Welcome To Mrs. Weyerman’s TeamWelcome To Mrs. Weyerman’s Wonderful Team

Welcome to Mrs. Weyerman’s

Wonderful Team!

Course of Study

Lesson plans are based upon the Common Core Standards.

Website: corestandards.org Curriculum Maps Activities are meaningful & engaging

First, we do our morning work:

Students review and practice important skills while I work with individuals and small groups.

We practice phonics decoding skills, work with new words, and use comprehension strategies. We work in learning centers. Groups will change throughout the year based on the student’s needs and the type of center.

Reading Fluency is one of_____ our goals. What is it?

During our reading block, we learn what good readers do.

*State mandated test that measures reading fluency.SSt

*Given three times a year: (Beginning, middle, and end)

*Students are “progress monitored” at least once a month.rogress

*Benchmark is the 40th percentile. Of course, we want to aim higher.

The benchmark standards are listed below:mon

itored at least once a month.

Best results: Do repeated readi

*Our report card rubric for reading fluency is listed below. We do not use DIBELS passages for this assement.ngs and READ EVERYDAY.

•Winter – 68 words per minute

•Given three times a year: (Beginning-Middle-End)

•Spring – 90 words per minute

What is DIBELS?

Fall – 44 words per minuteWinter – 68 words per minuteSpring – 90 words per minute

 Reads with fluency

1st Trimester <44 WPM 1st Trimester 44-59 Trimester 60+ 1st Trimester(special circumstances only)

2nd Trimester <59 WPM 2nd Trimester 59-72 73-116 2nd Trimester 117+ WPM3rd Trimester <73 WPM 3rd Trimester 73 - 90 91-116 3rd Trimester 117+ WPM

Reads with limited accuracy, expression, appropriate phrasing and attention to punctuation

- Inconsistently reads with accuracy, expression, appropriate phrasing and attention to punctuation

- Reads with accuracy, expression, appropriate phrasing and attention to punctuation-Recognizes second grade high frequency word

- Consistently reads with accuracy, expression, appropriate phrasing and attention to punctuation 

How can you help improve your child’s fluency?

Read, read, read, read, read, read, read, read, read, read, read, read…

What else can you do to help your child become a better reader?

Help your child study their weekly spelling words. Focus on the phonics skill listed in our weekly agenda. www.spellingcity.com is a fun way for your child to practice.

 Reading

 Performance Level 1

 Performance Level 2

 Performance Level 3

 Performance Level 4

 Applies phonics skills

 -Unable to independently use context and phonetic clues to identify unfamiliar words

 -Inconsistently uses context and phonetic clues to identify unfamiliar words-Usually needs teacher support

 -Uses context and phonetic clues to identify unfamiliar words most of the time

 -Consistently uses context and phonetic clues to identify unfamiliar words-Identifies two- and three- syllable words

Spelling Performance Level 1 Performance Level 2 Performance Level 3 Performance Level 4

Applies spelling strategies in daily work

-Seldom uses conventional spelling-Uses resources, such as the word wall with direct guidance

-Limited use of spelling patterns in written work-Uses resources to find correct spelling of words with occasional guidance-Spells most high frequency words correctly

- Uses spelling patterns in written work most of the time-Independently uses resources to find correct spelling of words. -Applies previously taught phonics skill/spelling patterns to correctly spell unfamiliar words. -Uses correct spelling of high frequency words

- Uses spelling patterns in written work consistently-Independently uses resources to find correct spelling of words. -Applies previously taught phonics skill/spelling patterns to correctly spell unfamiliar words. -Uses correct spelling of high frequency words 

  Uses vocabulary skills

-Unable to understand and apply vocabulary skills in content areas

-Limited ability to understand and apply vocabulary skills in content areas

Beginning to transfer knowledge of vocabulary across content areas

-Independently applies vocabulary in all content areas-Consistently exhibits vocabulary skills by explaining simple common antonyms and synonyms, and using descriptive words.

Help your child study their weekly vocabulary words. Study guides will come home. When you read with your child, ask them if they know words that may be unfamiliar. Help them make connections to these words by offering explanations and relating it to words they know. We create mental images in class to help them make connections to words. Prompt them to use context clues when reading.

