spinney

**__Welcome to Second Grade__** **__Reading__** Here at New Franklin School we use a Balanced Literacy approach to teaching reading and writing. Each day children have numerous and varied opportunities to learn to read and write. We have developed “Power Standards” in reading, which are the essential skills that we expect every child to master by the end of Second Grade. We use the //Developmental Reading Assessment (DRA)// to determine children’s reading levels and various other assessments to monitor progress in spelling, sight word mastery and writing. Ø **__Reader’s Workshop:__** Each day we teach comprehension through a whole group focus lesson. These lessons are guided both by the Units of Study we have identified in Second Grade as well as the needs of the class. Small group work may take place during this time as well, further individualizing instruction for students. Our units of study include but are not limited to: Ø 1. Building a Community of Readers Ø 2. Reader’s Tackle Trouble (What readers do when they don’t know a word or understand what they’re reading.) Ø 3. Strategies Readers Use to Understand Text Ø 4. Reader’s ask questions before, during and after reading Ø 5. Fluency Ø 6. Author Study Ø 7. Determining Importance in nonfiction text Ø 8. Poetry Ø 9. Inferring to determine the author’s message

Ø **__Independent Reading:__** During this time students read text at their independent level, providing the practice they need to become fluent, confident readers. It is during this time that the classroom teacher and support staff have reading conferences with students. Ø **__Learning to Read by Reading Phonics Program:__** This is our approach to teaching phonics in grades 1-3. This program came out of Tufts University and provides systematic phonics instruction, which teaches letter-sound relationships in a clearly defined sequence. It is the goal of the program to develop automaticity and fluency in reading and writing. Ø **__Writing:__** Writing skills are taught through focus lessons using the Writing Process model. We use Lucy Calkins //First Hands// as a resource. Her curriculum is divided into seven Units of Study. Ø 1. Launching the Writing Workshop Ø 2. Small Moments: Personal Narratives Ø 3. Writing for Readers: Teaching Skills and Strategies Ø 4. The Craft of Revision Ø 5. Authors as Mentors Ø 6. Nonfiction Writing: Procedures and Reports Ø 7. Poetry: Powerful Thoughts in Tiny Packages **__Handwriting__** We use a formal handwriting program called D’Nealian Handwriting. It is a distinctive handwriting style noted for the slanted letters and upswing strokes (monkey tails). This handwriting style transfers well into cursive writing. (See attached alphabet chart for letter formation.) **__Mathematics__** At New Franklin School we use //Everyday Mathematics-The University of Chicago School Mathematics Project//. //Everyday Mathematics// is organized into six content area (strands): 1. Numbers & Numeration 2. Operations and Computation 3. Data & Chance 4. Measurement and Reference Frames 5. Geometry 6. Patterns, Functions & Algebra

Your child will be engaged in a full hour and half of mathematics instruction every day.

There will be daily //Homelinks// sent home which help reinforce the skill(s) that were taught that day. The homework is generally brief and will often require adult assistance. At the beginning of each unit, a family letter, describing upcoming unit learning goals, will be sent home. These letters provide a strong connection to what is happening in the classroom and will answer many questions you may have. They also provide the answers to the unit’s homework. Please make sure that homework is returned the next day.

//Everyday Mathematics// is an instructional approach that revisits math topics regularly. It is a problem-solving approach based on everyday situations. Basic skills are developed through frequent practice using routines and mathematical games.

Furthermore, the district has developed “Power Standards” in math, which are the skills that we expect every student to master by the end of their grade level. We are working as grade level teams to develop frequent common assessments that monitor students progress in these skills.

**__Science__** Science is often integrated into our reading/writing work where our literature or theme highlights a particular science topic. We will also be covering some specific science topics in Earth, Physical and Life Science such as: soils, lifting heavy objects, balancing and weighing, liquids and butterflies. These topics will be taught using some inquiry based projects, literature, activity centers and whole class presentations. The students will also be writing about science discoveries and observations.

**__Social Studies__** Social Studies is integrated into our class work through the use of literature and themes. Character and citizenship, problem solving skills and other social skills are worked on throughout the year. Basic geography concepts are introduced using the //Nystrom Nystronaut Atlas// //Program// to help develop geographic literacy skills such as interpretation of maps and photographs, using information to answer questions, learning how maps show information and drawing conclusions. The //Nystronaut Atlas Program// also develops concepts including; describing the earth, community, comparing globes to world maps, identifying the seven continents and more.

**__Looking Over Your Child’s Schoolwork__** Looking over your child’s schoolwork gives you an opportunity to learn what is happening at school and to spend quality time with your child. Here are some tips to make the most of this experience. § Sit down with your child and give them your full attention. § Ask your child to point out his/her favorite and least liked kind of schoolwork. § Ask your child to show you what was the most and least difficult for him/her. § Do not expect your child’s schoolwork to be perfect. Making errors is part of learning. § Let your child choose a few samples of his/her schoolwork to hang on a bulletin board or the refrigerator or paste into a scrapbook. § Send examples of your child’s schoolwork to friends and relatives.

Going over schoolwork with your child demonstrates that you think school is important and that you value your child’s efforts at school.

Thank you so much for your support. We look forward to working with your child this year. Communication is the key to success so if you have any questions or concerns please do not hesitate to call.