumulate in a writing folder and later in a portfolio. Elements of grammar will be taught as well as proper capitalization, punctuation, spelling, and other writing conventions. Writers will conference with the teacher individually, in pairs, or in small groups in order to receive feedback on their growth and to strategize goals. Teachers write with their learners and share their own work as well. The workshop setting encourages learners to think of themselves as writers, and to take their writing seriously. A “gradual release of responsibility” teaching method is employed, and students will show substantial growth over time! Their early works may not look “complete,” and that is expected. Teachers will evaluate student progress through writing samples and published pieces, and participation in strategy groups.
Grading Components : Reading Comprehension 35% - Independent reading, reading notebook, comprehension/fluency assessments, learner conferences, informal assessmentsLanguage/Writing 35% - Essay development: conferences on the purpose and genres of writing, techniques of improving writing and publishing skills, vocabulary, grammar/spelling skills practice)Foundational Skills 20% - Application of phonics and word analysis skills in decoding words, reads text material with appropriate fluencySpeaking/Listening 10% - Development of speaking and listening skills via reading partnerships, oral presentations, and collaborative discussions.
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Learning Support Program (LSP)– Reading and MathLearning Support Specialist: Mrs. Jennifer Miller-JonesEmail: [email protected]
Lower School Learning Support: Wendy MulvihillEmail: [email protected]
Lower School Learning Support: Catherine WadmanEmail: [email protected]
Purpose: The Learning Support Program (LSP) provides academic support for all of our learners, from Tyke to 8th grade, by conducting assessments and analyzing data. The program allows our learners to move in and out of intervention as needed. We strive to offer resources to our parents and learners that enhance academic growth.
Reading and Math Groups (Kindergarten- 4th Grade)
The Learning Support Program helps learners who are in need of additional reading and math instruction. Some resources used include Fundations and The Six-Minute Solution: A Reading Fluency Program. We work with learners individually and in small groups with a variety of manipulatives. Our goal is to strengthen self-confidence and increase academic progress by:
* Applying research-based programs to increase reading and math skills* Incorporating regular classroom curriculum at an appropriate pace to accommodate individual learning needs* Employing skill-based instruction adapted to each learner* Using positive reinforcement and celebration of individual academic success* Conducting further academic assessments to identify areas of weakness* Measuring performance to ensure student academic growth
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SPECIALTY CLASSES
Spanish:
Instructor: Sra. Laura StraubEmail: [email protected]
My goal for this year is to provide varied instructional methods appropriate for diverse learners of Spanish.
Objectives: First grade learners will understand, pronounce and produce words and phrases in addition to furthering their knowledge of Latin American culture. Techniques will include songs & movement, games & manipulatives, art, drama, dialogue and literature. Learners will have the opportunity to engage in
collaborative group work, partnerships and individual tasks. Topics will include basic greetings, colors, numbers, sight words, action words and connections to the Catholic faith.
Grading: Learners will receive an O (Outstanding), S (Successful) or E (Emerging) grade based on cooperative classroom participation.
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Art
Teacher: Mrs. Caren LiuzziEmail: [email protected]
My goal this year is for learners to express themselves through the experimentation of art and gain the confidence to transform their creative ideas into visuals that can be well articulated and shared.