Writing

 Uses language skills

 -Random or no use of capitalization or punctuation 

 -Uses basic capitalization and punctuation some of the time/with teacher support 

Uses basic capitalization and punctuation most of the time/with limited teacher support 

 -Uses basic capitalization and punctuation consistently such as capitalizing names and first letter in sentences, using periods, question marks, and exclamation marks 

 Expresses ideas in writing

 - Needs considerable support to generate ideas for writing- Writing attempts to tell a story or make a point using few or no details to support the main idea- Records ideas with considerable guidance- Uses limited and repetitive word choices - Creates a plan and a first draft with direct guidance

 With teacher support:-create basic prewriting products-Writing sometimes tells a story using some details-Writing usually goes in a logical sequence-limited variety of word choice-Publishes using some steps of the writing process

 - Creates with occasional support, a variety of prewriting products, such as pictures, webs, basic outlines, and lists- Writing tells a story using interesting, important details to support the main idea- Records ideas in a logical sequence, such as beginning, middle, and ending- Begins to demonstrate an awareness of audience- Uses a variety of word choice to communicate ideas- Creates and publishes written products using most steps of the writing process

- Creates elaborate and detailed prewriting products independently such as pictures, webs, outlines, and lists- Writing tells an original/creative story using elaborate details to clearly support the main idea- Records ideas in paragraphs with smooth transitions and elaboration- Write to convey a message to an audience- Creates vivid images in writing using descriptive, new, and different words- Independently demonstrates all skills in the writing process

Rubric for Handwriting

Handwriting

Performance Level 1

Performance Level 2

Performance Level 3

Performance Level 4 Writes legibly

-Uses limited control of penmanship, such as, correct letter formation, appropriate size, spacing, and margins to make message readable

-Uses some control of penmanship, such as, letter formation, appropriate size, spacing, and margins to make message readable

- Uses correct letter formation, appropriate size, spacing, and margins to make message readable most of the time

- Uses correct letter formation, appropriate size, spacing, and margins

Can your child tell you what a story is about?

Our comprehension focus strategy will always be listed on our agenda. Ask your child questions about what they are reading before, during, and after reading. This will help train them to do it on their own. Picking a book that is right for them is an important part of comprehension. I will be sending star reading levels home to help you know the AR level that your child is on.

I have taught them how to do the method below.

Comprehends reading literature/fiction

-Unable to use comprehension strategies to understand, retell, or write about text -Unable to use question words to support key details

-Beginning to use comprehension strategies to understand, retell, or write about text -Beginning to monitor comprehension using reading strategies -Beginning to use question words to support key details

-Inconsistently uses comprehension strategies to understand, retell, or write about text - Monitors comprehension utilizing reading strategies -Inconsistently uses question words to support key details

-Applies all reading strategies across genres to understand text -Consistently self-monitors comprehension -Consistently and independently uses question words to support key details

Comprehends informational text/nonfiction

-Unable to use question words to support key details -Unable to identify main topic or idea in a nonfiction text -Uses 0-1 conventions of nonfiction

-Beginning to use question words to support key details -Beginning to identify main topic or idea in a nonfiction text -Uses 2-3 conventions of nonfiction

-Inconsistently asks and answers questions to demonstrate understanding of key details -Inconsistently identifies main topic or idea in a nonfiction text -Inconsistently uses most or all conventions of nonfiction

-Consistently and independently asks and answers questions to demonstrate understanding of key details -Consistently and independently identifies main topic or idea in a nonfiction text -Consistently and independently uses most or conventions of nonfiction

•RAZ = Reading A to Z

•Software that enables children to read books on-line and take computer generated tests.

•Books can be read at home on-line and tests can be taken at home on-line.

• User name is in front of the agenda.

RAZ = Reading A to ZSoftware that enables children to read books on-line and take computer generated tests.Books can be read at home on-line and tests can be taken at home on-line. User name is in front of the agenda.Web site: http://www.raz-kids.com/main/Login

What is Raz kids?

What is AR?

AR = Accelerated ReaderSoftware that enables children to read ‘just right books” and take computer generated tests.Web Site: https://hosted60.renlearn.com/1380172/default.htm

*Students may take an AR test when they are finished with morning work. We will also have computer lab time on a regular basis later on this year for taking AR tests and reading Raz Kids.

P.E. is at 9:05

Every other day we have a special at 8:30

Math and Science Philosophy Math and Science are

the building blocks to a firm foundation of education for all children.

Both require an active and engaging environment through the use of hands on activities and manipulatives.

