Collaboration with Mrs. Campbell

This newsletter is your "one-stop shop" for information about our class. All important information will mostly be shared in the Newsletter.

19000 Cumberland Road Noblesville, Indiana 46060

Phone: 317-770-2080 Fax: 317-770-2081

https://www.noblesvilleschools.org/Domain/16

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12/13 Late Arrival PK-12 (40 min. later)

12/20 Regular School Day

12/22 Winter Party

12/25 Winter Break

1/9 Students Return from Winter Break

Winter Parties are December 22nd . PTO will be provide the snack. You must have a completed level 3 background to attend. Please let me know if you will be able to volunteer.

We will begin letting volunteers in the building at 1:10pm. You must have your ID to enter. Parties will end at 2:10 all volunteers will need to leave at this time.

WRE has a five related arts opportunities; Art, Gym, Music, STEAM, and Technology. Your child will have the same special area class for one week at a time. Teachers will notify you of each rotation.

Related Arts One Week Rotation

December 18 PE (Hewitt)

Penelope has her new front opening terrarium! Penelope will be coming home for Winter Break prior to Friday. She will return the week after school is back in session.

Unit Overview:

In this unit, learners tackle multisyllabic words and the methodology of word breaking. The complexity of consonant relationships and silent letters are also highlighted through the work of the unit.

Standards

• 2.RF.4.2 Use knowledge of the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to decode two-syllable words, independent of context.

Student Learning Outcomes

• Students will understand the concept of a syllable and break words into syllables to decode them

• Students will identify common endings and use them to decode

• Students will develop and use strategies for acquiring a large bank of high-frequency words

• Students will demonstrate flexibility with sounds when solving words

• Students will form new words with common endings

Essential Questions

• What patterns do words follow?

• What is an open syllable?

• What is a closed syllable?

• How do vowel patterns and syllables help when solving unknown words?

• How do we use our patterns and parts to spell words?

Language (Academic Vocabulary)

• Decode, Syllable

• Encode, Vowel (long/short)

• High Frequency Word,

• Word Endings (inflectional)

• Phonograms/Word Parts

Unit Overview

Throughout this unit, students will get the opportunity to tackle words and books that will be longer than they are used to reading. Gus will make an appearance to encourage students in their work, especially as they learn the schwa sound. Students will tackle books that have a problem/solution format and give them opportunities to learn and discuss the life lesson that the book may have taught them. In Bend III, the focus will be on becoming stronger through fluency work.

Standards

• 2.RL.2.1 Ask and answer questions (e.g., who was the story about; why did an event happen; where did the story happen) to demonstrate understanding of the main idea and key details in a text.

• 2.RL.2.2 Recount the beginning, middle, and ending of stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Student Learning Outcomes

• Students will read and decode multisyllabic words part by part.

• Students will continue to build automaticity with words.

• Students will read texts that have a problem and solution to learn what lesson the author is teaching.

• Students will use strategies to work through tackling longer words and texts.

• Students will practice and build fluency as readers.

Essential Questions

• How do I keep track of the story as I read?

• What do I know about syllables in a word to help solve an unknown word?

• What can I infer in the story as I read to fill in the gaps?

• What story elements can I lean into to support my understanding of the text?

• Fluency, -schwa, vowels, consonants, syllable

Unit Overview: This unit will give students an opportunity to build upon their own opinions around ideas. They will study other pieces of writing to emulate and practice, while writing one to two pieces a day. In Bend II the focus will be on letter writing and then they wrap up the unit with nominating book awards and celebrating their hard work

Standards

• 2.W.3.1: Write a logically connected paragraph or paragraphs that introduce an opinion, with a concluding statement or section and multiple reasons to explain why a certain course of action should be followed.
• 2.W.6.1:Demonstrate command of English grammar and usag
• 2.W.6.2:Demonstrate command of capitalization, punctuation, and spelling

Student Learning Outcomes

• Students will write about how they feel about a topic or text.
• Students will write letters using a letter format.
• Students will draft opinion pieces using reasons and examples.

Essential Questions

• How do I share my opinion with others?

• What are ways that I can write about my opinion?

• What are claims?

• How do I give reasons and examples around my opinion?

Academic Vocabulary

• Persuade, opinion, claim

Math Terms

• adjust-to add an amount to one addend and take away the same amount from another addend to create at least one friendl number, for example, 52 + 26 = 50 + 28 = 78
• friendly numbers-numbers that are easy to add
• partial sums-total parts of an addition problem; partical sums can be added together to find a total sum

• February 14th, 2024
  

• March 13th, 2024

All students have their required login codes for eLearning in the clear back pocket of their yellow take-home folder. Please remind them to NOT take them out of the sleeve. It should remain in the pocket the entire year. I will have their eLearning module on Canvas completed prior to the scheduled day and we will be going through each step together. In other words, they should independently be able to complete the work on Wednesday because I will teach them how to do so on Tuesday. Completely this work is required so they are not marked absent; however, they have extended time after Wednesday to do so.

I am understanding that many of our second grade students are not yet able to read the instructions; therefore, they are recorded by second grade teachers. I have done my best to keep it simple, yet beneficial. Again, I truly anticipate most of the work being completed independently for most students.

We all know technology problems occur and I have included in the email many options to correct the problems. I am not able to provide technology support myself on an eLearning day. This day is for professional development and although I will have office hours, I encourage you to seek help from the technology professionals.