Rogers' Ruckus

January 30, 2012 Newsletter

January 30, 2012

Dear Parents:

The 100^th Day of school was a lot of fun!

I cannot believe that we have been in school for 100 days!!

Tomorrow, I will be at a teacher in-service. Please remind your child to be on his/her best behavior for the substitute.

Look through the attached, graded work with your child.

Using a red pen, your child is to make corrections to the following assignments:

Homophones
2-sided reading comprehension (“The Cake House” and “A Hot Water Leak”)

What Are We Learning This Week?

Math- Fractions are parts of a whole.

Writing- Non- fiction writing can be interesting and exciting.

English- Homophones are words that sound alike, but are spelled differently and have different meanings.

Social Studies- Martin Luther King, Jr. made our world a better place.

Thanks For All You Do,

Simone Rogers

***************************************************************************

_____I have seen all attached, graded work.

_____My child corrected the 2 assignments mentioned above.

X_______________________________ X___________________________

Parent Signature Child’s Name

Our Fall Festival is right around the corner and our class basket is EMPTY! We are going to create our Fall Festival Basket with the help of two other second grade classes. The “Show Me the Money, Honey” basket will be created by the classes of Mrs. Rogers, Mrs. Logan, and Ms. Twilley.

If you would like to help “fill our basket”, please send in scratch off lottery tickets or gift cards.

The Fall Festival will be held on October 29^th!

Our basket is due THIS WEEK!!

****************************************

I am keeping the graded work from this week to discuss with you during conferences.

***************************************

What are we up to this week?

Writing – We are putting the finishing touches on our personal narratives

Math- We are working with graphs; picture graphs, bar graphs, charts and tables

Science- We are reviewing the three types of matter

Social Studies- We are reviewing the Creek Indians and how they used their resources.

Thanks For All You Do,

Mrs. Rogers

X__________________________ X______________________

Parent Signature Child’s Name

October 10th...Newsletter

October 10, 2011

Dear Parents:

Conference letters are coming home today. Please send the bottom half of the form back to me tomorrow. I am not sending any graded work home today; I am saving work samples to discuss with you during conference week.

Wednesday is Picture Day. Stevie B’s Night is also on Wednesday starting at 4:00.

A Note From The Cafeteria:

In support of our school lunch program, we ask that you do not bring in food from restaurants. Also, carbonated drinks are not allowed in our school dining room.

Monday’s Homework:

Check When Completed	Assignment
	Conference Letter Returned
	Start studying “Rivers of Georgia” study guide- test will be on Wednesday.
	Literature Circle reading and summary

Thanks For All You Do!

Simone Rogers

Newsletter September 19th

9-19-11

Dear Parents:

Wow! We packed a lot of learning into last week! We read our Social Studies textbook, summarized facts about each region in Georgia and wrote paragraphs about each region. We are using these summaries to create our “Georgia Books”. These books will be coming home periodically for you to read with your child in preparation for Social Studies Summative Assessments.

Starting this week, your child will be taking a Spelling Dictation Test every Friday. I will choose 5 out of the 10 Spelling words that your child has worked with all week. The rubric for this assessment is attached.

Your child must have his/her A.R. book at school every day. The expectation is that your child is reading an A.R. book at home every night AND reading an A.R. book in class every day.

What Are We Working on THIS Week?

Math-

We will be investigating relationships of time such as seconds in a minute, minutes in an hour, and hours in a day. You can help your child with time concepts by having him/her predict how long a daily activity will take (brushing teeth, taking a shower, etc…) and then time the event and discuss predictions vs. actual elapsed time.

Language Arts-

We will be investigating short and long vowel i sounds and using correct punctuation and capitalization in our writing.

Social Studies-

We will be describing the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources.

Writing-

We will continue to summarize information about the regions of Georgia. We are concentrating on making sure that our paragraphs are indented and our sentences are capitalized and punctuated.