A Standards-Based, Sequential, Visual Arts CurriculumEvery unit features a Master Artist or Culture within a three phase interactive structure. Units include slide presentations, student practice pages and in-class studio art projects, for several developmental levels, from TYKE through fourth grade. Materials are arranged from simple to the complex with upper grade level experiences being more comprehensive. This format creates an unforgettable introduction to the Visual Arts and enhancing creative thinking for every learner.Integrated Curriculum In addition to Art History, class art projects will be added throughout the year to enhance social studies, language arts, religion and science curriculum.Lectures and Slide PresentationsWith colorful slides and engrossing stories, the lecture brings to life the paintings and biographies of some of the world’s most famous artists or cultures. Superb color slides and stimulating information actively involve learners in experiencing art with an art-historical context. The intention of the slides, stories, games and questions is to encourage dialogue and verbalization. Learners begin to recognize artistic elements, become better observers and expand their vocabulary as they gain a lasting appreciation of art. Skill Development Worksheets Prepare Learners for a Studio Art ProjectWorksheets link slide presentations to exciting follow-up studio art activities and provide reinforcing exercises, practice in skills, visual information and information for the art project.Studio Art ActivitiesStudio art activities reinforce the styles and techniques of Master Artists and allow learners to understand and use artistic elements and media. Learners engage visual thinking skills, solve problems, draw from observation and develop expressiveness as they create their own unique multimedia studio art project which completes the unit. The objective is to foster in each learner, an in-depth artistic skill. The projects are carefully designed to reinforce the Master Artist’s style and technique.Grading Policy
Grading is based on class participation. The learners are exposed to art concepts that enable them to produce high quality creative work. Attention is given that materials are used appropriately and classroom rules are followed.
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MusicTeacher: Mrs. Marilee GoodwinEmail: [email protected]
My goal by the end of the school year is for each learner will achieve an expanded knowledge of music in the Western Tradition through ensemble singing, music history and rhythm explorations.
Music Class will enhance the learner’s knowledge and understanding of the fine art of music. Every learner can come to enjoy music, but many enjoy it in different ways. The class material will be presented in a fashion intended to help each child discover what they like most about music - be it singing, rhythm, accompanied movement or listening.
Music Curriculum
Listening techniques - How to differentiate sounds, instruments, song structure, and musical genres
Music History - focus is on the Western Musical TraditionComposer Biographies: Palestrina, Rossini, Tchaikovsky, DvorakMusical Genres: Choral, Opera, Ballet, OrchestralLiturgical Chant: Learners will chant the Our Father at the beginning of
each class.
Music and Liturgy - gain an understanding of how music is used in the Catholic Liturgy
Rhythm Exploration - utilize rhythm techniques through the use of percussive instruments, responsive listening, clapping and hand jive.
Music Theory - recognize and identify beginning musical notation
Singing Technique - align instruction of proper singing technique with the developmental capabilities of children.
Performance Opportunities - both ensemble and solo opportunities will be available in class and school performances.
Movement - Kinetic exploration of song through movement.
Grading Rubric
80% - Participation - All learners are expected to participate in class. Active participation is fundamental to the understanding of music. Being respectful of
others in the class is an important feature of participation also. Disruptions limit other learners’ opportunities for learning. Both criteria will be considered for this grade. 20% - In-Class Work - Worksheets and other activities will be done in class. Learners are not graded on accuracy, but rather on completeness and effort. All classwork will be reviewed and corrected so that the information can be communicated to the learner.
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Physical EducationInstructor: Dan Ignosci Email: [email protected]
Instructor: Emily Beane Email: [email protected]
The goals this curriculum set out to develop in a Catholic environment are:
Say a group prayer before or after each class? The enjoyment of physical activity. We want the learners Gaining movement skills and knowledge through instruction and assessment Enjoying peer acceptance through good sportsmanship Prioritizing participant enjoyment and safety over winning Developing a positive self-image and self-realization by involving each
student as often as possible Understanding health-related & skill-related fitness for life-long
participation
This FUN progressive curriculum allows children the opportunity for full and satisfying participation while encouraging them to fully demonstrate their potential. Individual participation is prioritized by stretching during each class meeting.
Skill and movement patterns are emphasized in second through fourth grade. Our curriculum goal is designed to meet or exceed the California Physical Education Content Standards. We have implemented C.A.T.C.H. Physical Education (Coordinated Approach to Children’s Health). Our program consists of skill related and health related fitness activities.
Learners learn: Motor skills and movement patterns needed to perform a variety of physical activities.
Introduction Cooperative Games Striking w/ implements/GamesFitness assessment Tumbling
Striking w/hands gamesRhythms Counts Parachute Games /Fitness Jump Rope
Throwing Games Dance Emergency Preparedness
K-8 Physical Education Content Standards:
Standard 1: Demonstrate motor skills and movement patterns needed to perform a variety of physical activities.Standard 2: Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities.Standard 3: Assess and maintain a level of physical fitness to improve health and performance.Standard 4: Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard 5: Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of physical activity.
