Category: General Studies

In the Know

As we approach the end of the first term here is a snapshot of what we have been doing in every subject. 

Language Arts:

Novel Studies-Our Grade 2 students have begun working on their first Novel Study. There are two different Novel Study groups depending on where they are at in their learning journey. We are reading books by Judy Blume, Freckle Juice and Tales of a Fourth Grade Nothing.

                                 

 

 

 

 

 

 

 

Writing Conventions – We continue to work on understanding that a proper noun is always capitalized and that each sentence starts with a capital and ends with punctuation. Can they spot the error? They have been given many opportunities to spot the missing punctuation and capitalization of words in a sentence as they complete Read it, Fix it Write it.

Opinion Writing- The students have been working on being able to write an opinion piece, they reference the rubric provided in order to ensure they have done their personal best.

 

Opinion Piece Rubric (Grade 2)

Criteria	4 – Excellent	3 – Good	2 – Satisfactory	1 – Needs Improvement
Opinion Statement	The opinion is clearly stated and easy to understand.	The opinion is clear but may need some clarification.	The opinion is stated but is unclear or not fully formed.	There is no clear opinion, or it is hard to understand.
Supporting Reasons	Provides 2 or more strong reasons to support the opinion.	Provides 1 or 2 reasons that support the opinion.	Gives 1 reason that partially supports the opinion.	Does not provide reasons or the reasons do not support the opinion.
Organization	Writing is well-organized with a clear beginning, middle, and end.	Writing is organized with a beginning, middle, and end, but may be a bit unclear.	Organization is present, but may be difficult to follow.	Writing lacks organization and is hard to follow.
Details and Examples	Includes specific details and examples to explain the opinion.	Includes some details or examples to explain the opinion.	Provides few details or examples, or they are unclear.	No details or examples are given to explain the opinion.
Conclusion	The piece ends with a strong, clear conclusion that wraps up the opinion.	The piece ends with a conclusion, but it may be weak or unclear.	There is a conclusion, but it does not tie up the opinion clearly.	No clear conclusion is provided.
Grammar and Spelling	Few or no errors in grammar, punctuation, or spelling.	Some errors in grammar, punctuation, or spelling, but they do not make the piece hard to read.	Some errors in grammar, punctuation, or spelling that make the piece hard to read.	Many errors in grammar, punctuation, or spelling that make the piece difficult to read.

Here is the link to the video on Digital Tracks

We have completed our unit on Movement and Simple Machines.  Our Grade 2 students did a great job working in pairs and designed a pulley able to lift water from the well (bucket). They then reflected on their experience and what they might do differently next time. The students did an excellent job completing several quizzes as artifacts of their knowledge.

We began our unit on Liquids, Solids and Gases by completing a workshop at the Science and Technology Museum. What a fun way to start a new unit.

     

Social Studies:

Our Grade 2 class compared birthday traditions and celebrations among diverse groups and can identify some of the reasons for changes in these traditions/celebrations. They are starting to become familiar with the social studies inquiry process as they investigated some of the past and present traditions and celebrations within their own family. Each child completed their Chanukah traditions project where they compared ways in which some traditions have been celebrated over multiple generations in their family.

Math:

Problem Solving-The focus has been working on 2 step problems. The emphasis has been reading for understanding and showing your work. One of our North Stars is we learn better together, so showing how we got our answer helps others see that there is more than one way to solve a problem.

Numbers:

We worked on balancing equations and math fact families. It is very important that the students understand the relationship within each family. This understanding helps with their math fact fluency. Some have been introduced to addition and subtraction double digits regrouping and borrowing. They continue to work on using these skills when solving 2-step word problems.

Curious about what your children have been doing here at the OJCS? Wonder no more. Here is a snapshot of what we have been doing in every subject. 

Language Arts:

Wordly Wise – The children have already completed three full lessons where they have been introduced to new vocabulary and read passages containing these words.  Once they have read these passages they are onto answering text based, opinion and inferencing questions which they must answer using complete sentences.

