Second Grade Classroom Syllabus

2017-2018

Daily Schedule

Related Arts (Music, Art, PE):11:00 - 11:45 Recess: 12:45 – 1:05

*Please Note New Policy: Students must be in school for 180 minutes to be marked present!

No Early dismissals after 2:00.

Grading Policy/Weighting of Grades/Assessments

The progress of second grade students is assessed in the following subject areas — reading, language arts, math,

science, and social studies. A student’s reading grade is determined by daily, weekly, and unit assessments. Weekly assessments include comprehension and vocabulary tests, literature responses, and skills assessments. Integrated

Fairbanks

Lunch: 12:05 - 12:35 Monday: Computer Lab

Tuesday: Computer Lab/PE Wednesday: Library Thursday: Art

Friday: Music

Bennett

Lunch: 12:00 – 12:30 Monday: Music

Tuesday: PE Wednesday: Library/Compass

Thursday: Computer Lab Friday: Art

Ellis Lunch: 12:00 – 12:30

Monday: PE Tuesday: Art

Wed/Thurs: Computer Lab Thursday: Library/Computer Lab

Friday: Music

Arnold Lunch: 11:50 – 12:20

Monday: Art Tuesday: Computer Lab

Wednesday: Music Thursday: PE

Friday: Library/Computer

Wood Lunch: 11:55-12:25 Monday: Computer Lab

Tuesday: Library/Computer Lab Wednesday: Music

Thursday: PE

Friday: Art

unit tests are given each 9-weeks.

Language arts grades primarily focus on writing assessments (the writing process, conventions of writing, and grammar) with 10% of the grade from weekly spelling tests.

Math assessments include daily practice and informal evaluation of student work, weekly assessment of skills, and unit tests.

Science and social studies grades are based on daily assignments, quizzes, chapter tests, and projects. The statewide grading scale is as follows: 90-100 A 80-89 B 70-79 C 60-69 D Below 60 F

Homework Policy

Students will have homework Monday through Thursday and should not take more than 30 minutes. Homework will reinforce what is being taught in the classroom. Students will be responsible for writing their homework assignments

in their agenda. It will usually consist of math, reading and language arts homework. Homework will be checked daily.

Missed Work/Make-up Policy

School Policy-Parents may call the school before 9:00 am to request make-up work. This may be picked up in the office after 2:30 pm. Students have 5 days to complete make-up work.

If a student is absent, the make-up work will be sent home. Work should be completed within five days after the child

returns to school. Missed work will be given at the return of an absence. Work will not be given before an absence.

Discipline Plan/Rules for Student Behavior/Consequences and Rewards

During the first week of school, our class discussed the importance of rules and working together. The following

rules are being implemented school wide: 1. Listen and follow directions.

2. Be responsible and make good choices. 3. Respect myself and others.

4. Keep my hands feet and objects to myself.

Each student will use a clothespin to follow the school-wide discipline program which is based on a color system. Every day, each child begins with his or her clothespin on green. If the student goes above and beyond, he will move to

blue which is outstanding! The following colors represent consequences if a student chooses to break a rule:

1st time – Clothespin is moved to yellow. This is a warning. 2nd time – Clothespin is moved to orange. The student will be asked to

move to a separate desk in the classroom and complete a “Think

Time” form. The form will be sent home to be signed by a parent. 3rd time – Clothespin is moved to pink. The student will be asked to go to

another classroom to complete a “Think Time” form and parents will be called.

4th time – Clothespin is moved to red. The student will be referred to the office.

Students who behave appropriately will be rewarded with class treats, rewards, and/or special privileges. Students

may also be rewarded by moving their clip up to Blue or Purple. This indicates they were caught making good choices.

Communication with Parents

A weekly folder will be sent home on Friday that contains student work and a parent/teacher communication form. Parents should sign the communication form and return the empty folder the following Monday. Also on Friday,

parents will receive an e-mailed weekly second grade newsletter which will include skills to be taught and announcements. This newsletter will be posted on each teacher’s website. Teacher websites will be updated on a

regular basis. Teachers and parents may also communicate through written notes, email, conferences, and student agendas.

