2C Classroom Update

January 15, 2016

Dear Families,

We wish you a happy and healthy start to 2016! The Super Snakes have gotten right back into the swing of things after winter break! In our second week, the entire second grade began Move Around, Learn Around! Each Lit Block is now mixed with students from 2A, 2B, and 2C, and students are benefitting from exposure to new perspectives and learning styles. Ask your child about her or his experience in these first few meetings.


In Reading, the Super Snakes are exploring the genre of nonfiction. We have been discussing special text features that are included in nonfiction texts and how they help the reader build understanding about a topic. When asked why we read nonfiction, students have explained, "We read it to learn!" Students are eagerly learning more about many topics including animals, weather systems, and history, while practicing their fluency and comprehension as well.


In Writing students are also looking at nonfiction texts, but doing so with the lens of a writer. As a class we are talking about how nonfiction authors write with the purpose to teach and inform. Students are currently researching a variety of topics of interest and will soon pick a single topic on which to focus an individual research and writing project. Each student will write their own All About Book and we are sure that our class full of experts will be eager to share their learned information with you! To prepare for their individual writing processes, we are engaging the class in group writing forming an All About 2C book. As a group, we first listed all the important ideas about 2C that we want our readers to learn about (we didn't need to research this because we are already experts!). Then as a group we organized the ideas into 3 sections. Each student is writing a page about something that makes our classroom unique and we will combine our writing to create a class book. This process models how nonfiction writers choose topics, select important ideas to include, and organize their books into subsections using a topic that is familiar to the students before they go through this process with their research topics.


The Super Snakes are exploring addition and subtraction word problems involving two- and three-digit numbers. We are teaching a variety of strategies that students can add to their mathematical tool boxes. We have highlighted that not every strategy may appeal to each student, but that learning multiple ways to approach solving a problem helps us become more fluent in our work. You may hear your child saying, "U.P.S.C." at home and wonder, "What is that?" The second grade has introduced a strategy to approach word problems: Understand, Plan, Solve, and Check! First, we want to understand the problem and determine what they know already and what they need to find out. Second, children are asked to make a plan by visualizing the problem and drawing a picture. Third, students will solve the problem using the work they have organized based on the information given. Fourth and finally, students check their work to confirm that their calculations are accurate and that their answer makes sense. This metacognitive work will help our growing mathematicians approach more sophisticated problems and will support their problem solving in other areas as well!


The Super Snakes are still hissing with enthusiasm about their winter breaks and the new year. As we settle back into school routines, please speak with your child about behavior expectations in the classroom. We have had an unusual amount of calling out and side conversations during lessons since our return and want our students to focus on the learning at hand. We truly appreciate your support at home as it helps the learning of all of our students.


Love,

Amy and Hannah

2C Announcements

  • This is a friendly reminder that school beings at 8:30 a.m. Doors open at 8:10 a.m. We have begun interclass Lit Block (and will soon begin interclass Math Block), which means that some students travel to different classrooms for these learning times. Having students arrive on time ensures that they can complete any morning work, settle in, and complete class routines before moving to another classroom.
  • There is no school Monday, January 18th.
  • 2C will be going on a field trip to the Drawing Center on 2/9!
  • Families are invited to drop students off in the classroom the week of 2/22. This is a great opportunity to see what the class is working on.

Armory Fun

Number Stories in 2C

Students continue to be challenged by and push each other's learning with number stories. See the picture below to see how two students shared their different strategies to solve the same problem: Ms. Walsh had 42 crayons that she wanted to put into boxes. She put 7 crayons in each box. How many boxes did she use?


Ezra noticed that for this problem, using base-10 blocks (representing 42 in tens or rods and ones) would be difficult because he would end up having to break up all the 10s to make groups of 7. So, instead he drew ones and divided them into 7 groups. Xavi used his knowledge of doubles facts (he immediately knew that 7+7=14) and addition to solve the same problem. The group then came up with different number sentences for this problem including: 7+7+7+7+7+7=42, 7x6=42 and even 42/7=6!

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"Thinker" Student of The Week #1: Abigail

Abigail exemplifies what it means to be a thinker at Brooklyn Prospect. Thinkers apply their thinking skills critically and creatively to make good decisions and to solve hard problems. Other students gave examples of how she is a thinker:


  • Abigail participates in everything she has an idea about.

  • Even if she doesn't get the right answer, Abigail tries.

  • Abigail is a thinker about lots of stuff like reading like asking, "how can I read fluently?"

  • Abigail asked to sit in a chair on the rug because she was thinking about what was best for her body.

