What will Second Graders learn this quarter?
4th Quarter
March 31 - June 12
*Our critical thinking skill focus will be synthesis- Putting parts together to build understanding of a whole concept or to form
a new or unique whole.
*Our academic success skill focus will be effort/motivation/persistence- Working diligently and applying effective strategies
to achieve a goal or solve a problem; continuing in the face of obstacles and pressures.
Our Unifying Questions Are…
 How can describing the outcome of a goal motivate
you?
 How does identifying what you know or can do help set
an achievable and challenging goal?
 How do organizing or combining ideas or information
help you create something new or solve a problem?
 How can trying a new strategy or choosing a different
strategy help you to reach your goal?
 How does organizing ideas or information help you
create something new or solve a problem?
What will this look like?

We will set goals, identify achievements and compare ourselves
to an important historical figure.
 We will think about the meanings of words we know to help us
determine the meanings of unknown words.
 We will examine the components of different shapes to
recognize, describe and draw the shape.
 We will ask clarifying questions about our understanding of a
story to help us determine the right comprehension strategy.
 We will organize and explain our ideas to help us know when we
have identified the rhythm and meaning of a poem.
 We will consider and explain place value relationships to help us
check for accuracy when adding and subtracting numbers.
 We will organize and explain our ideas to help clarify our writing.
What Will We Learn in Reading and Writing?
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Compare and contrast the most important points presented by two texts on the same topic.
Describe how reasons support specific points the author makes in a text.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases choosing flexibly from an array of strategies.
Write informative/explanatory text which introduces a topic, uses facts and definitions to develop points, and provide a concluding statement or
section.
Write narratives which recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use
temporal words to signal event order, and provide a sense of closure.
Create stories or poems; add drawing or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and
feelings.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
How Will We Learn These Things?
 By listening to, using and discussing many different reading
strategies.
 By listening to, using and discussing many different types of
texts and asking the 5 “W” questions.
 By identifying historical events and their chronological order.
 By reading poetry and looking for rhythm and meaning.
 By reading EVERY day both at school AND at home.
 By writing EVERY day.
 By expanding my ideas and trying new ways to communicate
in writing.
 By focusing on the main idea and supporting details of texts.
Vocabulary: *rhythm
*syllable
*rhyme
*alliteration
Why Are We Learning This?
 To understand that reading fluently allows me to make
meaning from what I am reading.
 To understand that words and rhythm create images in poetry.
 To understand that integrating ideas, information and theories
can expand my understanding of a text.
 To understand that there are many processes that will help me
communicate in writing.
 To understand that gathering information from multiple
sources enriches my understanding of my topic.
*personification
*homophones
*time line
What Will We Learn in Math?
Fluently add and subtract within 20 using mental strategies.
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and
subtraction.
Fluently add and subtract within 1,000 using concrete models or drawings and strategies based on place value, properties of operations and
relationships between addition and subtraction. Recognize that sometimes it is necessary to compose or decompose tens or hundreds when
adding or subtracting three digit numbers.
Add up to four two-digit numbers using strategies based on place value and properties of operations.
Explain why addition and subtraction strategies work, using place value and the properties of operations.
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles,
quadrilaterals, pentagons, hexagons and cubes.
How Will We Learn These Things?
Why Are We Learning This?
 By using a variety of mental strategies for solving sums to 20.
 By adding to, taking from, putting together and taking apart
numbers and number sentences using numbers between 1999.
 By using our language skills to explain why operations work
the way they do.
 By working with different shapes to determine the number of
sides, angles and faces and what type of shape it is.
 To become fluent in our addition and subtraction facts!
 To develop our number sense so that we can use numbers in
more complicated ways.
 To be able to completely explain how different operations
work and how we know.
 To show visual representations of number values.
 To recognize the different qualities that make up the world
around us.
Vocabulary:
*angle
*faces
*hundreds
*tens
*ones *compose
*decompose
* triangle
*quadrilateral
*pentagon
*hexagon
*cube
What Will We Learn in Social Studies and Science?
Describe relationships among a series of cause and effect events using a timeline.
Describe the relationship among events in a variety of timelines.
Develop a timeline showing personal achievements.
Compare past and current images of modes of transportation.
Gather and interpret information about a person from the past.
Prepare basic habitats for Painted Lady larvae and record observations.
Explain how life cycles differ from species to species.
Explain why Painted Lady butterflies should be released into a natural environment.
Describe how Earth’s relationship to the sun affects Earth’s weather.
Observe sunspots and compare observable features of sunspots to craters on the moon.
Observe and describe patterns of change over time in the location of the sun
How Will We Learn These Things?
 By working in groups to develop understandings of
relationships among events.
 By listening to, using and discussing many different types of
texts and asking the 5 “W” questions.
 By identifying historical events and their chronological order.
 By identifying what larvae need to stay alive throughout their
lifecycle.
 By designing a habitat for a Painted Lady larva.
 By describing how the Earth’s tilt affects weather
 By comparing observations of the moon to observations of
sunspots.
Why Are We Learning This?
 To recognize that identifying relationships among events helps
my understanding of history.
 To understand the purpose of a timeline.
 To identify the basic needs of a Painted Lady larvae.
 To understand why the needs of a Painted Lady larvae change
depending on its life cycle stage.
 To explain the earth’s relationship with the sun and how it
affects the weather.
 To compare and contrast the features of the moon and the sun.
Vocabulary:* chronology *event *history *relationship *timeline *transportation *life cycle *habitat *larvae *species *sunspot *tilt
Important Dates and Information for Quarter 4
Contact Information:
 To report absences, late arrivals, early pick-ups or ANY change in your child’s dismissal routine: Call the
Main Office at 301-230-5919. There is a machine that takes messages if it is after hours. You may
email the teacher as well, but you MUST contact the office.
Teacher Name
Email
Donna Bardin
[email protected]
Lisa Ortiz
[email protected]
Rachel Kramer
[email protected]
Michele Werlin
[email protected]
Sabrina Goldberg
[email protected]
Important Dates
Monday, March 31
First Day of Quarter 4
Monday, April 15- Monday, April 21
No School: Spring Break
Thursday, May 29
Portrait Gallery Field Trip: Kramer/Ortiz
Wednesday, April 9
Friday, May 23
Report Cards Sent Home
Monday, May 26
Portrait Gallery Field Trip: Bardin/Werlin
No School: Memorial Day
Thursday, June 12
Last Day of School* This date is subject to
change