Learn With Mrs. Lindauer
Classroom Handbook
Harmony Elementary
2nd Grade
2016-2017
Contact
Me:
School Phone: (502)
228-2228 ext. 221
School Website: www.oldham.kyschools.us/Harmony
Class Website: http://harmonysecondgrade.blogspot.com/
Daily Schedule
7:25-7:40...Unpack,
Lunch Choice, Agenda, & Morning Work
At this time, students demonstrate
responsibility by turning in notes, choosing their lunch, putting away their
backpacks, hanging up their coats, completing the agenda message and any
morning work. Arriving at school at 7:25
allows your child time to settle in and not feel rushed. Breakfast is only served from 7:25 to 7:45.
7:40-8:00…Pledge of
Allegiance, Morning Meeting, and Calendar
We begin our day by saying the Pledge
of Allegiance and then move on to our morning meeting. During each meeting we focus on how we are
using our 7 Habits. Our class mayor announces any news and talks about our day
ahead. We then conduct calendar
activities to reinforce math concepts and calendar skills.
8:00 – 9:00… Math
Workshop
Math Workshop includes multi-level
instruction, skill development, and practice in mathematics. Students will participate in mini lessons
both whole group and small group, and they will frequently work and learn cooperatively
with hands-on activities. This year our
second graders will receive math instruction in flexible grouping. After each unit’s pre-test, the second grade
team will analyze the results and group students by ability.
9:00- 9:45… Restroom,
Snack and Science or Social Studies
During this time, students are
involved in instruction and hands-on projects that are centered on science and
social studies concepts. Concepts will
also be reinforced with differentiated reading texts/passages. Science and social studies instruction will
alternate.
9:45 – 11:15… Reader’s
Workshop, Word Work, Guided Reading Groups
During Reader’s Workshop, students
will participate in whole-group instruction. There is also a thirty minute
block of time in which students will meet with a guided reading group. Students participate in guided reading
focusing on individual goals for each student.
Students will also have the opportunity to independently read a just
right book, while I confer with students to practice specific decoding and
comprehension strategies.
11:15 – 11:35 Wellness
& Restroom Break
11:40 – 12:05… Second Grade Lunch
Window
Bertuccio 11:31 – 11:56
Bowden 11:34 – 11:59
Burger 11:37 – 12:02
Lindauer 11:40 – 12:05
12:05 – 12:35 W.I.N. Time (What I Need
Time)
During this time, teachers will work
with students on interventions in small groups and 1:1. This is a time to re-teach concepts to
students who may need extra time to gain mastery of the required skill.
12:35 – 1:20…Related Arts &
Restroom Break
Art, Physical Education, Music, and Technology
are on a five day rotation at Harmony Elementary. Teachers specializing in each
area provide services.
Music Teacher: Mr. Albritton
P.E. Teacher: Mrs. Kinnison
Art Teacher: Mrs. Connell
Technology: Mrs. Thornton
Library: Mrs. Clark/Mrs. Hope
1:20 – 2:10… Writer’s Workshop
During short mini-lessons, I offer and
demonstrate writing strategies that the students can use to improve their
writing skills. The students then write
independently implementing these strategies in their own writing. I confer
individually and with small groups about writing during this time as well. Students also have the opportunity to share
and gain feedback from their peers during share time.
2:10-2:20…Afternoon Jobs/ Take Home
Folders
This is when we come together to
review our day, collect take home folders, complete our classroom jobs, and
pack our bags.
*Agendas/Planners will go home daily
and are expected to be brought to school every morning.
*Wednesday envelopes (with school wide
information) will come home every Wednesday and should be signed and returned
to school every Thursday.
2:20…Dismissal
*If your child has a transportation
change or note for the office please write it on a separate piece of paper and
put in your child’s take home folder. Please remember if your child will be
transported home in any way other than the usual way, I must have a note with
your child’s full name, my name, date, an explanation of the change, and a
signature.
Homework
Homework is assigned for the following
reasons:
·
to practice a concept or skill that has already been taught
within the classroom
·
to promote good study habits
·
to develop positive attitudes toward school
·
to demonstrate to students that learning can also take place
outside of the school setting
Daily Homework consists
of Reading for 15 minutes each evening.
Other suggested activities for home related to Math, ELA, Word Work, and
Social Studies / Science will be listed on the weekly Snapshot.
