Happy New Year!
We’re off to a wonderful start in 2019. Now that everyone has had lots of rest and relaxation, we are ready for some challenging new adventures in the coming months.
Math
Our first week back to school in 2019 was great fun. The students completed several tasks from Stanford University's YouCubed, Week of Inspirational Math. The worked to sort various objects, the children thought about how they use their fingers to count and numbered their fingers according to how they use them. Then the students played an imaginary piano using the fingering they use to count. We also worked in small groups to use ropes to make 2D and 3D objects. These activities reinforced the importance of trying hard even if things are hard at first, talking with others, experimenting, and believing in yourself.
The children also did more work with the second investigation of Unit 3 the past two weeks. The students have been solving story problems based on situations involving the imaginary Sticker Station store. An important aspect of our work has been to make sure students understand a problem before they begin trying to solve it! We use "math theater" to act out the problems. This information helps students realize if the action in the problem is to join amounts of stickers (addition situation) or separate amounts of stickers(subtraction situation), and helps them write the equation that matches the problem's action. Through "math theater" students also seek to recognize which part of the equation is unknown. For example, equations for different join situations could be: result unknown (ie. 10+10=?), the change unknown (ie. 10+?=20), or the start unknown(ie. ?+10=20). Of course, the RSW steps for solving story problems are also important for students to understand what to do with story problems!
The solution strategies students use to solve problems about the Sticker Station reinforce the use of place value. Many students are moving away from drawing pictures to solve sticker problems to decomposing numbers in the equation into tens and ones. By recognizing tens and ones, students use their knowledge of basic addition and subtraction facts to solve problems with much larger numbers. For example, 32+58=? can be solved by adding the tens (30+50=80), then adding the ones (8+2=10), then adding 80+10=90. Students who can decompose in this way can use a number line to solve or simply manipulate the equations to solve. You would be amazed to hear students explain their thinking to one another! Our math talks are fascinating!
In addition to solving story problems and having wonderful math talks, the students have played several games, including Get to 100 and Close to 20.
Social Studies - Geography Finished!
We wrapped up our study of geography last week. The children watched videos about natural resources and how to conserve our resources. They took the test on Friday, and it was sent home last week.
New Science Theme -- Sound
We began a science theme this week that focuses on sound. We began the unit by writing our ideas about sound in our science notebooks. The children planned and conducted an experiment with two different sized tuning forks. They wondered how the sound from each fork would be different. They discovered that sound is made through vibration. They also wrote a claim with evidence about the test we conducted. Ask your child to tell you what he/she discovered! If you play a musical instrument and are willing to show us how it makes sound please email me to let me know, and we’ll set up a time for you to come into the classroom!
Harmonica Instruction
As a part of the science experience, the children also began learning to play the harmonica! Mr. John Milan, a local music teacher and harmonica expert, came in for one hour and will do so for a total of six weeks to teach the children how to play this versatile instrument. This week we already learned four songs! We are all very excited, and we thank the Lincoln PTO for funding this fantastic opportunity! We will keep the harmonicas at school until the instruction is completed. Many children asked where they could get an extra harmonica. If you'd like to do this, you can purchase one at Austin Music, which is on 6815 W. North Avenue just west of Oak Park Avenue.
Writing Workshop
The students are continuing to work on nonfiction writing. Last week, they published their first non-fiction chapter book. Now they are working to convert an earlier nonfiction chapter book into a different format such as a How-To book, a Question-Answer book, or a story that teaches (AKA Literary nonfiction). The students did a wonderful job and are very proud of their work. Their peers complimented the text conventions students included in their books, such as bold print, fact boxes, captions, labeled diagrams, etc. The work students did reading nonfiction certainly influenced their writing! Ask your child to tell you about his/her work!
We also began writing Valentines this week. Each day for the next month, each child will write a thoughtful, personalized valentine to each of the other children in the class. Because of this, students do not need to bring in additional valentines. However, if your child would like to bring in additional valentines, s/he may do so as long as s/he brings in one for everyone in the class.
Reading Workshop
Second graders at this time of year are reading bigger books and amping up their reading power! For the next couple of months we will focus on three important aspects of fiction reading: fluency, literary language, and tracking longer stories.
Last week we focused on the critical foundational reading skill of fluency. Research has shown that fluency has a direct correlation to comprehension. Students worked to "listen" to the voices written on the pages of their books and reread to make sure they are reading as the author intended. Even if your child seems to be able to read many words per minute, you can check to see if they are actually following punctuation, reading according to dialogue tags, reading with voice, etc. We also talked about how students need to scoop words in phrases rather than read read too quickly or read only one word at a time, and how students who read fluently change their voices to reflect the mood or meaning of their text. Ask your child to tell you what s/he has done this week to read more fluently.