Physical Education Rules: Have Fun! Play Hard - Play Fair - Play Safe! Follow safety rules. (Wearing jewelry is prohibited, except post earrings) Shorts must be worn to waist level (especially the boys) and the shorts may
not be rolled up at the waist or worn too high (especially the girls), all uniform policies and decisions are made at the discretion and judgment of the Physical Education Department and Principal
During the winter month‘s students may wear the designated school sweats. Closed toe athletic shoes, laced up and tied, are required for all PE classes. Children are accountable for any work or information missed while absent. If your child is ill or injured, a note from the doctor, parent or guardian is
necessary. They will then be involved by limited-participation or observation, depending on their needs.
Grading policy:Scores are weighed in two areas to determine the final grade. Warnings are given before scores begin to drop. The two areas are: Participation 80% Classwork 20% Intensity Cooperation Skill Routines Preparedness Fitness Knowledge Assignments
Daily Points: The daily grade given to each learner will be based upon these factors and deductions will be made for those students who do not meet these requirements. Each day learners can earn up to 10 points 1. Participation in the activity (3pts) 2. Behavior (3pts)3. Following uniform guidelines (2pts)4. Participating in warm-ups (2pts)
Injuries/ Sickness/ Medicals:
Any condition that requires a learner to sit out of PE activities must have a parent signed note, or e-mail to excuse for that day. If there is a recurring problem with a
student missing due to notes, it may require a change in grading criteria or a conference with a parent to remedy any issues that may arise. A parent note is good for only three days of excused physical education. A doctor‘s note is needed for any extended period of time beyond that. If a learner has forgotten a note and is not feeling well, please have them communicate with the school nurse or me. While sitting out, the learner will be assigned a task (scorekeeper, timer, written assessment, etc.).
During class students must notify the teacher immediately of any injury that occurs during class, even if they are still able to participate. During a medical absence, the student is responsible for all assignments or information given out in class. Learners sitting out for an extended time will be given an alternative assessment to receive a grade for the unit.
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MakerspaceTeacher: Ms. Bri SchachtellEmail: [email protected]
The goal of the Makerspace is to empower learners to see themselves as inventor, builders, and creators. All learners will acquire new skills through trial and error, as well as harness and challenge their inner creativity. Learners will feel comfortable to apply STREAM centered concepts in order to create and design innovative projects that align with their core curriculum.
Welcome to a new year of learning! Each student will visit the Makerspace once a week this year as part of their academic schedule. I will work together with the other instructional teachers to bridge the standards and curriculum from their core classes to the Makerspace. The students will be taught to engage in hands-on, creative activities while making inquiries and decisions, and allowing them to reflect on, and sometimes revise their work. Each class the learners will partake in a workshop, challenge, or exploration activity in which they will be taught a new skill, solve a problem, or choose a task that will help them grow as an inventor. While some lessons will involve individual thinking, many activities will require students to work collaboratively with their peers.
We will start off the year with an introduction of the Engineering and Design Process and an exploration of STREAM related careers and hobbies. Throughout the year we will apply these frameworks to multiple creative units and projects, such as using circuits to light up a Christmas card, using recycled materials to construct structures, and digital media creations. Our end of the year project will be school-wide, in which we work together to build a city! Additionally, we will be utilizing and using many different materials throughout the year – if you have random craft supplies, building materials, toilet paper or paper towel rolls, etc., we will gladly take them off your hands!
If you have any questions about the Makerspace or the schedule, please do not hesitate to reach out to me through email. I look forward to teaching each and every Monarch this year!
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Welcome to 2nd Grade!
Please take a moment to review these classroom policies and procedures so we may work more effectively with you to help your child succeed this year. Thank you!