Newsletter August 29, 2011

8/29/11

Dear Parents:

We are off to a great start in 2nd grade. Just a few reminders:

Keep your child’s behavior sheet in his/her Take Home Folder…I will remove it when it has been completely filled out.

Your child will keep all of his/her morning work in the Take Home Folder all week. On Thursday evenings your child is to look over this work in preparation for a quiz on Friday.
Make sure you look at the menu change slip that is in your child’s Take Home Folder.
Graded work will be sent home on Mondays. Please look through this graded work WITH your child. Celebrate success and discuss areas that need some work. Please have your child make any corrections to graded work with a red pen.

What we are working on:

Writing: How do we edit our writing? Why do we edit our writing?

Math: Adding two digit numbers with regrouping

Social Studies: 5 regions of Georgia

Spelling- Consonant blends

Thanks For All You Do,

Mrs. Rogers

WELCOME TO SECOND GRADE!!

WELCOME TO 2nd GRADE!

Newsletter...August 22

Dear Parents:

We are off to a FANTASTIC start in 2^nd grade!!

Our lunchtime has been adjusted slightly. We are now eating at 11:41 at table 2.

Attached to this sheet, you will find your child’s first timed tests. Our goal is to be able to complete 100 facts in 5 minutes. Please purchase sets of addition and subtraction flash cards for use at home and practice these facts daily.

Students are encouraged to bring a water bottle and a healthy snack every day.

Please look at your child’s behavior sheet every day.

What We Are Up To This Week:

Social Studies: Cardinal and intermediate directions on a compass

Writing- What did you do this summer?

Math- Expanded form and drawing hundreds, tens and ones to represent numbers.

Language Arts- The blends sm, tr, dr, and sl

Thanks For All You Do,

Simone Rogers

I have read this newsletter and seen my child’s graded work.

X____________________________________ X___________________________

Child’s Name Parent Signatu

Parent Information

August 16, 2011

To The Parents of _______________________:

We had a fabulous first day! I can already tell this is going to be one AMAZING year!

Take a moment to look below at your child’s transportation plan:

THIS IS HOW YOUR CHILD WILL BE SENT HOME EVERY DAY UNLESS I HAVE A WRITTEN NOTE:

____ Bus Slot #______

______ Car Rider

_____ ASP

_____ Day Care ____________________

DO NOT EVER E-MAIL ANY TRANSPORTATION CHANGES TO ME. IF THE DAY IS EXTREMELY HECTIC, I MAY NOT SEE THE CHANGE UNTIL IT IS TOO LATE.

An Explanation of the Behavior Sheet:

Each day your child will circle where his/her star ended up on the Behavior Wall:

Bright, Shining Star- You are doing a fantastic job.

Shining Star- You have been warned, but you are doing a great job.

Flickering Star- WATCH IT! Your recess has been reduced by 5 minutes.

Fading Star- RED STAMP (An example of the red stamp is on the back of this sheet)

Crashing and Burning Star- You don’t even want to know!

Stars will be moved for:

Not listening and/or talking during instructional time or in the hallway
Not doing (YPB) Your Personal Best on all assignments
Being off task
Being disrespectful to anyone

**** A red stamp is earned immediately for not completing all homework*******

**** 5 Red Stamps in one 9-week period will affect the Behavior and Work Study portion of your child’s report card.

I have read all of the important information on this sheet. X________________________________

2ND GRADE MATH STANDARDS

Concepts/Skill to Maintain

Fluency with single digit addition/subtraction facts to 18

Fair trades with coins or bills

Duration and sequence of events

Number patterns-skip count, odd/even

Fact families

Fractions: halves, fourths

Tally marks

Picture graphs

Estimation: rounding to nearest ten

Telling time

Measurement – estimating, comparing, and ordering

Basic geometric figures and spatial relationships

M2N1. Students will use multiple representations of numbers to connect symbols to quantities.

a. Represent numbers using a variety of models, diagrams, and number sentences (e.g., 4703 represented as 4,000 + 700 + 3, and units, 47 hundreds + 3, or 4,500 + 203).

b. Understand the relative magnitudes of numbers using 10 as a unit, 100 as a unit, or 1000 as a unit. Represent 2-digit numbers with drawings of tens and ones and 3-digit numbers with drawings of hundreds, tens, and ones.

c. Use money as a medium of exchange. Make change and use decimal notation and the dollar and cent symbols to represent the collection of coins and currency.

