This week, we will continue to work on identifying characters and setting in a story.  We will have a stronger focus on finding key details.  We will continue to work on the skill of visualizing, as this is such an important comprehension skill, and this has been tricky for some of us.  We have been working on separating our background knowledge, or what we already know about a topic, and what has actually happened in a story.  Sometimes when we make pictures in our head as we read, we insert “extra” information, based on what we already have in our minds.  We need to be careful when we do this, because this can also distort the meaning.  Applying background information can be a huge help, but it is important to know how to separate that from what we have actually read.

In small group, we are reading a narrative nonfiction book.  The kids have loved the topic, and we have had a lot of conversation about captions, and other nonfiction text features.  It was pretty exciting for the kids to realize that the captions are actually linked to the pictures, and not just random facts.  We had a lot of “lightbulb” moments with this – so fun to be a part of!

We will also continue to work on nouns and verbs.  By being able to identify nouns and verbs, we will better be able to apply those skills to identify the subject and predicate in a sentence.

This week, our STEAM challenge was to create the longest paper chain out of a single piece of paper.  Although this challenge seems simple, it was actually quite challenging for many of the kids.  Some over planned, cut too small, or used pieces too large.  I loved that so many of the children were able to revise and make some changes as they went.  When they realized a strategy wasn’t working, they were able to change course and try something new.  This is such an important skill that we will continue to apply in our core subjects as well.  It is essential that the kids are willing to be flexible with their thinking, and willing to edit and revise.  Some of the class actually decided to connect their chains to create longer chains.  They decided that it was better when they worked together.

Great job, with all of the spelling homework last week!  I loved hearing all of the stories of the activities you tried, from duct taped markers and crayons, to chalk covered driveways!  I love to hear that the kids are having fun while learning!  This week, some of the children may start to have modified spelling lists.  Their words will be highlighted at the bottom of the page.  I choose these words based on how they perform on their pretest, and what I know about them as a speller.  At the beginning of the year, I am still getting to know your second graders, and their skill sets.  Therefore, if the lists they come home with appear to be too easy, or too challenging, please let me know!

This week we had our first complete engineering challenge.  The children were challenged with building the tallest tower they could out of spaghetti and mini marshmallows.  Oh, and I guess they were challenged with not eating the marshmallows during the activity (this was the hardest part for some!).  I was so impressed with the engineering skill set of this group, and how willing they were to revise their plans.  I look forward to watching these skills evolve even further throughout the year.

Last week, we continued to play math slide on the iPads.  This time, however, we used the iPads independently.  This shifted the focus from speed to accuracy.  The kids were playing the basic fact version this time, and I wanted them to focus on choosing the correct option, the first time, rather than trying to find an answer the fastest.

Last week, we continued to work on our number grid skills.  One way that we did this was with the number grid game.  This would be a great game to practice at home.  All you need is a die, a number grid and a couple of counters.

A couple of the comprehension strategies we worked on last week were visualizing, and story mapping.  I read a couple of stories to the children and asked them to visualize, or make pictures in their head, of what was going on in the story.  The first time, they were then asked to complete a story map, including character, setting and main events.  The second time, we worked on recalling what happened in  the beginning, middle and end of the story.  We will continue to work on these skills in the upcoming week, as well.

Today we practiced coming up with equivalent names for numbers.  Name collection boxes are a great way to come up with equivalent names.

Today, we practiced coming up with equivalent names by rotating to different name collection boxes and adding a name to each.

Every unit in math includes an Open Response problem.  These problems provide an opportunity for the children to work through a problem with a partner or a group.  They will work through a math question, and practice explaining their thinking.  This process can be challenging at first, but will help children to think about the math process, rather than coming up with an end product.