Reflections
On
Fridays your child will usually bring home a written reflection to share with
you in their Reflection Folder. This is an opportunity for you to see what
they’ve been learning. Don’t forget to respond to your child’s reflection with
a short note. It makes them feel proud of all their hard work and effort. They
will have the opportunity to share your response with their classmates. Please make sure the reflection folder comes
back on Monday.
Here are some ways you can help your child with
reading:
*Make
sure there is a special “home reading” time each day.
*Read a
story, some poems, or a letter each day.
*Listen
to your child read or you read to your child each day.
Here are some ways you can help your child when
he/she comes to a word that is unfamiliar:
*Wait a
moment and let your child think about it.
*Remind
your child to look at the pictures for a clue.
*Suggest
to your child to look at the first letter and “get your mouth ready” to sound
it out.
*If
he/she still can’t get it, TELL them the word.
Here are some ideas to talk about after you have
finished reading:
*What
did/didn’t you like about the story?
*What did
you think of the story?
*What did
you think about the illustrations (pictures)?
*How does
this connect to your life?
*Can you
retell the story?
___________________________________A
Note about Spelling
The
experiences most of us had in school led us to believe that spelling is a
matter of memorizing words and being able to reproduce them on demand. The
primary teachers have found through our research into best practices that this
is not the case. Memorization plays a part in the spelling process, but there
are many other skills necessary for a person to be a successful speller. We
know that if our students are to learn to spell, our teaching must include the
following components:
- Children must write daily in
order to learn to spell. The more writing they do, the more they learn
about spelling. Spelling is a skill of constructing words, not of
memorizing words. Therefore children who learn to “invent” spellings know
more about our spelling system and are ultimately better spellers than
those who have only tried to memorize words. Invented spelling will not
“stick”. Children will not memorize invented spellings and maintain them
throughout their lives any more than they retained baby talk. However,
“invented” spelling is the first step toward developing the skills
necessary to spell words correctly.
- Children must read daily.
Children will learn to spell the way they learned to talk-by approximating
what they see/hear around them, and gradually getting closer and closer to
standard English. If they read a lot, they will see standard spellings far
more often than invented spellings. From these models and from the help
and instruction we give, children will build their knowledge of how words
are constructed, gradually come closer to standard spelling, and abandon
their “inventions.”
- We will be instructing students
in the following ways in order to increase their spelling ability:
1. Matching sounds with letters.
2. Studying word and sound patterns
(e.g. “at” family and “ight”)
3. Considering how a word is used.
(for example, past tense adds “ed” to a word, even if it sounds like “it”)
4. Considering the meaning of a word:
(e.g. “please” and “pleasant” have the same vowel combinations, even though
they are pronounced differently. It is the meaning that gives you the correct
spelling, not the sounds.)
We will be
assessing students’ spelling through their writing and also through specific
lists designed to show us which patterns and strategies children know and can
apply.
__________________________ Second Grade Classroom
Expectations
Be Safe
Be
Respectful
Be
Responsible
Here at Harmony Elementary, we believe in natural
and logical consequences. We strive to
promote positive behavior and always try to provide positive reinforcements
that are not in the form of tangible objects (no treasure chests or colorful
behavior charts). We believe in working
as a team and community where everyone can offer their strengths to the whole
group. Negative situations will be
handled on an individual basis, with logical consequences. It is my job as a teacher to make every child
feel comfortable in the classroom and that begins by modeling and setting
positive examples on how to make good choices to help everyone grow and learn
in our classroom.
Here are some examples of positive reinforcements in the classroom:
*Verbal Praise/Compliments:
Good Job!
Way to go! Thanks for
helping! I love your helping hands!
*Class Celebration: examples include…
Pajama Day!
Hat Day! Lunch with a movie!
Lunch with the teacher! Lunch with a friend! Read with a friend! Extra
Free Time! Game Time! Special share time!
