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 * Second Grade Agenda **

Planning date: 3/23 Questions for Mrs. Wilkes:

Same people plan same subject. Upcoming benchmarks: 4/12 - 4/16 Reading/Writing 4/19 - 4/22 Math Benchmark 4/26 - 5/14 DRA/TPRI Next week planning is in lab on 3/30 Chris G. is meeting us at 2:15 tomorrow to discuss books that Sharon wants us to send home. ** Data Analysis ** Let's discuss research paper next week.
 * Business: **

TEKS: (10) Reading/literary response. The student responds to various texts. The student is expected to: (B) demonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, and using available technology (2-3); (C) support interpretations or conclusions with examples drawn from text (2-3); (14) Writing/purposes. The student writes for a variety of audiences and purposes, and in various forms. The student is expected to: (A) write to record ideas and reflections (K-3); (B) write to discover, develop, and refine ideas (1-3); (C) write to communicate with a variety of audiences (1-3); and (D) write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain (1-3). (18) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to: (A) generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts (2-3); (B) develop drafts (1-3); (C) revise selected drafts for varied purposes, including to achieve a sense of audience, precise word choices, and vivid images (1-3); Assign animals to research. Begin a class research focusing on an animal. Demo the big 3. || Hand out research project packets. Demo filling out info for Introduction and begin Description. Students work on Intro and Description independently. || Students work on those sections as well. || Great sites: national geographic for kids, yahoo kids || Students work on writing their own drafts || Students continue to work on writing their own drafts || Students complete drafts || Plan on your own. TEKS are below.
 * Writing: Animal Research **
 * Day 1 || Collect research letters with students' top animal picks.
 * Day 2 || Assure that each child has at least one book pertaining to his animal.
 * Day 3 || Demo adding information to Description, Diet and Habitat.
 * Day 4 || Visit the computer lab to get extra info and fill in gaps and find pictures.
 * Day 5 || Demo putting it all together/writing draft
 * Day 6 || Continue writing draft for class project - hit upon paragraphing
 * Day 7 || Complete draft for class project
 * Day 8 || Begin editing and revising process on both class project and students' individual research papers ||
 * Day 9 || Continue editing and revising process ||
 * Day 10 || Continue editing and revising process ||
 * Day 11 || Continue editing and revising process ||
 * Day 12 || Continue eding and revising process ||
 * Assessment: || Project presentations (see rubric) ||
 * Reading: **** Information text **

Focus on: *Reading strats
 * Author’s Purpose
 * Context Clues

other texts and support answers with evidence from text The reading strategies listed above should be used to comprehend nonfiction texts from the following categories. Students need to make the shift from focusing on reading words correctly to focusing on understanding concept words in nonfiction texts. Students are beginning to encounter both unknown words and words they can pronounce correctly but cannot define. Students need to use the clues within the text to comprehend the concepts that nonfiction texts are working to develop. Students should be able to respond to these various types of nonfiction texts in response journals through writing as well as through graphic organizers. Guided Reading groups and student conferences need to focus on problem solving strategies using these kinds of texts as students grapple with conceptually challenging vocabulary and new structures of text. ||
 * ** Reading Strategies **
 * 2.3A ** use ideas (e.g., illustrations, titles, topic sentences, key words) to make and confirm predictions
 * 2.3B ** ask relevant questions, seek clarification, and locate facts and other details about stories and
 * 2.5B ** use context to determine the meaning of unfamiliar or multiple meaning words
 * Literary Nonfiction **
 * 2.10A ** determine whether a story is true or fantasy and explain why
 * Culture & History **
 * 2.13A ** identify the topic and explain the author’s purpose in writing the text
 * Informational/Expository Text **
 * 2.14A ** identify the main idea in a text an distinguish it from the topic
 * 2.14B locate the fats that are clearly stated in a text **
 * 2.14C ** describe the order of events in a text
 * 2.14D ** use text features (e.g., table of contents, index, headings) to locate specific information