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Thinker Student of the Week #2: Charlie

Charlie exemplifies what it means to be a thinker at Brooklyn Prospect. Other students gave examples of how he thinks critically to make good decisions and solve problems:


  • "When Charlie didn't know a word in guided reading, he was the only student who asked for help so that he could learn a new word."
  • "He thinks when he is writing because he thinks of topics but then writes a lot about it."
  • "When we first got our Writing Notebooks, I was writing a fun picture and my mouth fell open because he filled the page."
  • "He is thinking about people's feelings."
  • "Charlie was playing with someone else, he realized that someone was hurt and asked if he was okay."
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Thinker Student of the Week #3: Mira

Mira also exemplifies what it means to be a thinker at Brooklyn Prospect. Other students gave examples of how she thinks critically to make good decisions and solve problems:


  • "In math, when Mira got the wrong answer, she didn't care. She said, 'Well, maybe this strategy will come in handy one day.'" :)
  • "She made a connection from Martin Luther King and Malala Yousafzai and Ghandi."
  • "At the end of the day, I had a rough day and had my head down and Mira came over and thought about it and said 'It's okay.'"
  • "Mira always had her hand up during a lesson because she thought a little bit, and if she didn't get called on, she wasn't upset so everyone could have a turn."
  • "Mira was trying to figure out a tricky word and didn't give up until she figured it out."
  • "Mira was thinking hard about our book in guided Reading"
  • "She ignored a distraction during a read aloud so that she could keep thinking about the book."
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30 Questions to Ask Your Child Instead of "How was your day?"

Since so many children come home and respond that they did "nothing" in school (which we promise isn't the truth!), Ms. Raccio found a great list of questions that might get kids talking:


Questions a kid will answer at the end of a long school day:

  1. What did you eat for lunch?
  2. Did you catch anyone picking their nose?
  3. What games did you play at recess?
  4. What was the funniest thing that happened today?
  5. Did anyone do anything super nice for you?
  6. What was the nicest thing you did for someone else?
  7. Who made you smile today?
  8. Which one of your teachers would survive a zombie apocalypse? Why?
  9. What new fact did you learn today?
  10. Who brought the best food in their lunch today? What was it?
  11. What challenged you today?
  12. If school were a ride at the fair, which ride would it be? Why?
  13. What would you rate your day on a scale of 1 to 10? Why?
  14. If one of your classmates could be the teacher for the day who would you want it to be? Why?
  15. If you had the chance to be the teacher tomorrow, what would you teach the class?
  16. Did anyone push your buttons today?
  17. Who do you want to make friends with but haven’t yet? Why not?
  18. What is your teacher’s most important rule?
  19. What is the most popular thing to do at recess?
  20. Does your teacher remind you of anyone else you know? How?
  21. Tell me something you learned about a friend today.
  22. If aliens came to school and beamed up 3 kids, who do you wish they would take? Why?
  23. What is one thing you did today that was helpful?
  24. When did you feel most proud of yourself today?
  25. What rule was the hardest to follow today?
  26. What is one thing you hope to learn before the school year is over?
  27. Which person in your class is your exact opposite?
  28. Which area of your school is the most fun?
  29. Which playground skill do you plan to master this year?
  30. Does anyone in your class have a hard time following the rules?

Specials Update

A Science Update From Ms. Rosabal!

The Super Snakes are learning that "force" is another way of saying a push or a pull. They learned that when we are pushing or pulling, we are "acting on" an object to cause or stop motion. We've also learned about Newton's First Law--that an object at rest tends to stay at rest, and an object in motion tends to stay in motion (unless acted on by an outside force). We're currently working on a "race car lab," which has students working in partnerships and exploring the concept of friction by racing their car on various surfaces, measuring the distance traveled, recording their measurements, and analyzing this data. It's been great to see the Super Snakes collaborating and problem-solving together! Next up for these young Physicists: Magnetism!

Dance With Siby

Dance and Science have teamed up to bring our students a holistic force/physics learning experience. We started with learning about push (leaning one's weight into an object or partner) and pull (leaning one's weight away from and object or partner). The results were lots of falls, lots of fun and a new understanding of the delicate, equality in weight sharing that results in counter - balance. Please enjoy our pictures!

Spanish with Rosado

¡Me gusta mucho 2A! This new term we are getting ready to share our experience of México through postcards. Yeah! But before that, we need to practice our writing. We are working really hard to share our likes and dislikes in Spanish. Me gusta correr, pero no me gusta nadar. (I like to run, but I don´t like to swim.) We love to play the me gusta game in the classroom.


Keep practicing at home.

Ps,

On January 6 we celebrated El día de los Reyes Magos, a very important holiday in México (and other Spanish-speaking countries). Thanks for all the support!

Gracias,

Ms. Rosado

¡Reyes de los magos!

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Airport is ready! Custom (Aduana) Desk

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