Writing Conventions – We have been working on understanding that a proper noun is always capitalized and that each sentence starts with a capital and ends with punctuation. Can they spot the error? They have been given many opportunities to spot the missing punctuation and capitalization of words in a sentence as they complete Read it, Fix it Write it.

Our students have been introduced (reintroduced) to three spelling rules. Familiarizing themselves with these spelling rules (posted on our boards) allows them to edit their own work. They are also encouraged to use their dictionaries for high frequency words such as (i.e,because, was and want). The posters below can be printed and used at home.

 

Author Study-Each month we explore yet another collection of books during our author study. The students have a scheduled library period where Brigitte (our librarian) introduces a new author and reads books from their collection. We then bring them to our classroom to use during transition times and our literacy blocks. This past month Ms Brigitte read books from the Read Aloud Picture Book Study (author Minh Le).

                                                                                           

Workshops-We participated in our first Grade 2 workshop entitled Digital Citizen. The students watched a video followed by a class discussion on how we stay safe while online.

Math:

Numbers/Algebra- Skip counting, growing and shrinking patterns, place value are just some of what we have introduced or gone to the next level within our numeracy blocks. The students have to have a strong sense of place value in order to be able to add and subtract double digits. Depending where they are in their learning journey, they are working on double digits with no regrouping or regrouping. Either way they are at their Just Right level. There are those that have moved on to more. Remember the first step is demonstrating to me that they can independently complete the tasks assigned before we move on to more. A strong foundation is very important!

Scoot (math place value game)

Data-We are continuing to expand our understanding on how to collect and create various types of graphs (bar and pictographs). As well as identify the basic parts of a graph: labels, scales, titles and data. They are completing math activities that require answering  questions and using the data from a graph or table  in a calculation, as well as using the information in the graph to make an inference.

Problem Solving-The focus has been to understand that there are 4 steps necessary to solve a word problem. The emphasis has been reading for understanding and showing your work. One of our North Stars is we learn better together, so showing how we got our answer helps others see that there is more than one way to solve a problem.

 

Science:

Our focus this term has been simple machines.  Our Grade 2 students will collaborate and work in pairs to explore the concept of design thinking where they have been presented with a challenge to design a pulley able to lift water from the well (bucket). Once their pulleys are completed they will reflect on their experience and what they might do differently next time.

Social Studies:

In Social Studies this term we have compared some significant traditions and celebrations among different cultures around the world. We are completing a unit of study (Changing Family and Community) based on Patricia Polacco’s books.

       

 

Generations Day was a huge success. Our students did an excellent job reciting their class poems about the IDF and creating notes of support for the soldiers in Israel. Our full Generations Day program can be located here. These notes went directly to the soldiers.  A big thank-you to the Gonen family for delivering them. Generations Day was also Tzvi’s  last day at the OJCS as he and his family will be returning to Israel. Tzvi you will be missed by your teachers and friends.

Language Arts:

Writing-These past months the focus of our writing blocks were on exploring and creating various styles of poetry (lists, cinquain, acrostic) and narratives. Our goal for our narratives is that they are rich in detail, have an introductory  sentence, sequential order to the events and a closing sentence.  

Library-Just before our move to KBI, Ms. Brigitte had finished reading The Hoboken Chicken Emergency by Daniel Pinkwater. The students had a great time completing a choice board where they choose two follow-up activities to demonstrate both their understanding of the novel and their ability to create an alternative ending to the story.

 

 

Science:

Innovation Day marked the end of our unit on Liquid, Solids and Gases. Here are a few picks and a video from that fun day.

 

    

We are presently working on our final unit, The Growth and Changes in Animals. We have examined the characteristics of mammals, reptiles and amphibians. This week we will explore  the characteristics of fish. Our students have become very good at comparing the different categories of animals using Venn Diagrams.