Class Web Sites:One of the best places to get information about our classrooms is on our class pages. Please try to check out our class page at least once a week. There you will find the following information:
- Our Class Schedule- Classroom News- Important Events/Dates- Homework- God’s Shining Light- Pictures/Videos- Recommended Books and Websites- Information about What We are Learning in School
Links to teacher pages:Mrs. Christy Pagel - http://www.stedschool.org/apps/pages/index.jsp?uREC_ID=460486&type=u&pREC_ID=957570Mrs. Christina Heal - http://www.stedschool.org/apps/pages/index.jsp?uREC_ID=455523&type=u&pREC_ID=635346Mrs. Janelle Hamm - http://www.stedschool.org/apps/pages/index.jsp?uREC_ID=603415&type=u&pREC_ID=957564
Contacting the Teacher:A good parent-teacher relationship is necessary for maximum school success. Throughout the school year, we will communicate with you through Planner notes, ROAR tickets, Reflection Sheets, Referral Forms, telephone calls, weekly newsletters, report cards, and parent-teacher conferences. We encourage you to contact us if you have any questions or concerns. You can e-mail us at: [email protected], [email protected], or [email protected],call at (949) 496-1241 ext 1116 (Pagel), ext 1114 (Heal), ext 1115 (Hamm) or send us a note.
Class Newsletter:
Every weekend you will be able to view our class newsletter with information about important things we have going on in our classroom, as well as information about class events. This newsletter will be posted to our class pages.
Discipline & Classroom Management Policy
Every child has a right to learn and feel safe in our classrooms. Clear rules are important as is consistent follow through. Please familiarize yourself with our class policies and discuss with your children.
Classroom Expectations:1. Respect everyone and everything around you.2. Speak kindly.3. Be helpful and responsible.4. Try your best each and every day!
Whole Class Behavior Management:The class will be rewarded as a whole when demonstrating appropriate behavior by having a marble placed in our marble jar. . Once the learners have earned enough marbles to fill the jar, they will be rewarded with a special privilege.
Individual Behavior Management:We are firm believers in positive reinforcement, as well as ending each school day on a positive note. To encourage our learners to follow the rules, we reinforce positive behavior with “Cub Coins”. Learners will place “Cub Coins” in a classroom jar throughout the week. On Friday, three names will be randomly selected from the jar for a prize.
Schoolwide Behavior Management:Positive Behavior Plan
The Parish School has implemented a new school-wide positive behavior program that includes strategies that define, teach and support appropriate behavior essential to foster a positive school environment. We have moved to this approach as a way to create a continuum of positive behavior support for all learners in various areas of our campus. The school’s plan utilizes research-based techniques centered on high expectations, positive reinforcement and reflection and our Catholic values to create the best possible positive behavior program that suites our school’s needs.
The Positive Behavior Plan helps learners to meet school wide expectations through both visual and verbal reminders of the expectations as well as through modeling and practicing of the behaviors that are expected. Expectations have been developed for every area in the school based upon the actions that a learner will need to exhibit in order to be as successful as they can possibly be. Expectations have been developed for the following areas:
Classroom Playground Hallways Lunch Tables Bathroom Church and Assembly Off Campus Online/Devices
Positive Rewards
This year we will be working with our learners on four main ROAR expectations: Responsibility, Organization, Achievement, and Respect for Self, Others and God. We want to recognize and commend learners who are meeting our behavior expectations through the use of ROAR tickets. Those learners who earn ROAR tickets will be able to collect and use tickets for rewards at the new pop-up Monarch Market Place. This will be offered twice a trimester for each grade level to allow learners to redeem ROAR tickets for items, snacks, and privileges!
Behavior Consequences
Reflection
In the event that a learner does not meet expectations after ROAR tickets and classroom management techniques have been used, learners may receive a Reflection Sheet to address the behavior. The Reflection Sheet will be used to direct or redirect a learner to an appropriate behavior expectation. All reflection sheets will be sent home on the day given and expected to be signed and returned to the homeroom teacher the next school day. All Reflection Sheets will be document on the ROAR Accountability Card weekly.
Referral
Some behaviors are considered Major behaviors. These behaviors (fighting, blatant disrespect, etc) will result in an automatic referral to Administration using a Referral sheet. After informing the learner of the Referral, the learner will be immediately sent to the office to meet with an administrator. Additionally, learners with three Reflection Sheets in a single week are referred to Administration by the homeroom teacher using a Referral Sheet. Outcomes and consequences will be determined by the Administration and may include: lunch or after school reflection, lunch or recess trash pick-up, parent conference, peer to peer conference, loss of privilege or other outcomes at the discretion of Administration.