Field Trip Locations

Lake Conestee Park, Roper Mountain Science, others TBD

Units of Instruction Aligned with Standards

Math Language Arts: Reading

Language Arts: Spelling/Writing/English

Science Social Studies

First Nine

Weeks Fluency to 20/Exploring

Odd and Even Numbers

Adding and Subtracting

Within 100

Reading Units Taught:

Introduction to Reading

Workshop (First 20 days

of Reading Workshop)

(Fall District Writing Prompt)

Writing Types –

Personal Narratives

Friendly Letter

Physical Science: Exploring Pushes and Pulls 2.P.4: The student will demonstrate an understanding of the

Understanding our

Community

Standard 2-2 The student

will demonstrate an

understanding of the

A. Understand that

addition is the act of joining

like objects.

A. Understand that

subtraction is the act of

taking from.

A. Apply addition strategies

for facts to 20:

Counting on

Making 10 (8 + 5 =

10 + 3)

Decomposing

numbers (17 = 10 +

7)

Doubles

Near doubles

A. Apply subtraction

strategies for facts to 20:

Counting back

Doubles

Near Doubles

Decomposing

numbers (13 -

4=___; 13 - 3 = 10;

10 - 1 = 9; so 13 - 4

= 9)

A. Describe and use the

Commutative Property (2 +

3 is the same as 3 + 2) in

relation to fact families.

A. Use subtraction as a

means for finding missing

addends.

A. Identify related facts in a

fact family.

A. Find missing addends

and subtrahends to 20

using models.

A. Solve addition and

subtraction problem

situations using facts to 20.

A. Write number sentences

to match story problems.

B. Add any two numbers

within 100. (47 + 32 and 28

+ 29)

Use efficient

“Diving into cold texts

Unit”

Introduction to Genre

Studies

Skills:

Picking a “just right”

book

Managing Reading

stations during Reading

Workshop

How to read a cold text

passage and answer

comprehension

questions

Understanding your F&P

instructional level

Using sticky notes to

respond to books

Using highlighting as a

tool to understand what

you read

Assessments:

Unit 1/Unit 2 Cumulative

Reading Assessment

Genre Test

The Writing Process -

Prewriting

Revise

Edit

Publish

Communication

Tell a story

Participate in a group

discussion

A descriptive presentation

Grammar Skills:

Standard 4: Demonstrate

command of the conventions

of standard English grammar

and usage when writing and

speaking.

4.1 Use collective nouns.

4.2 Form and use frequently

occurring irregular plural

nouns.

4.3 Use reflexive pronouns.

4.4 Form and use the past

tense of frequently occurring

irregular verbs.

4.5 Use adjectives and

adverbs, and choose

between them depending on

what is to be modified.

4.6 Use positional, time, and

place prepositional phrases.

4.7 Use conjunctions.

4.8 Produce, expand, and

rearrange complete simple

and compound sentences.

Standard 5: Demonstrate

command of the conventions

of standard English

capitalization, punctuation,

and spelling when writing.

5.1 Capitalize greetings,

months, days of the week,

holidays, geographic names,

and titles.

5.2 Use:

a. periods, question marks,

effects of pushes, pulls, and friction on the motion of objects. 2.P.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. Magnets 2.P.3B.2 Analyze and interpret data from observations to compare the effects of magnets on various materials. Key Concepts :A. The poles of magnets attract and repel each other

B. Properties of magnets:

-Magnets can make an object move without touching the object.

-Attracts or pulls iron or products that contain iron -Some metals, such as aluminum, are not attracted to magnets.

C. Magnets are used in a variety of different everyday devices

structure and function of

local, state, and national

government.

2-2.2 Recognize different

types of laws and those

people who have the

power and authority to

enforce them.

Standard 2-1 The student

will demonstrate an

understanding of the

local community as well

as the fact that

geography influences not

only the development of

communities but also the

interactions between

people and the

environment.

Concepts:

* Place- Physical

* Urban, Suburban,

and Rural Areas

* Change Over

Time

*World

Communities

strategies based

on place value.

Use the associate

property (to

bundle 10s)

Use the

commutative

property.

B. Explain why addition

strategies work.

C. Develop strategies to

subtract any two numbers

within 100. (98 - 37 and 25 -

19)

C. Explain why subtraction

strategies work.

B, C. Solve addition and

subtraction problem

situations with two-digit

numbers.

Use base ten

blocks.

Draw models or

represent base ten

blocks.