Science ContentSecond Grade

Solids, Liquids, and GasesSoundLight

ForcesPlants

AnimalsLand and Water

ErosionWater Cycle

WeatherSolar System

Math Content Second grade

Addition and SubtractionProblem SolvingMath Facts to 20

Odd and Even NumbersMultiplication and Division

Read, Write, and Count to 1,000Greater and Less Than

Explain StrategiesMeasurementTelling Time

MoneyGraphsShapes

Science Process Skills

Make observations

Ask questions

Learn more

Design and conduct the experiment

Create meaning

Tell others

Math Process Skills Make connections to real

world situations

Construct knowledge

Problem solve

Investigate

Collect and Interpret Data

Math grading rubric

Rubric for Math Math Performance Level 1 Performance Level 2 Performance Level 3 Performance Level 4

Adds with Accuracy and Fluency

-Demonstrates mental computational fluency for basic addition facts with sums through 20 at a rate of 0-11 facts per minute.

-Demonstrates mental computational fluency for basic addition facts with sums through 20 at a rate of 12-15 facts per minute.

-Demonstrates mental computational fluency for basic addition facts with sums through 20 at a rate of 16-18 facts per minute.

-Demonstrates mental computational fluency for basic addition facts with sums through 20 at a rate of 19 or more facts per minute.

Subtracts with Accuracy and Fluency

-Demonstrates mental computational fluency for basic subtraction facts with differences equaling 0-20 at a rate of 0-11 facts per minute.

-Demonstrates mental computational fluency for basic subtraction facts with differences equaling 0-20 at a rate of 12-15 facts per minute.

-Demonstrates mental computational fluency for basic subtraction facts with differences equaling 0-20 at a rate of 16-18 facts per minute.

-Demonstrates mental computational fluency for basic subtraction facts with differences equaling 0-20 at a rate of 19 or more facts per minute.

Number Sense

-Demonstrates limited proficiency in understanding numbers, ways of representing numbers, relationships among numbers, and number systems -Demonstrates mastery of 0-1 of these number sense concepts (place value, skip counting, number comparisons, patterns, even/odd, estimation)

-Inconsistently understands numbers, ways of representing numbers, relationships among numbers, and number systems -Demonstrates mastery of 2-3 of these number sense concepts (place value, skip counting, number comparisons, patterns, even/odd, estimation)

-Independently understands numbers, ways of representing numbers, relationships among numbers, and number systems -Demonstrates mastery of 4-5 of these number sense concepts (place value, skip counting, number comparisons, patterns, even/odd, estimation)

-Consistently understands numbers, ways of representing numbers, relationships among numbers, and number systems -Demonstrates mastery of all six of these number sense concepts (place value, skip counting, number comparisons, patterns, even/odd, estimation)

Adds 2-Digit Numbers with and without regrouping

-Unable to add two-digit numbers with and without regrouping

-Inconsistently adds two-digit numbers with and without regrouping

-Independently adds two-digit numbers with and without regrouping

-Consistently adds two-digit numbers with and without regrouping

Problem Solving -Unable to solve problems using multiple strategies -Unable to justify the strategy used to solve problems -Unable to solve multi-step problems

-Inconsistently solves problems using multiple strategies -Inconsistently able to justify the strategy used to solve problems -Inconsistently solves multi- step problems

- -Independently solves problems using multiple strategies - Independently able to justify the strategy used to solve problems - Independently solves multi- step problems

-Consistently solves problems using multiple strategies - Consistently able to justify the strategy used to solve problems -Consistently solves multi-step problems

Measurement

-Insufficient progress toward mastery of these concepts (length, time, money, and data)

Demonstrates limited progress toward mastery of these concepts (length, time, money, and data)

Demonstrates progress toward mastery of these concepts (length, time, money, and data)

Demonstrates mastery of all five of these concepts (length, time, money, and data)

Geometry -Insufficient progress toward mastery of these concepts (identification of shapes, recognizing and drawing shapes with specified attributes, partitioning of rectangles)

Demonstrates limited progress toward mastery of these concepts (identification of shapes, recognizing and drawing shapes with specified attributes, partitioning of rectangles)

Demonstrates progress toward mastery of these concepts (identification of shapes, recognizing and drawing shapes with specified attributes, partitioning of rectangles)

Demonstrates mastery of all five of these concepts (identification of shapes, recognizing and drawing shapes with specified attributes, partitioning of rectangles)

What Parents Can Do Math

Practice math factsCount changeProblem solve

Visit websites togetherEncourage questions

Draw picturesWork puzzles

Build with blocks

Science Explore nature

Cook with your childVisit websites together

Explain how things workGo for walks together

Go to museumsRead to your child

Plant a garden

Website Resources Math MagicianWebsite: http://www.oswego.org/ocsd-web/games/Mathmagician/mathsadd.htmlSummary: This website is great for addition, subtraction, multiplication, and division practice. The website can be used by teachers, parents, and students for additional fact practice.