   

 

Social Studies:

This last project will help our students have a better understanding of the big beautiful world they are a part of. They will work together in pairs to understand and share that how close or far from the equator their country is will affect the types of homes they live in, the wildlife that lives there, etc… Can’t wait to see their finished projects. Photos will be added soon.

Our students are so excited to show you how they own their own learning. We will be posting their own blogfolios this week. We were very impressed with how they truly understood what a reflection is and how reflecting will help them develop next steps in order to move forward on their personalized learning journey. This was a strong team effort, thank-you Ms. Cleveland for making the math reflections happen and Madame Efi and Morah Dana for the French and Hebrew reflections. Please take time to share these blogs with your child. They are very proud!

                                                                   Why do we reflect?

Language Arts:

Writing-Our journal entries is where we have been reflecting on Winter. For example, how we feel about winter and if we could live anywhere else during our winter months where would we choose to live and why. Their writing reflections focused on writing conventions (capitals, spacing between words and correct use of punctuation), spelling (sounding out using appropriate phonemes or applying spelling rules introduced) and most importantly, does my writing make sense (did I leave out words).

   

Reading-End of the term DIBELS 8 assessments were completed and as such their own personal learning journey is adjusted as they continue to work on Boost Reading. After interviews I will be sending you a detailed e-mail on how to access Amplify. This will be optional homework.

What is Amplify reading?

Amplify is the new reading platform (the umbrella company) that the OJCS purchased licences for this year to use as a pilot project to enhance our current reading programs. We bought three programs for our school through Amplify, each explained below.

1. mClass – DIBELS 8 assessment 
2. Boost Reading 

Why did we choose Amplify? 

It is the platform that most closely aligns with the evidence-based body of research referred to as the ‘Science of Reading’. The Science of Reading research shows the need for students to have word recognition skills (such as phonemic awareness, decoding skills through phonics, and reading fluency) and language comprehension (including knowledge of vocabulary, morphology, and syntax) to read and comprehend text. 

mClass is the system that allows us to run the DIBELS 8 Assessment with all of our students in Grades K-3.

 

What is DIBELS?

DIBELS ® (Dynamic Indicators of Basic Early Literacy Skills) is a set of procedures and measures for assessing the acquisition of literacy skills. They are designed to be short (one-minute) fluency measures that can be used to regularly detect risk and monitor the development of early literacy and early reading skills. Depending on the grade – the DIBELS 8 assesses different skills, such as, (decoding, reading fluency and language comprehension). These results help us identify who is below, at or above grade level in each skill and then target instruction (i.e. with small groups, resource support, homework etc..) accordingly. This is an assessment that is completed in class with the teacher. 

 

2. Boost Reading is the reading program licence we purchased for our students K-5. Boost Reading is a literacy acceleration and remediation program that uses adaptive technology to deliver personalized learning instruction for K–5 students. The engaging world of Boost Reading adapts to each unique reader. Boost Reading was authored by experts in literacy, cognitive science, learning, and instruction. It builds on well-established principles of effective instructional design and delivery, as well as new and cutting-edge research on how students learn to read.

 

Can my child use this program at home?

Yes please! Get your child set up to use Boost Reading at home by making sure they have a set of headphones and a quiet place to play. Boost Reading is personalized to your child’s needs, so you don’t need to and you should NOT assist them with their learning. Once they log in, they’re ready to start using the program. Some students will begin with a placement activity that helps the program match them to the best content. To ensure the most accurate placement, it’s important that students complete each activity independently. It’s always helpful to encourage your student/child to have fun and do their best!

What will I see as a parent on report cards?

K-5 students:

On the report card, teachers will share how a student is performing in various strands related to reading, including decoding, fluency, vocabulary and comprehension. With data from the DIBELS assessment, the report cards will indicate whether the student is performing above grade, at grade or below grade level in each specific skill assessed. They will also share the next steps to target skills that are still developing. 