Decompose

numbers to

add/subtract.

Use a hundred

chart.

B, C. Solve one- and two-

step word problems.

adding to

putting together

comparing with

unknowns in all

positions

Exploring Standard Units of

Length

Measure items with various

non-standard units and

compare measurements to

help students understand

the need for a standard

unit.

A. Create a number line

or exclamation marks at the

end of sentences;

b. commas in greetings

and closings of letters, dates,

and to separate items in a

series; and

c. apostrophes to form

contractions and singular

possessive nouns.

5.3 Generalize learned

spelling patterns and word

families.

5.4 Correctly spell words with

short and long vowel sounds,

r-controlled vowels,

consonant-blend patterns,

and common irregularly-

spelled grade-appropriate

high frequency words.

5.5 Consult print and

multimedia resources to

check and correct spellings.

Standard 6: Write

independently, legibly, and

routinely for a variety of tasks,

purposes, and audiences over

short and extended time

frames.

6.1 Write routinely and

persevere in writing tasks over

short and extended time

frames, for a range of

domain-specific tasks, and for

a variety of purposes and

audiences.

6.2 Print upper- and lower-

case letters proportionally

using appropriate handwriting

techniques.

6.4 Begin to develop efficient

keyboarding skills.

6.5 Begin to develop cursive

writing.

Writing Skills:

Standard 1: Write arguments

to support claims with clear

with whole number

intervals that are 1 inch

and/or 1 cm apart. (Make

a ruler.)

A. Use inches to build a

foot and feet to build a

yard.

A. Use centimeters to build

a meter.

A. Measure various object

to the nearest inch, feet,

yard or centimeter, meter.

A. Select an appropriate

tool (ruler, yardstick, meter

stick, measuring tape) to

measure an object based

on the size and

characteristics of the

object.

A. Accurately measure an

object with two different

unit lengths (standard or

nonstandard) and discuss

why the measurements are

different

Relating Addition and

Subtraction to Length

A. Build a Number Line (0-

20)

A. Add and subtract

lengths of the same unit

(using numbers within 20).

A. Represent addition and

subtraction word problems

involving lengths of the

same unit by using

drawings and equations

with a symbol.

A. Solve for the unknown

number in an equation

from a word problem using

the total- part-part and

start-change-end

strategies.

A. Relate number grid to

number line.

A. Build an open number

reasons and relevant

evidence.

1.1 Explore print and

multimedia sources to write

opinion pieces that introduce

the topic, state an opinion

and supply reasons that

support the opinion, use

transitional words to connect

opinions and reasons, and

provide a concluding

statement or section.

1.2 Plan, revise, and edit,

focusing on a topic while

building on personal ideas

and the ideas of others to

strengthen writing.

Standard 2: Write

informative/explanatory texts

to examine and convey

complex ideas and

information clearly and

accurately through the

effective selection,

organization, and analysis of

content.

2.1 Explore print and

multimedia sources to write

informative/explanatory texts

that introduce a topic, use

facts and definitions to

develop points, and provide a

concluding statement or

section.

2.2 Plan, revise, and edit,

focusing on a topic while

building on personal ideas

and the ideas of others to

strengthen writing.

Standard 3: Write narratives to

develop real or imagined

experiences or events using

effective techniques, well-

chosen details, and well-

structured event sequences.

3.1 Explore multiple texts to

line (counts by 2's, 5's, 10's,

20's) - Students determine

what to count by based on

the problem.

A. Find sums and

differences within 100 using

a number line.

A. Use the number line to

create number sentences

by using start, change and

end points on a diagram.

Relating Skip Counting

To Time

A: Count by fives and tens

using the numbers on the

clock (use nickels and

dimes as an introduction to

the upcoming money unit)

A: Build a clock using

manipulatives (i.e., pennies

and nickels or Unifix cubes)

to help recognize that the

numbers on a clock

represent 5-minute intervals

B. Identify the hour and

minute hand on an analog

clock.

B. Tell time using analog

clocks to the nearest 5

minutes.

B. Write time to the nearest

5 minutes.

B. Name events/times for

a.m. and p.m.

B. Relate clocks and

fractions to determine "half

past" and "quarter after."

