Classroom Handbook




Learn With Mrs. Lindauer
Classroom Handbook
Harmony Elementary
2nd Grade
2016-2017
Contact Me:
School Phone: (502) 228-2228 ext. 221
 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!!!           
Description: j0232913
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!!!