M2N2. Students will build fluency with multi-digit addition and subtraction.

a. Correctly add and subtract two whole numbers up to three digits each with regrouping.

b. Understand and use the inverse relation between addition and subtraction to solve problems and check solutions.

c. Use mental math strategies such as benchmark numbers to solve problems.

d. Use basic properties of addition (commutative, associative, and identity) to simplify problems (e.g. 98 + 17 by taking two from 17 and adding it to the 98 to make 100 and replacing the original problem by the sum 100 + 15).

e. Estimate to determine if solutions are reasonable for addition and subtraction.

M2N3. Students will understand multiplication, multiply numbers, and verify

results.

a. Understand multiplication as repeated addition.

b. Use repeated addition, arrays, and counting by multiples (skip counting) to correctly multiply 1-digit numbers and construct the multiplication table.

c. Use the multiplication table (grid) to determine a product of two numbers.

d. Use repeated subtraction, equal sharing, and forming equal groups to divide large collections of objects and determine factors for multiplication.

M2N4. Students will understand and compare fractions.

a. Model, identify, label, and compare fractions (thirds, sixths, eighths, tenths) as a representation of equal parts of a whole or of a set.

b. Know that when all fractional parts are included, such as three thirds, the result is equal to the whole.

M2N5. Students will represent and interpret quantities and relationships using

mathematical expressions including equality and inequality signs (=, >, <, ≠).

a. Include the use of boxes or ___ to represent a missing value.

b. Represent problem solving situations where addition, subtraction or multiplication may be applied using mathematical expressions.

MEASUREMENT

Students will understand length, time, and temperature and choose an appropriate

tool to measure them.

M2M1. Students will know the standard units of inch, foot, yard, and metric units

of centimeter and meter and measure length to the nearest inch or

centimeter.

a. Compare the relationship of one unit to another by measuring objects twice using different units each time.

b. Estimate lengths, and then measure to determine if estimations were reasonable.

c. Determine an appropriate tool and unit for measuring.

M2M2. Students will tell time to the nearest five minutes and know relationships of

time such as the number of seconds in a minute, minutes in an hour and

hours in a day.

M2M3. Students will explore temperature.

a. Determine a reasonable temperature for a given situation.

b. Read a thermometer.

GEOMETRY

M2G1. Students will describe and classify plane figures (triangles, square,

rectangle, trapezoid, quadrilateral, pentagon, hexagon, and irregular

polygonal shapes) according to the number of sides and vertices and the sizes of angles (right angle, obtuse, acute).

M2G2. Students will describe and classify solid geometric figures (prisms,

pyramids, cylinders, cones, and spheres) according to such things as the

number of edges and vertices and the number and shape of faces and angles.

a. Recognize the (plane) shapes of the faces of a geometric solid and count the number of faces of each type.

b. Recognize the shape of an angle as a right angle, an obtuse, or acute angle.

M2G3. Students will describe the change in attributes as two and three-dimensional

shapes are cut and rearranged.

DATA ANALYSIS AND PROBABILITY

M2D1. Students will create simple tables and graphs and interpret their meaning.

a. Create, organize and display data using pictographs, Venn diagrams, bar graphs, picture graphs, simple charts, and tables to record results with scales of 1, 2 and 5.

b. Know how to interpret picture graphs, Venn diagrams, and bar graphs.