B. Say and/or write times in

various ways. (e.g., 1:10, 10

minutes after 5, quarter

after 3, half past 2

write narratives that recount a

well-elaborated event or short

sequence of events; include

details to describe actions,

thoughts, and feelings; use

temporal words to signal

event order; and provide a

sense of closure.

3.2 Plan, revise, and edit,

focusing on a topic while

building on personal ideas

and the ideas of others to

strengthen writing.

Communication:

Standard 1: Interact with

others to explore ideas and

concepts, communicate

meaning, and develop logical

interpretations through

collaborative conversations;

build upon the ideas of others

to clearly express one’s own

views while respecting diverse

perspectives.

1.1 Explore and create

meaning through

conversation, drama,

questioning, and story-telling.

1.2 Apply the skills of taking

turns, listening to others, and

speaking clearly.

1.3 Apply verbal and

nonverbal techniques

including volume and tone,

eye contact, facial

expressions, and posture.

1.4 Participate in shared

conversations with varied

partners about focused grade

level topics and texts in small

and large groups.

1.5 Explain personal ideas and

build on the ideas of others by

responding and relating to

comments made in multiple

exchanges.

Standard 2: Articulate ideas,

claims, and perspectives in a

logical sequence using

information, findings, and

credible evidence from

sources.

2.1 Articulate ideas and

information gathered from

various print and multimedia

sources in a concise manner

that maintains a clear focus.

2.2 Participate in shared

research; record observations,

new learning, opinions and

articulate findings.

Standard 3: Communicate

information through strategic

use of multiple modalities and

multimedia to enrich

understanding when

presenting ideas and

information.

3.1 Explain how ideas and

topics are depicted in a

variety of media and formats.

3.2 Create a simple

presentation using audio,

visual, and/or multimedia tools

to support communication

and clarify ideas, thoughts,

and feelings.

Standard 4: Critique how a

speaker addresses content

and uses stylistic and structural

craft techniques to inform,

engage, and impact

audiences.

4.1 Identify speaker’s purpose

and details that keep the

listener engaged.

4.2 Determine if the

presentation has a logical

introduction, body, and

conclusion.

4.3 Identify when the speaker

uses intonation and word

stress, includes media,

addresses the audience, and

determines word choice.

Standard 5: Incorporate craft

techniques to engage and

impact audience and convey

messages.

5.1 Utilize intonation and word

stress to highlight essential

concepts and engage the

audience.

5.2 Employ a combination of

words, phrases, rhythm,

rhyme, repetitive language,

similes, metaphor,

onomatopoeia, and

alliteration for impact.

Second Nine

Weeks Relating Skip Counting

To Time

A: Count by fives and tens

using the numbers on the

clock (use nickels and

dimes as an introduction to

the upcoming money unit)

A: Build a clock using

manipulatives (i.e., pennies

and nickels or Unifix cubes)

to help recognize that the

numbers on a clock

represent 5-minute intervals

B. Identify the hour and

minute hand on an analog

clock.

B. Tell time using analog

clocks to the nearest 5

minutes.

B. Write time to the nearest

5 minutes.

B. Name events/times for

a.m. and p.m.

B. Relate clocks and

fractions to determine "half

past" and "quarter after."

B. Say and/or write times in

various ways. (e.g., 1:10, 10

minutes after 5, quarter

Reading Units Taught:

Biography Genre Study

Historical Fiction Unit

Mystery Unit

Realistic Fiction Unit

Skills:

Reading a timeline

Understanding

characters, setting, and

plot of a story

Problem/Solution

Cause/Effect

Making inferences

Asking questions as you

read

Main Idea and Details

Assessments:

Unit 3 and Unit 4

Reading assessments

Grammar & Writing Skills: review and reinforce Writing Types: Informational Writing: Writing Holiday Writing Opinion Writing District Winter Writing Prompt Communication: Giving specific information Viewing illustrations of characters Making a banner Standards: (See First Nine Weeks)

Weather 2.E.2A.1 Analyze and interpret data from observations and measurements to describe local weather conditions (including temperature, wind, and forms of precipitation). 2.E.2A.2 Analyze local weather data to predict daily and seasonal patterns over time. 2.E.2A.3 Develop and use models to describe and compare the effects of wind (moving air) on objects. 2.E.2A.4 Obtain and communicate information about severe weather conditions to explain why certain safety precautions are necessary.

