2nd Grade
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English Literacy: Readers will pay attention to author's craft, they will jot down notes to keep track of the story and they will reread when they get off, stop, read and answer questions.  Keeping Track of longer books chart.

Phonics: Students will celebrate their learning from this bend by embarking upon a consonant safari. They will brainstorm a list of classroom items that contain the consonant combinations they have learned and then classify them according to their consonants. Also, they will practice adding -ing and -ed to words ending wtih silent E. Spelling Tips for Words with Endings

Readers will pay attention to author's craft, they will jot down notes to keep track of the story and they will reread when they get off, stop, read and answer questions. Keeping Track of longer books chart.

Phonics: Go on an scavenger hunt at home looking for words that have the consonants from this chart. CamouflagedConsonantHunt!.pdf. Write all the words you are finding in the right box. a

Los estudiantes aprenden a planear sus cartas de opiniones pensando que

parte pueden escribir en cada página. También leerán atentamente sus libros

prestando atención a los detalles buscando evidencias, que respalden sus

opiniones y les permita escribir cartas más largas, con más detalles

• Releer el libro, o un capítulo de su libro (si es un libro de capítulos)

• Preguntarse ¿Qué me hace pensar nuevamente en este libro?, ¿Qué me hace pensar esta parte del libro?

• Planear la escritura (sobre qué opinará de primero, de segundo y de tercero)

• Escribir una carta larga de diferentes partes del libro (personajes, ilustraciones, partes favoritas) en cada página.

• Reunir evidencia para respaldar cada una de las opiniones y dar una opinión sobre lo que significa.

• Escribir una carta empleando las estrategias desarrolladas en la primera parte de la unidad, y las nuevas que están aprendiendo.

• Los escritores de opinión, utilizan palabras (jugosas) en su carta que hacen las hacen más poderosas (personaje, escenario, título, capítulo, dedicatoria, trama, protagonista, personaje secundario).

• Revisar nuevamente la carta, verificando cada una de las partes con la lista de cotejo.

• Revisar el uso de la mayúscula e investigar si el autor de nuestro libro utiliza la mayúscula por alguna otra razón; aprender la forma correcta y creativa de utilizarlas.

• Libros 1, 2, 3, 4

Students will solve six story problems independently using addition or subtraction. They will also need to explain which strategy they used. They will also consider what kinds of questions they can ask about the picture.

Unit 3, Module 3, Session 3 Shopping and Adding

Students will switch to social studies next week. This time, they will be investigating urban, rural and suburban by investigating the compelling question “How would our lives be different if we lived in a different kind of community?”. Students will learn these locations offer a range of experiences for the people who live there and that there are advantages and disadvantages of living in each kind of community. 

On a piece of paper, make a drawing of your community and name it as urban or suburban. Also, write 2 advantages and desavantages of living there. Next we will challenge students to create their own picture problems, considering 

Counselor explains the definition of inclusion and models examples of how to include others in games or in the classroom. Then, through a collaborative activity of building an airplane with Legos, they practice inclusive attitudes and the counselor guides them so that everyone participates and includes each other.

Can draw a picture of how they can ask to be included if they want to play a game or do an activity with someone else. Remind them about taking turns and share when they are participating in an activity so that all may be included.