ROAR Accountability Card and Conduct Grades
It is our hope that we can encourage positive behavior and celebrate excellence on a weekly basis. As such, we will be reporting learner progress in Responsible Behavior and Personal Success Skills on a weekly basis using the ROAR Accountability Card (formerly Merit Card). Homeroom teachers will send home the ROAR Accountability Card each week; learners will return the card with a parent signature.
The ROAR Accountability Card will be used to document weekly learner behavior. Learners will be given points based on the amount of Reflection Sheets or Referrals during that particular week. Any Reflection Sheets received during the week are attached to this card. Any learner who receives three Reflection Sheets within a single week will be referred to Administration.
Conduct grades are determined in accordance with criteria printed on the Roar Accountability Card which provides a weekly calculation of a learner’s Responsible Behavior and Personal Success Skills (formerly Academic Processing Skills – name changed by the Department of Catholic Schools in August 2018). Roar Accountability Cards are sent home for parent or guardian review each week. Learner Learning Assessments / report cards reflect the cumulative grades for Responsible Behavior and Personal Success Skills.
Each week, learners may receive up to five points each in Responsible Behavior and Personal Success Skills. Conduct grades will be given each week according to the following scale:
Grade Scale
A: 5 Points B: 4 Points C: 3 Points D: 2 Points F: 1 or below
Learners will receive a ROAR ticket weekly for each 100% earned in Responsible Behavior and Personal Success Skills.
Behavior Calendar:The Planner consists of a monthly and daily calendar. The monthly calendar will serve as a means of communication between teachers and parents regarding behavior. A special designation code is written on the calendar when an infraction occurs. A learner who exhibits positive behavior throughout the day will receive a stamp. There is a key found on the front of the Planner that explains the nature of the behavior. The designations are as follows:
Excessive Talking (ET): This designation occurs when a student continues to talk even after receiving fair notice to cease the behavior. Not Prepared for class (NP): This designation covers situations in which a student has failed to be prepared for class, even after having been given ample time to complete an assignment or to bring materials to school. Inappropriate behavior (IB): This designation covers a wide range of behavior, such as inappropriate language, damaging school property, physically hurting another learner. A note explaining the details of the behavior will be sent home in addition to the IB designation on the calendar. Not following directions (FD): This designation occurs when a learner does not follow given directions. Learners are always given the opportunity to ask questions when they are confused and it is important that second graders utilize this skill.
Please check and initial your learner’s calendar daily.
Classroom Policies and Procedures
Homework:
Learners are expected to read for at least 20 minutes each night, practice math facts and complete Simple Solutions lessons. Unfinished classwork will also come home to complete.
Tips for Encouraging Kids to Read: (taken from readingrockets.org)● If kids are going to enjoy reading, the experience has to be enjoyable. As you
read with your children, keep them involved by asking questions about the story, and let them fill in the blanks. Reading doesn't have to stop when you put the book down. Talk to your child about books you've read and books you think he or she might enjoy. Point out similarities between everyday events and stories you have recently read. You can also create activities related to the stories you're reading. If your child has a favorite author, help your child write him or her a letter.
● Reading should be a choice, not a chore. Make sure there are a variety of books, magazines, and other materials available for your child to choose from, wherever your child may be. Let your child's interests guide his or her reading choices. While it's fine to make suggestions, don't force your conceptions of what your child should be reading onto your child. And, keep an eye on the reading level of the books your children choose. Let them stretch to the best of their ability, but be ready to help if they get discouraged.
● Regardless of how motivated your child is, he or she will not read if there isn't any time to do so. Carve time out of the busy day and dedicate it to reading, both together and on your own. By setting aside specific times, rather than trying to squeeze it in between soccer and dance lessons, you send the message that reading is an important activity, and something your child will enjoy.