*A Good Note Home
*A Good Phone Call Home
*Sit in a special chair
*Hugs and High Fives
Here are some examples of logical consequences:
*Verbal Warnings
*Losing the right to use things
*Teacher “chooses” free time activity
*Phone call or letter home
*”Think Time”…take time to cool off away from others
Harmony School-Wide
Expectations
|
Be Respectful
|
Be Responsible
|
Be Safe
|
Arrival
|
1. Enter quietly and safely
2. Greet others warmly
3. Listen and follow directions
|
1. Be on time
2. Be in assigned area
|
1. Walk
2. Stay on the right side of the hallway/stairwell
3. Help others
|
Hallways/Stairwells
|
1. Keep hands, feet and objects to yourself
2. Maintain silence
|
1. Walk on the right side of the hall/stairs
2. Return to class promptly
|
1. Keep hands, feet and objects to yourself
2. Maintain silence
3. Walk on the right side of the hall/stairs
4. Walk using one step at a time
5. Use the handrail
|
Cafeteria
|
1. Use appropriate table manners
2. Use appropriate voices
3. Eat your own food
4. Raise your hand if you need something
|
1. Clean up your area
2. Follow directions
3. Stay seated unless you have permission
|
1. Keep hands, feet and objects to yourself
2. Stay in your seat
3. Eat your own food
|
Playground
|
1. Listen and follow directions
2. Use equipment properly
3. Be kind to others
4. Include everyone
|
1. Line up when signaled
2. Return equipment after use
|
1. Use equipment properly
2. Stay within identified boundaries
3. Keep hands, feet and objects to yourself
|
Bathrooms
|
1. Wait your turn
2. Respect other’s privacy
3. Stand quietly in line (no talking)
|
1. Be quick, quiet and clean
2. Use equipment properly
|
1. Keep hands, feet and objects to yourself
2. Quietly wait your turn
|
|
Be Respectful
|
Be Responsible
|
Be Safe
|
Assemblies
|
1. Use good manners
2. Applaud when appropriate and applaud appropriately
|
1. Stay with your group
2. Follow directions
|
1. Keep hands, feet and objects to yourself
2. Walk on steps, use rail
|
Fieldtrips
|
1. Use good manners
2. Applaud when appropriate and applaud appropriately
|
1. Stay with your group
2. Follow directions
|
1. Keep hands, feet and objects to yourself
2. Stay with your group
|
Bus
|
1. Greet others
2. Talk in a quiet voice
3. Use polite language
|
1. Stay seated
2. Talk in a quiet voice
|
1. Keep hands, feet and objects to yourself
2. Stay seated, facing forward
3. Keep isle clear
|
Dismissal
|
1. Listen and follow directions
2. Go promptly to assigned area
|
1. Arrive in a timely manner
2. Listen and follow directions
3. Maintain silence
4. Have all personal belongings together
|
1. Sit quietly
2. Keep hands, feet and objects to yourself
3. Listen and follow directions
|
Our
Classroom Philosophy is based upon the book Have You Filled a Bucket Today?
by Carol McCloud. Bucket Fillers say and do nice things for themselves and
others.
Our Class Mission:
We
the 2nd grade family of room 221 will be respectful, responsible,
and safe.
We
will be hard working and learn new things every day.
We
will listen to our classmate’s ideas.
We
will show kindness with our words and actions.
We
will be a team of leaders in our class, school, and community.
___________________________School Wide Food Policy
1)
No
food may be brought in for celebrations (birthdays, holiday parties, writing
celebrations, end of the year activities, etc.). Only Nonfood items (pencils, erasers,
stickers) may be used for celebrations.
2)
No
food will be used for instruction, prizes, awards, or treats during school.
Our Class’s Healthy
Snack List
Please…NO Nut Snacks!!!
Each
child is allowed to bring a healthy snack and a SMALL water bottle each day.
Examples
include:
-
Carrots
-
Broccoli
-
Celery
Sticks
-
Cheese
Stick
-
Fruit
-
Crackers
-
Pretzels
-
Dried
Fruit
-
Apple
Sauce
-
Popcorn
-
Rice
Cakes
-
Granola
Bars
-
Cereal
Bars
_______________________________________Second Grade
Curriculum
Social Studies
·
Community
Building / 7 Habits of Happy Kids (Leader in Me)
·
World
Geography
·
Westward
Expansion: Pioneers, Native Americans
·
Early
Civilizations: China , India , Greece
·
The
Civil War
·
Civil
Rights
·
Earth
Landforms
·
Symbols
and Figures
Science
·
Building
a Community of Scientists and Engineers
·
Structures
and Properties of Matter
·
Interdependent
Relationships in Ecosystems
·
Processes
that Shape the Earth
Math
·
Unit
1: Number and Operations in Base 10
·
Unit
2: Operations and Algebraic Thinking –
Part A
·
Unit
3: Number and Operations in Base 10 / Measurement and Data
·
Unit
4: Measurement and Data
·
Unit
5: Measurement and Data / Geometry
·
Unit
6: Operations and Algebraic Thinking
Part B / Geometry
ELA (Reading and Writing)
Unit 1: Building a Literate Community
Building a classroom culture where literacy is
valued is the focal point of this foundational unit. Deliberate and thoughtful
instruction on the routines and rituals of the workshop structure, as well as
delineation of the roles of the teacher and student, helps set the stage for
the development of a classroom environment where thinking, inquiry,
collaboration and student independence are nurtured. An emphasis is placed on
having students take personal responsibility for their learning and for knowing
“what to do when I don’t know what to do”. Students begin their yearlong
journey of examining what it means to be literate through an overview of the
reading and writing experience.