Terms/Symbols:

place value: thousands, sum, difference, product, factor, multiple, multiply, regroup, array, numerator, denominator, inch, foot, yard, centimeter, meter, polygon, right angle, obtuse, acute, edge, face, vertex/vertices, prism, plane, >, <, =, ≠, +, -, x, minute, hour, Venn diagram, pictograph, scale, symbol for equality, symbol for inequality

2ND GRADE READING AND WRITING STANDARDS

Grade Two Second graders begin a transition from learning to read to reading to learn. They begin to read more fluently. Having a firmer grasp on phonics, second graders begin more complex word studies. They begin to read longer, more complex texts, including chapter books. They continue to read every day and have books read to them. Writing becomes more independent for second graders, and they become much more conscientious about editing and revising their work. Second graders begin to use more symbolic language such as concepts (courage, freedom, time, seasons) in their writing and verbal interactions. Conventions become a part of the everyday writing experience for second graders. They learn important parts of speech and how to manipulate language to suit their contexts. They expand sentences and learn new sentence structures and the punctuation that occurs with them. Their written and spoken language becomes much more complex. Second graders show evidence of a vastly expanding language repertoire, including the use of a variety of language registers. They engage in a variety of language and literary activities as they gain independence and mastery of reading, writing, speaking, and listening. Students also write in a variety of genres.

Reading Reading, writing, speaking, and listening skills are necessary tools for effective communication. The mastery of these skills is essential for enrichment and lifelong learning. Several years of research has yielded much information about how children learn to read. This research tells us that to become more skilled and confident readers over time, students need multiple opportunities to build essential skills. In their formative years of instruction, children must be read to and provided opportunities to practice independent reading. Children must develop their ability to read with fluency and understanding in order to build their knowledge of the world.

PHONICS/WORD IDENTIFICATION ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student

a. Reads words containing blends, digraphs, and diphthongs.

b. Recognizes, reads, and writes words containing regular plurals, irregular plurals, and possessives.

c. Reads compound words and contractions in grade appropriate texts.

d. Reads and spells words containing r-controlled vowels and silent letters.

e. Reads and spells words containing irregular vowel patterns.

f. Reads multisyllabic words.

g. Applies learned phonics skills when reading and writing words, sentences, and stories.

FLUENCY ELA2R2 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student

a. Applies letter-sound knowledge to decode quickly and accurately.

b. Automatically recognizes additional high frequency and familiar words within texts.

c. Reads familiar text with expression.

d. Reads second-grade texts at a target rate of 90 words correct per minute.

e. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text.

VOCABULARY ELA2R3 The student acquires and uses grade-level words to communicate effectively. The student

a. Reads a variety of texts and uses new words in oral and written language.

c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms.

d. Determines the meaning of unknown words on the basis of context.

COMPREHENSION ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student

a. Reads a variety of texts for information and pleasure.

b. Makes predictions from text content.

c. Generates questions before, during, and after reading.

d. Recalls explicit facts and infers implicit facts.

e. Summarizes text content.

f. Distinguishes fact from fiction in a text.

g. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.

h. Makes connections between texts and/or personal experiences.

i. Identifies and infers main idea and supporting details.

j. Self-monitors comprehension and attempts to clarify meaning.

k. Identifies and infers cause-and-effect relationships.

l. Recognizes plot, setting, and character within text, and compares and contrasts these elements among texts.

m. Recognizes the basic elements of a variety of genres (e.g., poetry, fables, folktales).

n. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text.

o. Recognizes the author’s purpose.

p. Uses word parts to determine meanings.

q. Uses dictionary, thesaurus, and glossary skills to determine word meanings.