Scholastic Book Clubs:Throughout the year book orders will be sent home with your child in their Friday Folder. If you are interested in ordering books for your child, please order and pay directly online. The due date will usually be a week or two after you receive the order. Your child’s homeroom teacher will distribute the ordering code and the Scholastic Book Order Forms.
Report Cards: Each child will receive three student learning assessments (SLAs)/report cards, one per trimester. The grading scale is an O for Outstanding, an S for Successful, and an E for Emerging.
Friday Folders:Starting August 31st, a folder will go home every Friday with corrected assignments and assessment papers. Behavior and work habits for the week will also be recorded on the Merit Card. (Please sign and return the merit card each week.) Parents, please empty the contents of the folder.
Friday Mass:On most Fridays all learners in the school will attend the 8:15 am Parish Mass. There are some dates, such as special feast days, when we will attend Mass on a
weekday other than Friday. Parents are asked to sit in the middle left section with the parishioners.
Second grade learners will take turns bringing up the offertory gifts during weekly Mass. Please look at the 2018-2019 Gift Bearer Schedule included in this syllabus to see when your child will be bringing up the gifts.
Field Trips:We have several off campus field trips scheduled for this year. We will attend the Environmental Nature Center, Heart of Jesus Retreat Center, Legoland in Carlsbad for an exciting science experience and two plays at the South Coast Repertory theatre. Field trip dates have yet to be determined and will be posted on our classroom websites as soon as they are available.
Absences:Please call the office to report an absence, a tardy or a doctor appointment. Each learner will have a make-up work folder, where we will place class assignments that need to be completed. Learners are given one day for each day absent to complete assignments and make-up assessments.
Birthdays:Each child will be sung to and given a little gift from their teacher. Our school-wide policy is students may not bring any food to celebrate their birthdays due to allergies and/or dietary restrictions. They MAY bring non-food class treats, or a “class gift”, i.e. a book, game, etc. to share with everyone. Our lunch vendor, Sapphire at School will provide a special class birthday treat for a nominal fee, with a 2 day advanced notice, if interested.
Summer and non-school birthdays will also be celebrated. In recognition of summer birthdays, we celebrate ½ birthdays. For example, if your child’s birthday is on July 10th, we will celebrate it on January 10th. Weekend and holiday birthdays are celebrated the Monday or Friday nearest the actual day.Snacks:
Please pack your child’s snack in a separate container from their lunch. If possible, snacks should be in a bag, labeled with the child’s name and the word “snack.” Of course, if you prefer, your child may use reusable snack bags.
Classroom Volunteers:All parents that wish to volunteer in the classroom MUST BE FINGERPRINTED and have completed the Safe Environment Training!! This is for the safety of all students. No volunteers may enter the classroom without having their fingerprint cards and Safe Environment Certificate of Completion on file in the office. Should you be visiting the classroom or school for any reason, you MUST SIGN-IN AT THE FRONT DESK prior to entering the building.
Forgotten Items:
If you are dropping something off for your child (clothes, snack, share, supplies, etc.) please leave it in the front office and they will deliver it to us.
