Verbal Group: Junior Great books - community
The Junior Great Books program brings high-quality literature and student-centered discussion to the classroom while providing a superb framework for practicing reading comprehension, critical thinking, and writing.
This week's Lesson: "doodle flute"
Objective: Students will be able to go deeper into text (poems) that they have read and listen to by asking questions and participating in the shared inquiry process.
Vocabulary: professional, alley, sloppy, lousy
Activity: Students will listen as the story is read aloud and share their questions about the story.
AZCCR Standards:
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.3 Describe how characters in a story respond to major events and challenges.
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. Writing Standards W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Vocabulary: professional, alley, sloppy, lousy
Activity: Students will listen as the story is read aloud and share their questions about the story.
AZCCR Standards:
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.3 Describe how characters in a story respond to major events and challenges.
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. Writing Standards W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Quantitative Group: Awesome Algebra: Looking for Patterns and generalization
In Awesome Algebra, students are encouraged to study patterns and determine how they change, how they can be extended or repeated and/or how they grow. They then move beyond this to organize the information systematically and analyze it to develop generalizations about the mathematical relationships in the patterns. There is a strong focus on mathematical discourse revolving around how to verbalize to generalization.
This week's Lesson: Hundreds Chart Discoveries!
Objective:
-Students will identify patterns on the hundreds chart.
-Students will learn about multiples of numbers by examining hundreds chart patterns.
Vocabulary:
column
diagonal
horizontal
multiple
row
vertical
4.OA.4 Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number
is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a
multiple of a given one-digit number.
3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table),
and explain them using properties of operations.
-Students will identify patterns on the hundreds chart.
-Students will learn about multiples of numbers by examining hundreds chart patterns.
Vocabulary:
column
diagonal
horizontal
multiple
row
vertical
4.OA.4 Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number
is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a
multiple of a given one-digit number.
3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table),
and explain them using properties of operations.
Spatial Group: spatial Reasoning
This unit approaches spatial reasoning through one-dimensional (1-D), two-dimensional (2-D), and three-dimensional (3-D) activities. Students will be engaged with hands-on lessons that will lay the foundation of spatial reasoning.
This week's Lesson: reflections and symmetry
Objective:
-Students will learn about line symmetry
Vocabulary: congruent, symmetric
Standards:
2.G.A Reason with shapes and their attributes.
3MD.C Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
3.G.A Reason with shapes and their attributes.
4.G.A Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
6.G.A. Solve real-world and mathematical problems involving area, surface area, and volume.
7.G.A Draw construct, and describe geometrical figures and describe the relationships between them.
8.G.A Understand congruence and similarity using physical models, transparencies, or geometry software.