# Grade Two News

## A Big Thank You

It's a special opportunity for a teacher to see a student proudly sharing his/her learning with parents. I thoroughly enjoyed seeing each students shine. I will be emailing photos soon. Taking part in the conferences was hugely rewarding!

## Number and Base 10 with Multiplication and Division

Vocabulary for the next unit:

Array (an arrangement of objects in rows and columns)

Columns (the vertical groups in a rectangular array)

Repeated addition (e.g., 2 + 2 + 2)

Rows (the horizontal groups in a rectangular array)

Tessellation (tiling of a plane using one or more geometric shapes with no overlaps and no gaps)

Equation (number sentence)

Number path

Skip-counting (counting by a number other than one)

Tape diagram

## Reading Comprehension Skills - End-of-Grade 2

To obtain a “3” (proficiency) on their report cards in June, students must be able to independently read a level 28 (M) nonfiction text and answer questions, in writing, using their own words. This assessment can be quite challenging. We will be working with many of the children 1:1 or in small groups to practice explicit skills that are mentioned below. We encourage all students to read nonfiction texts in class and at home. If you have any questions, please feel free to email me.

Here are the skills assessed during the reading assessment:

1. Look at a Table of Contents and ask 3 questions about the chapter titles. Example—a book called “SNOW” and a chapter called “Snowflakes.” Students should turn that chapter title into a question that they wonder about such as: “How are snowflakes formed?” or “Are all snowflakes really different?”

2. Understanding what headings are used for, at the top of a page. (“Why is this heading here? Why do authors use headings?”)

3. Understanding a chart/map/graph (“What does it show you?”)

4. Be able to look at the headings of a NF text and write two facts for each heading.

5. Interpreting and reflecting on the text (Example: “What was the most important thing you learned from reading this book?” “Why do you think that was important?”)