2nd Grade
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How to guide- Nonfiction Writers. Lily used flaps to revise the pages of her book to teach more. Writing Checklist. Edition chart. Writing paper

Writers will choose Nonfiction Books- Authors: Gail Gibbons and Seymour Simon

Writers can write about a topic they know a lot about. Students may use the charts shared to create a new book or a how-to book. Table of content paper writing paper1. Writing paper 2

Los lectores de informativos pondrán atención a los detalles que presentan los libros, con solo ver la portada y la contraportada, se preguntaran ¿De qué trata el libro?, ¿Qué aprenderé? Los lectores juntan las partes, lo que ven con lo que piensan y leen. Luego se hacen preguntas y predicciones que ayudan a pensar al lector y anticiparse a la información que puede aprender del libro. 

1. Prestar atencion a los detalles: Hecharle un vistazo a un libro informativo, observar la portada, contraportada, tomar encuenta las preguntas ´¿Que me llama la atencion?, ¿Que puedo observar y que me hace pensar?, ¿Que prediccion puedo hacer?. 

2. Ojear el libro, observar la tabla de contenido, las fotografias y juntar las partes, haciendose preguntas ¿Que me enseña este libro?, ¿De que trata?, ¿Que aprendi de el? 

3. Mirar Cartel 

4. Libros informativos: El ciclo de vida de la mariposa Los bomberos Donde viven los animales 

Mathematicians will estimate, measure and count objects by laying multiple copies of a shorter unit end to end. We will also skip count by 5 s and 10 s within 1000. 

https://docs.google.com/document/d/1XtB2-u2rfKldc5Dy5YkTxqd9D0GwAZ6c43bA0jhtrpk/edit?usp=sharing

Students will be reading books together about plants and making connections between what they are reading and the observations they have made during class. Also, they will conduct an experiment in wich they plant a bean seed in groups and observe how it grows in 3 different scenarios: sunlight, little sunlight, no sunlight. 

We encourage our young scientifics to go to their back yard or patio to observe the plants that receive sunglight and the ones that don't. They should write down their observations and questions on a separate piece of paper so they can share in class. 

Simple examples thought role playing and working in groups, they differentiate and label what is a thought, feeling or action

When you read a story with your child, you can ask questions about the characters: What does this character think? How does it feel to think that way? What action the character are going to do?