The Economy of Our Community Standard 2-3: The student will demonstrate an understanding of the role of goods and services and supply and demand in a community 2-3.1 Summarize the role of community workers who provide goods and services. 2-3.2 Explain how people’s choices about what to buy will determine what goods and services are produced. 2-3.3 Explain ways that people may obtain goods and services that they do not produce, including the use of barter and money. 2-3.4 Identify examples of markets and price in the local community and explain the roles of buyers and sellers in creating markets and pricing.

after 3, half past 2 Solving Problems Involving Money A. Write money amounts using $ and/or ¢. (e.g. $0.67 = .67 ¢) A. Select coins for a given amount up to a dollar. A, B. Count collections of coins and dollars. B. Count dollar bills up to ten dollars. A, B. Show an amount of money using appropriate coins and dollars.

A, B. Solve word problems involving money.

Place Value to 999

A. Demonstrate base ten understanding by bundling 10 tens as a unit called a "hundred" using manipulative materials and pictorial representations. A. Explain that digits have different values depending on their positions within numbers. A. Model numbers to 1000 using base-ten blocks. A. Model expanded form with base ten blocks . A. Represent a two-digit number using manipulatives with different but equivalent groupings (e.g., 23 can be represented by 2 tens and 3 ones, 1 ten and 13 ones, or 23 ones). B. Count on from any number within 1000. B. Skip count by 10s (beginning with any number

2-3.5 Explain the effects of supply and demand on the price of goods and services.

in the sequence - e.g., 40...50, 60, 70)

B. Skip count by 100s (beginning with any number in the sequence - e.g., 600...700, 800, 900) Expressing and

Expressing and Comparing three-Digit Numbers

. Demonstrate base ten

understanding by bundling 10 tens as a unit called a "hundred" using manipulative materials and pictorial representations. A. Explain that digits have different values depending on their positions in numbers. A. Read and write numbers to 1000 using base-ten numerals. A. Read and write numbers to 1000 using number names (number words). A. Read and write numbers to 1000 using expanded form. A. Represent a number with different but equivalent groupings (e.g., 23 can be represented by 2 tens and 3 ones, 1 ten and 13 ones, or 23 ones) B. Explain that one hundred (the smallest 3-digit number) is greater than any amount of tens and ones represented by a 2-digit number. B. Compare numbers using the symbols greater than (>),

less than (<), and equal to (=). B. Explain that the same

number can be represented with different but equivalent

groupings (e.g., 23 can be represented by 2 tens and 3

ones 1 ten and 13 ones, or 23 ones

Relating Skip Counting to

Mental Addition and Subtraction

A: Skip count by 100's (beginning with any number in the sequence - e.g., 600, 700, 800, 900). A: Skip count by 10's (beginning at any number – (e.g., 93, 103, 113, 123, 133…) where crossing over to a new hundred is necessary.

A: Use a hundreds chart to skip count backwards (subtract) 10 and 100. (e.g. 127, 117, 97, 87, 77 and 432, 332, 232, 132)

Estimating and Comparing Lengths

A. Select an appropriate tool to measure an object. (Review) A. Accurately measure the length of any object in a given unit to the nearest whole number (Review) A. Measure objects to make comparisons. Discuss and write about those comparisons using <, >, or =. A. Determine body references to help with

estimation. A. Estimate the length of a given object in inches, feet, and yards. A. Estimate the length of a given object in centimeters and meters. A. Measure various objects and plot the lengths on a line plot. Discuss and write questions and statements based on the line plot data. A. Find the difference in length between 2 objects or situations.

B. Solve measurement-related word problems by

using a number line

Third Nine Weeks

Estimating and Comparing Lengths

A. Select an appropriate tool to measure an object. (Review) A. Accurately measure the length of any object in a given unit to the nearest whole number (Review) A. Measure objects to make comparisons. Discuss and write about those comparisons using <, >, or =. A. Determine body references to help with estimation. A. Estimate the length of a given object in inches, feet, and yards. A. Estimate the length of a given object in centimeters and meters. A. Measure various objects and plot the lengths on a line plot. Discuss and write

Reading Units Taught:

Informational Text Unit

Tall Tales Unit

Poetry Unit

Skills:

Nonfiction Text Features:

glossary, index, heading,

bold/italic print, title,

photograph, caption,

label, diagram, etc.