Unit 2: Building Bridges with
Unlikely Friends
In this fourth
second grade unit, students explore literal and figurative language through the
theme of building bridges. Students
begin to understand that objects or phrases can represent events, experiences,
etc. in life (metaphors). The reading focus of this unit is on teaching
students to think deeply about the fictional characters in a story and the
problems those characters face. This unit invites students to begin to
understand that the physical attributes of something (bridge) can support a
real-life understanding of the interactions of people (friendship). There is an emphasis on word choice, meaning,
and language. There is also a focus on friendship and students being able to
write letters as a way to build bridges toward making new friends in a
different school located in a different regional setting, if possible. The work in this unit is a “bridge” toward
Unit 5 where students will be asked to better understand the perspectives of
characters in both literary and informational texts and focus on a main topic
as they continue to work on informative/explanatory writing and begin narrative
writing.
Unit 3: A Season for Chapters
In this second
unit of Grade 2, students focus on the beauty of language—in chapter books,
informational texts, and poetry—related to the four seasons. The intent of the
unit is to help students begin to understand how an author purposefully weaves
a text together around a main topic and with a strong beginning and ending.
Something new for second-graders in Unit 2 is the idea that an author
intentionally writes each paragraph to have a purposeful focus and that all of
the paragraphs in a text combine to create a longer, cohesive piece. While
students will be asked to do different types of writing throughout the learning
events in this unit, the focus is on shared research as a way to scaffold
students toward independently completing an informative writing piece in the
next unit. The exposure to the rich language in all different types of texts in
this unit leads students to understand the importance of deliberately choosing
their words as they craft their own writings.
Unit 4: The Wild West
In Unit 3, students read literature set in the
“Wild West”: chapter books,
informational texts, songs, tall tales, and fairy tales. The “Wild West”
theme gives students exposure to a large array of different types of literature
while building their background knowledge about one part of American history.
Students will be asked to analyze tall tales as they try to separate truth from
fantasy and compare two or more versions of the same story. Some of the
suggested texts and learning experiences in this unit help students begin to
understand the power of developing a strong setting, built around factual information.
This unit also builds on the shared research in the last unit as students will
be asked to research and write a short informative/explanatory piece. This
writing focus will continue in the next unit. Students will also continue to
focus on the main purpose of an informational text in the next unit.
Unit 5: A Long Journey to Freedom
Moving forward with Unit Four’s “building
bridges” focus of making friends and thinking deeply about fictional
characters, students recognize the long and multifaceted effort to break down
barriers to racial equality in the United States in this unit. By
reading both literary and informational texts, students see the links between
historical events and the people at the center of those events. This unit
focuses on students reading and comparing both fictional accounts as well as
informational texts (e.g., biographies, autobiographies) to understand how
multiple perspectives weave together events in history. Students write both
narrative and opinion pieces in this unit and there is an emphasis on using
digital tools to collaboratively produce a product. This unit work is preparing students to write
stronger, well-developed narrative pieces in the next unit and to learn to
compare and contrast main points as they begin to write opinion pieces in this
unit.
Unit 6: Hand Me Down Tales from Around the World
In Unit 6 of second grade, students continue to
practice opinion and narrative writing as they read poetry and a wide variety
of legends, folktales, and informational books from around the world. The
nonfiction books in this unit will help build students’ schema about world
geography and culture. There is a different slant on narrative writing in this
unit as students will be asked to write an imaginary narrative. Although
students compared versions of tales in unit three and tried to
separate reality from fantasy in some tall tales, they will now compare a
narrative version of a story to a poetic version, using tales such as The Pied Piper, as they once again try
to determine what is real and what has been exaggerated. Students will continue to study the central
message, lesson or moral of the different literary texts. Students develop
independent reading skills as they read texts on grade level (and beyond)
throughout this unit. The continued work with opinion pieces is helping prepare
students for the next unit when the focus will be on using facts from
informational texts to solidify their personal opinions.
