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 * Second Grade Agenda **

Planning date: 4-6 Questions for Mrs. Wilkes:

Melissa Kelly Planning for next Tuesday's meeting: Melissa- multiplication/division (3 weeks) Rachel- Economics Sunny- How To's ? - Reading (inferences, context clues, monitor reading)
 * Business: **

Lining up kids and transitions. When do we want to pratice? Copies- Sharon will give us a different number or addtional copies for BOY. Teachers for next year TAG (2)- ESL (2)- Inclusion- Resource-

Specials will be the same as this year for second grade. DRA/TPRI testing window opens April 26. ** Writing: How-To Books ** TEKS: (14) Writing/purposes. The student writes for a variety of audiences and purposes, and in various forms. The student is expected to: (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). In this session you will tell students that they will be teachers as well as writers; specifically, they will write to teach others how to do something. || Your plan will be to help children understand the purpose and requirements of this genre by showing them that How-To writing must enable a reader to do what is being taught. || In this lesson, you will show how you tried to read one child's directions, how you encountered confusions, and how the author will revise his words and pictures to make them more explicit. || You will teach your children that as writers of How-To books, they probably want to give their readers "helpers," as you call the text features of this genre. || You will remind children that the world is full of a huge variety of How-To texts and that they can learn lessons for their own writing by studying these. || You will want to ask your children to select one text to publish. They will need to double-check their revisions of that book and then turn their attention to editing. A celebration will follow. ||  ||
 * **Writing How-To Books** ||
 * || Session I: || **Introducing How-To Books**
 * Session II: || **Checking for Clarity**
 * Session III: || **Revising Words and Pictures**
 * Session IV: || **Incorporating Features of How-To Writing**
 * Session V: || **Revising: Learning from a Variety of How-To Writing**
 * Session VI: || **Editing: Using Periods, Parentheses, and Colons**

**Objectives:** describe the similarities and differences in the plots and settings of several works by the same author describe the main characters in works of fiction, including their traits, motivations, and feelings ||
 * Reading: Reader's Theatre **
 * **2.9A**
 * 2.9B**

2.8A** identify the elements of dialogue and use them in informal plays **2.1A** distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks). Students should develop a keen awareness regarding the differences in the way dialogue is written in plays versus prose. Students need to study the way that quotation marks are used in Fiction and Literary Nonfiction texts, and understand that in plays, quotation marks are not used to denote speech. ||
 * **Drama
 * Note:**


 * https://roundrockisd.org/Modules/ShowDocument.aspx?documentid=22280 ||

** Additional activities: **
 * TEKS: **
 * Monday ||  ||
 * Tuesday ||  ||
 * Wednesday ||  ||
 * Thursday ||  ||
 * Friday ||  ||


 * Math: **

Probability

Math TEKS/SE **// 2.11 Probability and statistics. The student //**// organizes // **__ data __****// to make it useful for interpreting information. The student is expected to: //**


 * 2.11C **// Use //** __data__ to describe events as more likely or less likely such as drawing a certain color crayon from a bag of seven red crayons and three green crayons. **

** 2.12A **// Identify // ** the __mathematics__ in everyday situations. **
 * //2.12 Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of the school. //**
 * 2.12B **// Solve //** __problems__ with guidance that //incorporates// the processes of understanding the problem, **// making //** a plan, **// carrying //** out the plan, and **// evaluating //** the __solution__ for reasonableness. **
 * 2.12C **// Select //**// or //**// develop //** __an appropriate problem-solving plan or strategy__ including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem. **
 * 2.12D **// Use //** __tools__ such as real objects, manipulatives, and technology __to__ **//__ solve __//**__ problems __**** . **

** 2.13A **// Explain //**// and //**// record //** __observations__ using objects, ** ** 2.13B **// Relate // **__ informal language __**** to mathematical language and symbols. **
 * //2.13 Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. //**
 * words, pictures, numbers, and technology. **


 * // 2.14 //****// Underlying processes and mathematical tools. The student //**// uses //**__ logical reasoning __****// . //**** The student is expected to **// justify //** __his or her thinking__ **// using //** objects, words, pictures, numbers, and technology. **

How could you determine the probability of a future event? ||
 * ** Essential Questions ** || G1. How could you use data to describe events as more or less likely?

Day 1 Mats: United Streaming – Discovering Math: Probability, word wall words- **less likely, certain, impossible,** put words in corners and pass out sheet where kids will have to go to a corner share B- Watch US D- put words on word wall and explain def. Play game where you pass scenerios and kids must decide where to go. Then have kids share their scenario and why they went there. Do you agree? Why or why not. A- Why are we learning this?

Day 2 Mats: Per pair- 20 connecting cubes (10 of one color/10 of another), small paper back Envision lesson 20-5 B- intro to lesson 20-5 D- wkb. A- Have kids create a black and white spinner that is less likely to land on black. Have them create one that is more like to land on black.

Day 3 Mats: Rabbit and Hare Game B- review word wall words D- students play game A- Is it certain, impossible, less likely or more likey that it will snow tomorrow. Justify your answer.

Day 4

Mats: Place value spinners (one per pair) Play game. See sheet for spinner and directions

Day 5 Test

I have gave additional activities. I am doing a gallery walk w/ the other part of math time and Texan Time w/ the review materials that we have created. Pleasae borrow mine if you want a copy.

Teks: (A) explain how work provides income to purchase goods and services; B) explain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money, and where to live and work (A) distinguish between producing and consuming; (B) identify ways in which people are both producers and consumers; (C) trace the development of a product from a natural resource to a finished product.
 * Social Studies/: **
 * (2.9) **** Economics. The student understands the importance of work. Student is expected to: **
 * 2.10) Economics. The student understands the roles of producers and consumers in the production of goods and services. Student is expected to: **

Read A Chair for My Mother. Share write a list of needs/wants in the story. Extension: Sort cards that have needs and wants. ||  || Use the matching worksheet for the students to fill out during or after the video. ||  ||
 * Assessment: **
 * Day 1: Community Circle: students share what their parents first jobs were. Discuss vocabulary producers/consumers, needs/wants.
 * Day 2: Vocab: good/service, producer/consumer. Discuss examples of each. Have a group of students act out a grocery store scene, showing the goods that are bought and the service that is provided. Brainstorm a list of jobs that provide goods/services and tie these jobs to producers and consumers. Split the students into groups of 3-4. Have them choose a slip of paper (**cut up the list of community members).** In their group they will act out the community members job and the class will need to be able to point out the good/service, and who the consumer/producer is. ||  ||
 * Day 3: Vocab: income, free enterprise. Importance of Work: ask "How do you get the things you need/want?" Discuss. Ask the students to quick write what they would do to earn money, what needs/wants(5) would they buy with their earned money, and if they didn't have a job, how would they get their needs/wants? Write/pair/share ||  ||
 * Day 4: Read pg 280-285 in S/S book. Have the students make a flow chart of something they know how to make. Brainstorm a list of ideas to choose from. ||  ||
 * Day 5: Watch United Streaming: How Our Economy Works: All About Earning and Spending Money
 * <span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Notes: **