Figurative language

Poetic Language

Parts of a poem

Character, setting, plot

Problem/Solution

Drawing conclusions

Assessments:

Nonfiction Project

Unit 5 Reading

Assessment

Grammar & Writing Skills: review and reinforce Writing Types: Fictional Narratives How To Writing Poetry Communication: Giving a talk Discussing a factual topic Giving clear directions Standards: (See First Nine Weeks)

Physical Science: Properties of Solids and Liquids

2.P.3: The student will demonstrate an understanding of the observable properties of solids and liquids and the special properties of magnets. 2.P.3A.1 Analyze and interpret data from observations and measurements to describe the properties used to classify matter as a solid or a liquid. 2.P.3A.2 Develop and use models to exemplify how matter can be mixed together and separated again based on the properties of the mixture. 2.P.3A.3 Conduct structured investigations to test how adding or removing heat

Our Government Standard 2-2: The student will demonstrate an understanding of the structure and function of local, state, and national government. 2-2.1 Identify the basic functions of government, including making and enforcing laws, protecting citizens, and collecting taxes. 2-2.2 Recognize different types of laws and those people who have the power and authority to enforce them. 2-2.3 Identify the roles of leaders and officials in government, including law enforcement and public safety officials. 2-2.4 Explain the role of elected leaders, including

questions and statements based on the line plot data. A. Find the difference in length between 2 objects or situations.

B. Solve measurement-related word problems by

using a number line

Generating Measurement Data to Solve Problems.

A. Recognize the different types of graphs and determine which graph would best be used to show certain data. A. Identify and label the components of a graph. A. Draw a single-unit scale picture graph to represent a given set of data with up to four categories. A. Draw a single-unit scale bar graph to represent a given set of data with up to four categories. A. Solve problems based on information in a graph (picture, bar, line plot): -put together -take apart -compare A. Display information both vertically and horizontally using picture and bar graphs. B. Measure and record the lengths of several objects to the nearest whole number (in inches or centimeters) B. Create a line plot with a horizontal scale marked off in whole number units B. Record length measurements on a line plot.

can cause changes in solids and liquids. 2.P.3A.4 Construct scientific arguments using evidence from investigations to support claims that some changes in solids or liquids are reversible and some are not when heat is added or removed.

mayor, governor, and president.

C. Add and subtract lengths of the same unit (using numbers within 100). C. Represent addition and subtraction word problems involving lengths of the same unit by using drawings and equations with a symbol. C. Solve for the unknown number in an equation from a word problem. C. Find sums and differences within 100 using a number

line

Reasoning With Shapes and Their Attributes

A, B. Identify defining attributes of a shape based on angles and faces. A., B. Identify shapes based on attributes based on angles and faces. A., B. Draw a given shape when given defining attributes based on angels and faces. C. Partition a circle and a rectangle into two, three, or four equal parts C. Compare sizes of divided parts to show that the more parts something is cut into, the smaller the part. (Use same whole -- i.e., 1/2 of a cirlce is larger than 1/4 of a cirlce.) C. Describe equal shares using words (halves, fourths). C. Describe a whole by the number of equal parts (e.g., two halves make a whole).

C. Explain that halves and fourths of an identical whole

need not be the same shape (e.g., half of a rectangle can

be shown horizontally or vertically).

Applying Strategies to Add and Subtract within 1000

A. Understand that addition is the act of joining like objects. B. Understand that subtraction is the act of taking from. A. Describe and use the Commutative Property (2 + 3 is the same as 3 + 2) in relation to fact families. A. Use subtraction as a means for finding missing addends. A. Identify related facts in a fact family. A. Find missing addends and subtrahends to 20 using models. A. Solve addition and subtraction problem situations. A. Write number sentences to match story problems. A. Add any two numbers within 1000. (407 + 312 and 228 + 279)

Use efficient strategies based on place value.

Use the associate property (to bundle 100s and 10s)

Use the commutative property.

B. Understand that

subtraction is the act of taking from. B. Explain why addition strategies work. (Verbal and/or written explanations may be supported by drawings or objects.) C. Develop strategies to subtract any two numbers within 1000. (985 - 372 and 205 - 198) C. Explain why subtraction strategies work. (Verbal and/or written explanations may be supported by drawings or objects.) B, C. Solve addition and subtraction problem situations with three-digit numbers.