This week we focused on understanding literary language. First, students learned to pay attention to special language and think about what the author means. Next, we noticed comparisons such as similes and metaphors and noted how the two things being compared are alike. We also worked to figure out what playful language really means in the books we are reading. Ask your child to tell you if s/he found literary language in this week's reading.
Word Study
The first two word sorts for 2019 introduced our study of r-controlled vowels, or “bossy r” words. Last week, the children discovered that words spelled /ar/ say "R!" such as in shark, remark, etc. We compared the /ar/ spelling and its sound with words that have the long a sound and are spelled /-air/ or /-are/, such as chair, repair, and stare, compare.
This week, we continued our discussion of r-controlled vowels. The children discovered that words spelled /or/ actually don't allow the r to be bossy! In words spelled with /or/, such as fork, horn, etc. the “o” makes the long sound and the “r” makes the engine sound or “rrrrrrrr,” so both sounds are heard. We compared the /or/ spelling and its sound with other words that have a long o sound and are spelled /-oar/ or /-ore/. We discovered that all three spelling patterns sound the same, so we have to use our eyes to see if the word LOOKS right as we spell it.
From Mrs. Brauweiler in the Library:
On Tuesday, Lincoln School was very fortunate to have John Schumacher visit with our 2nd and 3rd grade students to enthusiastically inspire them to read through his lively book talks and fun author anecdotes. He even gave away books to Nika, Matty, Julian, and me! Known as Mr. Schu, he is the Ambassador for School Libraries for Scholastic book fairs and spends his days traveling the country to speak to schools, teachers and administrators. Before this role, he spent over a decade as a school librarian in Oak Brook and in 2011 was named a Library Journal Mover and Shaker for his dynamic interactions with students and his passionate adoption of new technologies as a means of connecting authors, illustrators, books, and readers. Mr. Schu has built a career out of advocating for the people and things he cares about most: kids, books, and the libraries — and librarians! — that connect them. If you would like to learn more about him, here is a clip from CBS News as well as his well-known book blog: mrschureads. https://www.cbsnews.com/news/traveling-school-librarian-john-schumacher-spreads-enthusiasm-for-reading/
We’re off to a wonderful start in 2019. Now that everyone has had lots of rest and relaxation, we are ready for some challenging new adventures in the coming months.
Math
Our first week back to school in 2019 was great fun. The students completed several tasks from Stanford University's YouCubed, Week of Inspirational Math. The worked to sort various objects, the children thought about how they use their fingers to count and numbered their fingers according to how they use them. Then the students played an imaginary piano using the fingering they use to count. We also worked in small groups to use ropes to make 2D and 3D objects. These activities reinforced the importance of trying hard even if things are hard at first, talking with others, experimenting, and believing in yourself.
The children also did more work with the second investigation of Unit 3 the past two weeks. The students have been solving story problems based on situations involving the imaginary Sticker Station store. An important aspect of our work has been to make sure students understand a problem before they begin trying to solve it! We use "math theater" to act out the problems. This information helps students realize if the action in the problem is to join amounts of stickers (addition situation) or separate amounts of stickers(subtraction situation), and helps them write the equation that matches the problem's action. Through "math theater" students also seek to recognize which part of the equation is unknown. For example, equations for different join situations could be: result unknown (ie. 10+10=?), the change unknown (ie. 10+?=20), or the start unknown(ie. ?+10=20). Of course, the RSW steps for solving story problems are also important for students to understand what to do with story problems!
The solution strategies students use to solve problems about the Sticker Station reinforce the use of place value. Many students are moving away from drawing pictures to solve sticker problems to decomposing numbers in the equation into tens and ones. By recognizing tens and ones, students use their knowledge of basic addition and subtraction facts to solve problems with much larger numbers. For example, 32+58=? can be solved by adding the tens (30+50=80), then adding the ones (8+2=10), then adding 80+10=90. Students who can decompose in this way can use a number line to solve or simply manipulate the equations to solve. You would be amazed to hear students explain their thinking to one another! Our math talks are fascinating!
In addition to solving story problems and having wonderful math talks, the students have played several games, including Get to 100 and Close to 20.
Social Studies - Geography Finished!
We wrapped up our study of geography last week. The children watched videos about natural resources and how to conserve our resources. They took the test on Friday, and it was sent home last week.