Library-During our library periods Ms. Brigitte has continued with our monthly novel study, this month we have started a chapter book by Daniel Pinkwater.

 

We also completed a workshop on how to create a really strong password. We discovered that a very long complicated password was NOT a great idea as we would never remember it.

     

Science:

This week we will be completing our unit on Movement and Simple Machines. We will be spending our time in the Makerspace working on a pulley challenge. This is where the magic happens: problem solving, learning to take failure in stride, persevering and being open to other peoples ideas.

 

Our next unit is Liquids, Solids and Gases. Our trip to the Science and Technology Museum was a blast and the workshop we participated in was an introduction to our new unit.

 

A boat that floats and holds a pirate and some treasure.

Math:

This month we are exploring  3D and 2D shapes as well as area and perimeter. In the photos below we are discovering how many edges, faces and vertices make up a cube, pyramid and rectangular prism.

                                           

 

                                 

 

 

 

 

Social Studies:

We had a lot of fun with this unit. Discovering all the unique birthday and tooth fairy traditions around the world. Did you know that according to a Turkish tradition if you plant your child’s tooth on the grounds of a hospital your child is very likely to become a doctor.  Sure is much less expensive than medical school!

Watch this fun video here.

Thank-you for your participation in our goal setting conferences. We feel our student’s first set of goals will help them be successful on their own personal learning journeys. We have been very busy this month, getting to know two new students from Israel. They are a wonderful addition to our classroom family. Below is just some of the learning taking place presently in Grade 2.

Goals:

The signed goal list is being added this week to our Go For The Goal! bulletin board. Next steps will be how to measure our success.

Language Arts:

Writing-This past month the focus of our journal entries have been reflecting on our Global Maker Day challenges, creating our goals and reaching out to the Israeli soldiers. The children were asked how we support Israel both in our Grade 2 classroom and as a school. We brainstormed ideas and then they were asked to choose from our list or come up with their own ideas and complete letters which will be brought directly to the soldiers. Below is the list and a sample of a few of the letters we are sending.

Reading-Amplify evaluations are completed and our students are now set to be on their own personal learning journey when they work on Amplify. Resource sessions are well under way with Ms. Honey and we work as a team to ensure academic growth. Reading homework is assigned by Ms. Honey each week, please remember to return your books in order to get the next one. For those students who meet or exceed the Grade 2 expectations for this point in the school year, they should be reading often just for the love of reading. Please note during our Language Arts blocks each child’s work has been personalized to ensure we have happy, engaged students. Small group time ensures time to practice our spelling, decoding skills as well as answering comprehension questions. Below is a photo of an activity we completed after reviewing and making observations of the FLoSZ rule. When /f/, /l/, /s/ and /z/ is heard after a short vowel at the end of a one-syllable word, it is doubled.

Library/Social Studies-During our library periods Ms. Brigitte has continued with our monthly novel study, this month we are listening to books written by William Steig. 

            

We also completed a workshop on how to be a good digital citizen. We really have a better understanding of what that means. Here is the video we watched and a great discussion followed.

Science:

This month our focus continues to be on Movement and Simple Machines. The students completed an experiment where they discovered where the fulcrum is located affects the amount of effort needed to move an object. This was a simple experiment involving a marker, ruler and a  ball of playdough. We also are working in pairs in the Makerspace to design a lever that is able to lift 100g safely and securely.

 

Math:

This month we are exploring graphs and becoming math ninja masters (becoming more fluent with the math facts to 20). We are diving deeper into the essential parts of a graph, comparing and making important observations and understanding its purpose. Lastly we are starting to work on double digit regrouping.  Resource sessions are well under way with Mrs. Cleveland and we work as a team to ensure academic growth. Math homework will be only assigned to those that need the practice, I will add IXL to the homework board next week with the understanding that this is not homework but an option for those that want one.