Use base ten blocks.

Draw models or represent base ten blocks.

Decompose numbers to add/subtract.

Use a hundred chart.

B, C. Solve one- and two-step word problems.

adding to

putting together comparing with unknowns in all positions

Fourth Nine

Weeks

Applying Strategies to Add and Subtract within 1000

A. Understand that addition is the act of joining like objects. B. Understand that subtraction is the act of

Reading Units Taught:

Fairy Tales Unit

Fables Unit

Drama/Reader’s

Theater Unit

Skills:

Grammar & Writing Skills: review and reinforce Writing Types: Informational Writing (Books That Teach Science) Persuasive Writing

Animals and Their

Environment

2.L.5: The student will

demonstrate an

understanding of how the

structures of animals help

them survive and grow in

their environments.

Different Cultures and Regions Standard 2-4: The student will demonstrate an understanding of cultural contributions made by people from the various

taking from. A. Describe and use the Commutative Property (2 + 3 is the same as 3 + 2) in relation to fact families. A. Use subtraction as a means for finding missing addends. A. Identify related facts in a fact family. A. Find missing addends and subtrahends to 20 using models. A. Solve addition and subtraction problem situations. A. Write number sentences to match story problems. A. Add any two numbers within 1000. (407 + 312 and 228 + 279)

Use efficient strategies based on place value.

Use the associate property (to bundle 100s and 10s)

Use the commutative property.

B. Understand that subtraction is the act of taking from. B. Explain why addition strategies work. (Verbal and/or written explanations may be supported by drawings or objects.) C. Develop strategies to subtract any two numbers within 1000. (985 - 372 and 205 - 198) C. Explain why subtraction

Understanding

characters

Fantasy/realism

Moral/Lessons in stories

Theme

Dialogue

Compare/Contrast

Assessments:

Fairy Tale Assessment

Unit 7 Reading Test

Opinion Writing (Books & Characters) District Spring Writing Prompt Communication: Compare and contrast illustrations Giving nonverbal cues Giving a persuasive talk Standards: (See First Nine Weeks)

2.P.1: The student will use

the science and

engineering practices,

including the processes

and skills of scientific

inquiry, to develop

understandings of science

content.

Unit Essential Questions

How do animal structures

characteristics/features

help them survive and

grow in their

environments?

Topics:

A. Animal Classification-

insects, fish, amphibians,

reptiles, birds, mammals

B. Animals Characteristics

(special body parts for

survival

C. Animal Life Cycles

D. Interactions with Plants

and Other Animals

E. Animal Adaptations

F. Animals respond to

changes in the

environment

G. Animals (including

humans) can change the

environment

regions in the United States. 2-4.1 Recognize the basic elements that make up a cultural region in the United States, including language, beliefs, customs, art, and literature. 2-4.2 Compare the historic and cultural traditions of various regions in the United States and recognize the ways that these elements have been and continue to be passed across generations. 2-4.3 Recognize the cultural contributions of Native American tribal groups, African Americans, and immigrant groups. 2-4.4 Recall stories and songs that reflect the cultural history of various regions in the United States, including stories of regional folk figures, Native American legends, and African American folktales.

strategies work. (Verbal and/or written explanations may be supported by drawings or objects.) B, C. Solve addition and subtraction problem situations with three-digit numbers.

Use base ten blocks.

Draw models or represent base ten blocks.

Decompose numbers to add/subtract.

Use a hundred chart.

B, C. Solve one- and two-step word problems.

adding to

putting together comparing with unknowns in all positions Using Arrays for Foundations

of Multiplication A: Model doubles and near doubles addition problems to show even and odd. A. Prove a number is even or odd by grouping objects or making an array with 2 rows, and determining if there is a "left over." B. Draw rows and columns of equal size within a rectangle. B. Use repeated addition to find the total number of objects in an array. C. Partition rectangles into equal rows and columns and add to find the total number in the array.

C. Describe arrays as rows

and columns Demonstrating Fluency in Addition and Subtraction

A. Add any number within 1000 using efficient strategies. A. Decompose numbers to add. A. Add using the associative property. A. Add using the commutative property. B. Subtract any number within 100 using efficient strategies. B. Decompose numbers to subtract.