2nd Grade Schedule 2018-2019
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY7:40 Classroom
Doors OpenClassroom
Doors OpenClassroom
Doors OpenClassroom
Doors OpenClassroom Doors Open
7:50 Attendance Begins
Attendance Begins
Attendance Begins
Attendance Begins
Attendance Begins
8:00– 9:10
2A Religion/SS 2A STEM 2A ELA 2A Religion/SSMass 2B ELA 2B Religion/SS 2B STEM 2B ELA
2C STEM 2C ELA 2C Religion/SS 2C STEM9:15 – 9:30
Recess / Nutrition Break
Recess / Nutrition Break
Recess / Nutrition Break
Recess / Nutrition Break
Recess / Nutrition Break
9:35 – 10:10
2A PE - Ignosci 2A Spanish 2A Library 2A Music 9:35 – 10:30
2A ELA
2B Spanish 2B PE - Ignosci 2B Makerspace 2B Spanish 2B STEM2C Makerspace 2C Art 2C PE - Ignosci 2C PE - Ignosci 2C Religion/SS
10:15 – 11:25
2A STEM 2A ELA 2A Religion/SS 2A STEM 10:35 – 11:30
2A STEM
2B Religion/SS 2B STEM 2B ELA 2B Religion/SS 2B Religion/SS
2C ELA 2C Religion/SS 2C STEM 2C ELA 2C ELA
11:30 – 12:05
Play 11:30 – 11:45
Play 11:30 – 11:45
Play 11:30 – 11:45
Play 11:30 – 11:45
Play 11:35 – 11:45
Eat 11:45 – 12:05
Eat 11:45 – 12:05
Eat 11:45 – 12:05
Eat 11:45 – 12:05
Eat 11:45 – 12:05
12:10 – 12:40
2A Spanish 2A PE - Beane 2A Makerspace 2A Art 12:10 – 1:05
2A Religion/SS
2B PE – Ignosci 2B Art 2B Library 2B Music 2B ELA2C Library 2C Music 2C Spanish 2C Spanish 2C STEM
12:45 – 1:55
2A ELA 2A Religion/SS 2A STEM 2A ELA 1:10 – 1:40
Enrichment / Special Projects /Class Programs
2B STEM 2B ELA 2B Religion/SS 2B STEM 1:40 – 1:55
Homeroom
2C Religion/SS 2C STEM 2C ELA 2C Religion/SS
2:00– 2:35
Enrichment /Blended Learning
Enrichment /Blended Learning
(Projects with Hedges)
Enrichment /Blended Learning
(Projects with Hedges)
Enrichment /Blended Learning
(Projects with Hedges)
2:00 Dismissal
2:40– 2:55
Homeroom Homeroom Homeroom Homeroom
3:00 Dismissal Dismissal Dismissal Dismissal
Gift Bearers at Mass
Our 2nd Graders have the honor and privilege of serving as gift bearers at the school Mass each week and our instructional team has prepared a schedule of this service which can be found in the Back to School Night syllabus. We provide this schedule in advance with the hope that you will be able to join their scheduled Masses. During the Offertory, you are welcome to take photos of your child carrying the gifts, but we do ask that you remain seated and refrain from using a
flash. Thank you in advance for being reverent when snapping those memorable photos.
2017-2018 Gift Bearer Schedule
September 1 Luke Schrieber
Annabelle Darnell
Ryan McElroy Anna Farias
September 8 Liam Lazinski Sean Hux Marin Redfern Jacque Oconnell
September 15 Rocco Villareal
Mikka Gonzalez
Matthew Kenney
Macie Garrigan
September 22 Diana Capdevila
Charlie Miller Lily Kitcher Alex Sadayasu
September 29 Kellen Harris Griffin Harris Vienna Fernandez
Mila Ricks
October 6 Amelia Dowd Cora Lev Troy O’Donnell Jackson Brodrick
October 13 Hailey McCormick
Kate McCormick
David Borgerding
Matthew Silva
October 20 Andrew Kheriaty
Michael Cook Haley Van Sluis Abigail Ober
October 27 Addison Briseno
Leah Arrey Declan Hennessey
Nathan Hormuth
November 1 AJ Sanchez Sebastian Sanchez
Brielle Hetherton
Grace Rongaus
November 10 Charlotte Pearson
Ava Preis AJ Kazak Luke Winters
December 1 Luke Berberian
Sofia Lanfranco
Gabriel Giraldin Laurel Hedges
December 8 Cecilia Cowley Mia Demma Kingston Nevin Kate Rottach
December 15 Quinn Evers Liliana Lefevre
Maddy Pokrywa Myra Tankersley
December 21 Isabella DeCicco