Science: **
 * Objectives: **
 * TEKS: **
 * Assessment: **

Materials: paper bags, 5 small plastic animals per bag(dollar store). Hand out the bags to the table groups. Explain to the students that they are not to look in their bags. One at a time they need to reach into the bag, feel for one animal and guess that animal based on it's external characteristics. Take the animal out, and have students write down how they think their animal uses their parts, where they live, and how they get food (Sci.Journal). Meanwhile the other students are identifying their animals. Share and discuss to close. ||  ||
 * Day 1 Divide a large chart paper in half. Write 'what we know' on top and 'what we learned' on bottom. (like the one that Staci and Annie presented) Get two different colors of sticky notes. List what then know about animals. Watch Animals Around Us or Read the book, Magic School Bus-Explore the World of Animals. Discuss. Use the 2nd color sticky note to correct or add facts to what we learned. ||  ||
 * Day 2 Body Parts: Takscopes Explore: Plant and Animal Parts (2.6cd) Teacher guide: see handout ||  ||
 * Day 3 Complete Color Crazy. Student will create colorful representations of wild animals. Focus is camoflage, predator/prey. ||  ||
 * Day 4 Check out Takscopes Engage:Plant and Animal Characteristics(2.9A) for more details.
 * Day 5 United Streaming -Animal Lifecycles. Students choose a life cycle to illustrate, and label. ||  ||

**Notes:** Your copies will be ready for you Wednesday!!

//**2.9 Measurement. The student directly** compares  **the attributes** //**of length, area, weight/mass, and capacity **//**, and** uses // **comparative language** // **to solve problems and answer questions. The student** selects  **and** //uses **nonstandard units**// **to** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-bidi-font-weight: bold;">describe //**length, area**, **capacity, and weight/mass**//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**. The student** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-bidi-font-weight: bold;">recognizes <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> **and** //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">use //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-bidi-font-weight: bold;">s // **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-bidi-font-style: italic;">models //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> that approximate standard units from both SI, also known as metric, and customary systems of length, weight/mass, capacity, and time. //** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**2.9A** //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-bidi-font-weight: bold;">Identify // **__<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">concrete models __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> that approximate standard units of length and use them to measure length. ** **2.9B** // Select // **__ a non-standard unit of measure __ such as square tiles to **// determine // **the __area__ of a two-dimensional surface.** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**2.9D** //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-bidi-font-weight: bold;">Select // **a __non-standard unit of measure__ such as beans or marbles to** //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-bidi-font-weight: bold;">determine // **__<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">the weight/mass __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">of a given object. ** //__ **Generalizations** __// G1. Objects can be compared based on a variety of attributes. G2. Objects can be directly compared or compared using standard and/or nonstandard units. //__ **Essential Questions** __// G1. How many different ways could you measure a carton of milk? (length, width,  height, weight/mass, capacity, temperature) G2. How can you select and use non-standard units used to measure length, area, capacity, and weight/mass? How can you select and use a model that approximates standard units used to measure length, area, capacity, and weight/mass? How can you select and use non-standard objects that approximate standard of units of length, area, capacity, and weight/mass? How can you select and use appropriate tools to measure length, area, capacity, and weight/mass? How can you make reasonable estimates to determine measurements? How can you collect, compare, and use measurement data in problem solving situations?
 * Math:** //__<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Measurement** __//
 * 2.9C** // Select // **__ a non-standard unit of measure __ such as a bathroom cup or a jar to **// determine // **the __capacity__ (of a given container.**

Books of interest: __How Big is a Foot?, Inch by Inch, Me and the Measure of Things, Millions to Measure,__ __ Weights and Measures, How Long or How Wide?, Hershey’s Milk Chocolate Weights and Measures __
 * __ Monday __ Introduce the attributes of measurement: length, weight, capacity with Env. 17-1. Continue with non-standard measurement of length using connecting cubes/unifix and paper clips with Env. 17-3 if time. Provide classroom items as examples to measure. **
 * __ Tuesday __ Ribbon Heights (from __Navigating through Measurement__) The focus is comparing heights and lengths using yarn (or ribbon). Group sts in groups of 5 or 6, lining themselves up from shortest to tallest by problem solving. Follow directions on hand-out to cut lengths of yarn the sts’ heights in each group. Graph. Can measure the yarn with yard sticks and rulers. Follow up with ‘Inches, Feet, and Yards’, Env. 17-4. **
 * __ Wednesday __ Explore ‘Centimeters and Meters’ with Env. 17-5. May also complete ‘Centimeter Critters’ **
 * __ Thursday __ Introduce how to measure the amount of space of a figure: area. Use tiles, square pattern blocks to show how to fill a rectangle and then count the units. Work Env. 17-6. If there is time work 17-7, Comparing 2 figures. In centers have large shapes available for measuring area with tiles. **
 * __ Friday __ Good Friday Holiday **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Assessment: **