New Science Theme -- Sound
We began a science theme this week that focuses on sound. We began the unit by writing our ideas about sound in our science notebooks. The children planned and conducted an experiment with two different sized tuning forks. They wondered how the sound from each fork would be different. They discovered that sound is made through vibration. They also wrote a claim with evidence about the test we conducted. Ask your child to tell you what he/she discovered! If you play a musical instrument and are willing to show us how it makes sound please email me to let me know, and we’ll set up a time for you to come into the classroom!
Harmonica Instruction
As a part of the science experience, the children also began learning to play the harmonica! Mr. John Milan, a local music teacher and harmonica expert, came in for one hour and will do so for a total of six weeks to teach the children how to play this versatile instrument. This week we already learned four songs! We are all very excited, and we thank the Lincoln PTO for funding this fantastic opportunity! We will keep the harmonicas at school until the instruction is completed. Many children asked where they could get an extra harmonica. If you'd like to do this, you can purchase one at Austin Music, which is on 6815 W. North Avenue just west of Oak Park Avenue.
Writing Workshop
The students are continuing to work on nonfiction writing. Last week, they published their first non-fiction chapter book. Now they are working to convert an earlier nonfiction chapter book into a different format such as a How-To book, a Question-Answer book, or a story that teaches (AKA Literary nonfiction). The students did a wonderful job and are very proud of their work. Their peers complimented the text conventions students included in their books, such as bold print, fact boxes, captions, labeled diagrams, etc. The work students did reading nonfiction certainly influenced their writing! Ask your child to tell you about his/her work!
We also began writing Valentines this week. Each day for the next month, each child will write a thoughtful, personalized valentine to each of the other children in the class. Because of this, students do not need to bring in additional valentines. However, if your child would like to bring in additional valentines, s/he may do so as long as s/he brings in one for everyone in the class.
Reading Workshop
Second graders at this time of year are reading bigger books and amping up their reading power! For the next couple of months we will focus on three important aspects of fiction reading: fluency, literary language, and tracking longer stories.
Last week we focused on the critical foundational reading skill of fluency. Research has shown that fluency has a direct correlation to comprehension. Students worked to "listen" to the voices written on the pages of their books and reread to make sure they are reading as the author intended. Even if your child seems to be able to read many words per minute, you can check to see if they are actually following punctuation, reading according to dialogue tags, reading with voice, etc. We also talked about how students need to scoop words in phrases rather than read read too quickly or read only one word at a time, and how students who read fluently change their voices to reflect the mood or meaning of their text. Ask your child to tell you what s/he has done this week to read more fluently.
This week we focused on understanding literary language. First, students learned to pay attention to special language and think about what the author means. Next, we noticed comparisons such as similes and metaphors and noted how the two things being compared are alike. We also worked to figure out what playful language really means in the books we are reading. Ask your child to tell you if s/he found literary language in this week's reading.
Word Study
The first two word sorts for 2019 introduced our study of r-controlled vowels, or “bossy r” words. Last week, the children discovered that words spelled /ar/ say "R!" such as in shark, remark, etc. We compared the /ar/ spelling and its sound with words that have the long a sound and are spelled /-air/ or /-are/, such as chair, repair, and stare, compare.
This week, we continued our discussion of r-controlled vowels. The children discovered that words spelled /or/ actually don't allow the r to be bossy! In words spelled with /or/, such as fork, horn, etc. the “o” makes the long sound and the “r” makes the engine sound or “rrrrrrrr,” so both sounds are heard. We compared the /or/ spelling and its sound with other words that have a long o sound and are spelled /-oar/ or /-ore/. We discovered that all three spelling patterns sound the same, so we have to use our eyes to see if the word LOOKS right as we spell it.
From Mrs. Brauweiler in the Library:
On Tuesday, Lincoln School was very fortunate to have John Schumacher visit with our 2nd and 3rd grade students to enthusiastically inspire them to read through his lively book talks and fun author anecdotes. He even gave away books to Nika, Matty, Julian, and me! Known as Mr. Schu, he is the Ambassador for School Libraries for Scholastic book fairs and spends his days traveling the country to speak to schools, teachers and administrators. Before this role, he spent over a decade as a school librarian in Oak Brook and in 2011 was named a Library Journal Mover and Shaker for his dynamic interactions with students and his passionate adoption of new technologies as a means of connecting authors, illustrators, books, and readers. Mr. Schu has built a career out of advocating for the people and things he cares about most: kids, books, and the libraries — and librarians! — that connect them. If you would like to learn more about him, here is a clip from CBS News as well as his well-known book blog: mrschureads. https://www.cbsnews.com/news/traveling-school-librarian-john-schumacher-spreads-enthusiasm-for-reading/