Unit 7: Taking Care of
Ourselves
Throughout this school year, second graders have
worked hard to build background knowledge and stamina as readers and writers as
they have learned more about their world. This unit pulls them back to
themselves and introduces topics that are pertinent to their own lives. In this
final unit of second grade, students will be challenged to show how they have
grown as readers, thinkers and writers as they are asked to independently
complete several tasks. Students will enjoy a wide range of reading and revisit
informative/explanatory writing while studying human body systems and healthy
eating habits. Students’ reading fluency
and comprehension skills will be stretched as they are asked to independently
discover the hidden messages in a diverse group of fictional texts that all
have a food theme. Students will continue to be challenged as writers as they
must use evidence from texts to support their personal opinions.
Writing Workshop
An important part of our classroom is
writing workshop. Writing development
must be nurtured in the context of personal writing. Writing Workshop gives children this
opportunity. Children write as best as
they can (in invented spelling) with the letter and sounds they know. Children are encouraged to write poems,
stories, letters, cards, lists, and many other different forms of writing for a
variety of purposes. I am helping
children learn that what they say is important and that it can be written
down. I believe helping students create
a life around writing will help them become better writers. Children will grow as writers by having daily
time to write, selecting their own topics, writing for authentic purposes,
receiving responses to their writing, and writing for real audiences.
Some
ways to help your child with writing at home
*Encourage
your child to write the shopping list for the grocery store.
*Encourage
your child to make birthday cards for family members.
*Encourage
your child to write books, poems, letters, etc.
Have your child read his/her writing to you!
*When
your child brings home writing, read and hang it up. Have a celebration!!
*Keep
a log when you go on trips and daily outings.
Have fun!!
The 7 Habits of a Happy Kid
Habit 1 — Be Proactive
You're in Charge
Focus for Students: I am a
responsible person. I take initiative. I choose my actions, attitudes, and
moods. I do not blame others for my wrong actions. I do the right thing without
being asked, even when no one is looking.
Habit 2 — Begin with the End
in Mind
Have a Plan
Focus for Students: I plan
ahead and set goals. I do things that have meaning and make a difference. I am
an important part of my classroom and contribute to my school’s mission and
vision. I look for ways to be a good citizen.
Habit 3 — Put First Things
First
Work First, Then Play
Focus for Students: I spend
my time on things that are most important. This means I say no to things
I know I should not do. I set priorities, make a schedule, and follow my
plan. I know that I have to do my work before I can play.
Habit 4 — Think Win-Win
I Win, You Win, We Win
Focus for Students: I
balance courage for getting what I want with consideration for others. I
encourage my friends. When conflicts arise, I look for third alternatives
so everyone can win.
Habit 5 — Seek First to
Understand, Then to Be Understood
Listening Shows that You
Care
Focus for Students: I listen
to other people’s ideas and feelings. I try and see things from their point of
view (paradigm). I listen to others without interrupting. I listen with my
ears, my eyes, and my heart. I am confident in voicing my ideas.
Habit 6 — Synergize
Together we are Stronger
Focus for Students: I value
other people’s strengths and learn from them. I get along well
with others, even people who are different than me. I
work well in groups. I seek people’s ideas because I know that by teaming with
others, we can create better solutions than any one of us could alone. I look
for Third Alternatives.
Habit 7 — Sharpen the Saw
Take Care of You
Focus for Students: I eat
right, and get enough sleep (body). I learn in lots of ways and lots of places,
not just at school (brain). I spend time with family and friends (heart). I
take time to find meaningful ways to help people (soul). I balance all four
parts of myself.
How
You Can Help….
· Initial the agenda/planner
every evening
· Check your child’s
homework
· Respond to your
child’s reflections
· Read with your child
· Pack a healthy,
nut-free snack
· Check school and
class website/email once a week
· Collect box tops (The
money goes to classroom use)
· Come and have lunch
with your child every now and then
· Put lunch money with
child’s name and number on the check in an envelope
· Contact me with
concerns, no matter how big or small!
THANKS FOR YOUR
SUPPORT!!!