Olivia Loebbecke
Isla Heller Sofia Fermelia
January 12 Lily Myers Gianna Carlson
Lily Joy Eric Waske
January 19 Alex Sadayasu Brielle Hetherton
Vienna Fernandez
Mikka Gonzalez
January 26 Diana Declan Andrew Jacque Oconnell
Capdevila Hennessey Kheriaty
February 2 Cora Lev Kingston Nevin
Haley Van Sluis Luke Schreiber
February 9 Ryan McElroy Marin Redfern Macie Garrigan David Borgerding
February 14 Annabelle Darnell
Matthew Silva Leah Arrey Matthew Kenney
February 16 Sean Hux Liam Lazinski Anna Farias Lily Kitcher
February 23 Mila Ricks Abigail Ober Quinn Evers Rocco Villareal
March 2 Troy O’Donnell
Addison Briseno
Maddy Pokrywa Luke Winters
March 9 Lily Joy Kate Rottach Kellen Harris Griffin Harris
March 16 Eric Waske Hailey McCormick
Kate McCormick
Gabriel Giraldin
March 23 Laurel Hedges Amelia Dowd Michael Cook Ava Preis
March 26 AJ Sanchez Sebastian Sanchez
Gianna Carlson Olivia Loebbecke
April 13 Jackson Brodrick
Nathan Hormuth
Myra Tankersley
Sofia Lanfranco
April 20 Liliana Lefevre
Grace Rongaus
Luke Berberian Charlie Miller
April 27 AJ Kazak Charlotte Pearson
Isabella DeCicco
Sofia Fermelia
May 4 Cecilia Cowley Lily Myers Mia Demma Isla Heller
God’s Shining Light Schedule
Week of: Mrs. Pagel’s class Mrs. Heal’s class Mrs. Hamm’s class
Sept. 11-15 Mrs. Pagel Mrs. Heal Mrs. Hamm
Sept. 18-22 Mrs. Polusky Mrs. Pettis Mrs. Holmes
Sept. 25-29 Hailey McCormick Lily Joy Liliana Lefevre
Oct. 2-6 Matthew Silva Charlie Miller Charlotte Pearson
Oct. 9-13 Troy O’Donnell Annabelle Darnell Lily Kitcher
Oct. 16-20 Myra Tankersley Luke Winters Jackson Brodrick
Oct. 23-27 Kate Rottach Mila Ricks Abigail Ober
Nov. 6-10 Rocco Villareal Michael Cook Grace Rongaus
Nov. 27-Dec. 1 Liam Lazinski Mikka Gonzalez Alex Sadayasu
Dec. 4-8 Sofia Fermelia Kate McCormick Ryan McElroy
Dec. 11-15 Sebastian Sanchez Mia Demma Maddy Pokrywa
Jan. 8-12 Leah Arrey Griffin Harris Jacque Oconnell
Jan. 16-19 Declan Hennessey Kingston Nevin Ana Farias
Jan. 29-Feb. 2 Luke Schreiber Sofia Lanfranco Olivia Loebbecke
Feb. 5-9 AJ Sanchez Macie Garrigan Eric Waske
Feb. 12-16 Marin Redfern AJ Kazak Laurel Hedges
Feb. 26-Mar. 2 Ava Preis Addison Briseno David Borgerding
Mar. 12-16 Luke Berberian Brielle Hetherton Matthew Kenney
Mar. 19-23 Haley Van Sluis Amelia Dowd Cora Lev
Apr. 9-13 Vienna Fernandez Sean Hux Cecilia Cowley
Apr. 23-27 Lily Myers Isabelle DeCicco Andrew Kheriety
Apr. 30-May 4 Diana Capdevila Gianna Carlson Kellen Harris
May 7-11 Isla Heller Nathan Hormuth Gabriel Giraldin
May 14-18 Quinn Evers
Back to School Night ~ 2nd GradeParent/Student Acknowledgement Form
Please sign and date once you have read the Back to School Packet and return to your homeroom teacher.
We have read the 2nd Grade Back to School Night packet in its entirety and we are affixing our signatures to verify that we (parent(s) and student) understand its content and will comply with the aforementioned guidelines to the best of our ability.
Teacher Name: ___________________________________ Grade/Homeroom: ___________________
___________________________________ ___________________________________Student Name (printed) Student Signature / Date
___________________________________ ___________________________________Parent Name (printed) Parent Signature / Date
___________________________________ ___________________________________Parent Name (printed) Parent Signature / Date
Best place to reach parents during the school day: _____________________________________