Writing The student writes clear, coherent text that develops a central idea or tells a story. The writing shows consideration of the audience and purpose. The student progresses through the stages of the writing process. The student’s writing reflects the conventions of written English. ELA2W1 The student begins to demonstrate competency in the writing process. The student

a. Writes text of a length appropriate to address a topic and tell the story.

b. Uses traditional organizational patterns for conveying information (e.g., chronological order, similarity and difference, answering questions).

d. Begins to create graphic features (charts, tables, graphs).

e. Begins to use appropriate formatting conventions for letter writing (e.g., date, salutation, body, closing).

f. Begins to write a response to literature that demonstrates understanding of the text and expresses and supports an opinion.

g. Begins to write a persuasive piece that states and supports an opinion.

h. Pre-writes to generate ideas orally.

i. Uses planning ideas to produce a rough draft.

j. Rereads writing to self and others, revises to add details, and edits to make corrections.

k. Creates documents with legible handwriting.

l. Consistently writes in complete sentences with correct subject/verb agreement.

m. Uses nouns (singular, plural, and possessive) correctly.

n. Uses singular possessive pronouns.

o. Uses singular and plural personal pronouns.

p. Uses increasingly complex sentence structure.

q. Uses common rules of spelling.

r. Uses appropriate capitalization and punctuation (periods, question and exclamation marks) at the end of sentences (declarative, interrogative, and exclamatory; simple and compound).

s. Begins to use commas (e.g., in a series, in dates, after a friendly letter greeting, in a friendly letter closure, and between cities and states), and periods after grade-appropriate abbreviations.

t. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.

u. Recognizes appropriate uses of quotation marks.

v. Uses the dictionary and thesaurus to support word choices.

ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a narrative that:

a. Captures a reader’s interest by writing a personal story in first or third person consistently.

b. Begins to write fantasy/imaginary stories.

c. Begins to sustain a focus.

d. Includes the appropriate purpose, expectations, and length for the audience and genre.

e. Develops characters and setting using sensory details (descriptive adjectives and strong verbs).

f. Uses organizational structures (beginning, middle, end, and sequence of events) and strategies (transitional words/phrases, time cue words).

g. Begins to develop characters through action and dialogue.

h. Develops a sense of closure.

i. May include pre-writing.

j. May include a revised and edited draft.

k. May be published.

The student produces informational writing that:

a. Captures a reader’s interest.

b. Begins to sustain a focused topic.

c. Includes the appropriate purpose, expectations, and length for the audience and genre.

d. Adds facts and details.

e. Uses organizational structures for conveying information (chronological order, similarities and differences, questions and answers).

f. Uses graphic features (charts, tables, graphs).

g. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.

h. Develops a sense of closure.

i. May include pre-writing.

j. May include a draft that is revised and edited.

k. May be published.

The student produces a persuasive piece of writing that:

a. Captures a reader’s interest by stating a clear position/opinion.

b. Begins to sustain a focus.

c. Includes the appropriate purpose, expectations, and length for audience and the genre.

d. Adds supportive details throughout.

e. Uses appropriate formats (letter, list of pros and cons, advertisement).

f. Develops a sense of closure.

g. May include pre-writing.

h. May include a revised and edited draft.

i. May be published.

The student produces a response to literature that:

a. Captures a reader’s interest by stating an opinion about a text.

b. Demonstrates understanding of the text and expresses and supports an opinion.

c. Makes connections: text-to-self, text-to-text, text-to-world using details from the reading selection.

d. Uses organizational structures to ensure coherence (T-charts, compare and contrast, letter to author, rewrite the ending, beginning, middle, and end with details from the text).

e. Develops a sense of closure.

f. May include pre-writing.

g. May include a draft that is revised and edited.

h. May be published.

Listening/Speaking/Viewing The student demonstrates an understanding of listening, speaking, and viewing skills for a variety of purposes. The student listens critically and responds appropriately to oral communication in a variety of genres and media. The student speaks in a manner that guides the listener to understand important ideas. ELA2LSV1 The student uses oral and visual strategies to communicate. The student

a. Interprets information presented and seeks clarification when needed.

b. Begins to use oral language for different purposes: to inform, to persuade, and to entertain.

c. Uses increasingly complex language patterns and sentence structure when communicating.

d. Listens to and views a variety of me