2nd Grade
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Reading Workshop (Tackling Longer Words & Longer Books: Sessions 1–5): Students are transitioning into the world of "bigger" books. They are learning to:

Build Reading Stamina: Practicing how to read for longer periods without losing focus.

Monitor for Meaning: Realizing that in longer books, it's easy to get lost. They are learning to "stop and check" to make sure they understand the plot.

Tackle Tricky Words: Using a variety of strategies to solve hard words that appear in chapter books, ensuring they don't just skip them but actually "work" the word out.

Phonics Workshop (Word Builders: Sessions 1–5): Students are taking on the role of "Word Builders." They are focusing on:

The Power of Chunks: Using known small words or "parts" to build and read much larger words.

Suffix Success: Learning how adding endings like -ed, -ing, -er, and -est changes the meaning and spelling of base words.

Compound Words: Discovering how two small words join together to create a brand-new meaning (like sun + flower = sunflower).

The "Stop and Retell" Check: While your child reads a longer book, occasionally ask, "Wait, what just happened?" This helps them practice the habit of monitoring their understanding.

Word Construction Site: Give your child a base word (like play) and see how many "attachments" they can add to build bigger words (plays, playing, player, playful).

Encourage Stamina: Set a timer for 15–20 minutes of "just reading" time. Celebrate when they can stay focused on their story for the whole duration!

Spot the Compound Word: During everyday conversation or while reading, try to find "two-in-one" words (like backpack, sidewalk, or cupcake).

Durante la semana, los estudiantes escribirán cartas a los autores de los libros que han leido dando su opinión sobre lo que piensan del libro que más les gusta de ese autor asi mismo escribirán sobre el libro que ellos recomiendan a otros leer brindando argumentos sólidos y claros. Usarán palabras de conexión para que su escrito esté conectado desde el inicio hasta el final, y emplearán siempre las normas básicas de escritura, como el uso de mayúscula al inicio y el punto final.

En casa, los escritores pueden conversar con su niño o niña sobre cuál es su autor o autora favorito. Explíquenle por qué les gusta y muéstrenle alguno de sus textos preferidos. Luego ayuden a su niño o niña a preguntar también a familiares y amigos por sus autores o autoras favoritos. También pueden apoyarlos para aprender más sobre su autor o autora favorito.

¡Busquen imágenes! ¿Cómo es el autor o la autora? ¿Qué imágenes pueden encontrar que muestren algo sobre su vida? También pueden preguntarles qué libros de los que han leído les recomiendan leer, dándoles razones claras y ejemplos para convencerlos de leerlos.

In math, students will continue measuring different objects using units of measuremnet like inches, yards and feet, and different tools like the giant foot or inchworm ruler. 

Choose two different places and measure the distance from one place to the other using footsteps. Remember to estimate before actually measuring. 

Students will be intoduced to our Healthy Living Unit. They will understand how healthy habits improve their life.

Students choose one healthy habit they learned about in class (for example: healthy eating, exercise, hygiene, sleep, or emotional well-being) and teach it to someone at home.

Then they can report back in class:

"At home, I taught my family about ______. It is important because ______.”

Students students will discuss scenarios in which someone is being excluded in order to consider how that person could be included.

Students foster empathy and kindness when others may feel excluded.

Students will identify ways to include others in peer experiences.

With your family, draw and write about a time when someone may have been excluded because there were too many players in a game. Talk together about how that person might have felt and think about ways to help them feel included.