Students were introduced to the new Cafe reading strategy of inferring and supporting with evidence. Students learned that to make an inference while reading they must act like a detective to look for clues in the story to better understand the story. They learned that they should use background knowledge (schema), the text and the pictures in order to make their assumption about what the author wants us to understand without the author actually writing it down. This is a challenging skill for second graders. You can help reinforce this skill by asking your child these kinds of questions when reading together:
- Can you explain why the character acted this way?
- How do you think the author might feel about (the character)?
- Think about the setting- what details can you add?
- Figure out explanations for these events.
- What clues can you find in the pictures?
This strategy was added to our Cafe board and can be found under the "C" for comprehension.
We were excited to wrap up our second writing unit. We spent the last 2 and a half months focused on informational/non-fiction writing. We've learned how to "hook" our reader with a good introductions, learn "craft moves" from other famous authors, add non-fiction text features (glossary, index, captions, etc.) to provide more information to our reader, provide and apply feedback from our peers, and so much more! Each student was able to share their favorite piece with the class by reading it and displaying our writing on the document camera. Students are eager to learn what our next writing unit will focus on!
Students focused on solving 2-digit and 3-digit addition problems this week. We learned a game called "Use Your Head" where students mentally solved a 2 or 3 digit equation while their partner solved by writing down the equation and solution. This supports our Standard of Mathematical Practice of "Attend to Precision" which we call "Check your work" to be student friendly. Additionally, students learned the importance of estimating what their solution would be before solving to see if their answer makes sense. If it doesn't come near their estimation students learned that this is a signal that they should go back and see if they made a mistake somewhere. This is an important mathematical process that students need to learn to engage in to become more independent problem-solvers.
Students continued learning about landforms. We used the iPads to go to several different locations to see different geographical landforms. We looked at a valley, mountain, island, desert, plain, lake, river, ocean, etc.
Monday, February 27th- Six Flags Read to Succeed form due
Wednesday, March 15th- Ice Cream Day, ice cream sold at lunch for $2.00
Friday, March 24th- Early release, students dismissed at 1:00pm
Saturday, March 25th- Sunday, April 2nd- No school, Spring Break
Monday, April 3rd- School resumes