Geometryhttp://www.harcourtschool.com/activity/icy_slides_flips_turns/Summary: This website will help parents understand the new terminology used in the classroom for geometry. Students and parents can play games with geometric shapes by turning, flipping, and sliding them. Science A-Zhttp://www.sciencea-z.com/Summary: Students can chose from life, earth, physical, and process science topics. State and National standards are correlated to the topics.

Fun Brainhttp://www.funbrain.com/Summary: This website has many different games that students can play to help with math facts. The baseball game is a favorite!

PBShttp://www.pbskidsplay.org/popunderSummary: This is a great website that will help with inquiry skills in science and math. There are plenty of games for all ages.

Grading Scale –4, 3, 2, 1 Most work this time of year will get no higher than a 2 or 3, even if it is a perfect 100%. Standards are based on the END OF YEAR skillsA 4 means child has met the END OF YEAR standards.Let’s look at the handout explaining the new report cards.

How do we grade?

Tests:Spelling Test – ThursdayReading Story & Vocabulary Test – FridayMath Timed Test – Thursday Progression Sheet in Husky PadClass Website https://www.trussvillecityschools.com/Teachers/Cynthia.Weyerman/default.aspx Weekly Test Folders are sent home Tuesday.Progress sheet goes home weeklyReport Cards go home every trimester.

1. Email me: Cynthia.Weyerman@trussvillecityschools.com2.Write a note in the Husky Pad and make sure you tell your child to show it to me first thing. (Sometimes I don’t see it until the end of the day.)3. Call the office for all going home and important messages for the day if you were not able to send a note that morning.4. Most information is on the skills agenda and webpage.5. Feel free to call or text me (335-7021). I do not get to check my phone until after the students leave.

*If something has a or grade, and it comes home, keep it.*If it’s stapled and in the Tuesday Test folder,(Or if it’s a test that your baby put in the wrong pocket) sign the first test to indicate that you saw them before you send them back.*Sign the reading log and Husky Pad nightly.*Homework is on the skills agenda and should be written in your child’s Husky Pad if they followed my directions.

11:50

AttendancePlease have your child here promptly. They should be in the classroom before 8:00!

Excuses can be sent by email. Please get a doctor’s excuse anytime your child misses school for the doctor or dentist.

Make-up work – please talk to your child about having missed work.

*Ice-cream sold every Wednesday.*Slushies sold Tuesdays and Thursdays*Remember, no canned drinks or food in fast food bags.*Be courteous and refrain from sitting at the food allergy table

*Water is available every day for an additional charge.

*Lunch money should be sent in an envelope with lunch number written on it or paid into pay pams.

12:50

“1, 2, 3 Count Me I n” Discipline Plan Rules: Count on me to:

make good choices be respectful toward others

do my best everyday

be safe

listen and f ollow directions

Consequences:

1 Strike = Warning 2 Strike = Warning 3 Strike = Yellow Card/ Oops Note in Agenda (N in conduct f or the day)/ Time out to reflect 4 = Red Card/ Sign the Conduct Book/ Parent Contacted (U in conduct f or the day) 5 = Offi ce Referral I f a student signs the conduct book three times during a 9-week period, the

parent(s) will be contacted f or a conference.

(Your child will have a behavior comment in his/ her Husky pad EVERY day. I f your

child receives any number of strikes in excess of 2 days throughout the week, you

will be notified in the HUSKY Pad and the student will reflect on Friday during

Count Me I n, though not the whole time.)

Rewards: Students who are respectful and responsible will enjoy “Count Me I n” time. This will be a reward at the end of the day each Friday. Students will receive a ticket for “Count Me I n” if they stayed on green card all week. “Count Me I n” time may include a cooking activity, game time, or any reward

the teacher deems appropriate.

Students not included in “Count Me I n” time will be expected to complete

any assignments and reflect on their choices the previous week in a separate

room. I f a student had a time out 1 time during the week, they will serve 10

min. in the reflection room and then will be sent to participate in the reward.

I f a student had 2 time outs, they will serve 20 min. to reflect and then sent

to participate in the reward. 3 or more time outs will result in f ull time

reflection.

Field TripsOct.17th - Alabama Wildlife Rehabilitation Center  @ Oak Mountain State Park- http://www.awrc.org/   We will travel in groups of two.  We will see birds of prey, take a short hike, visit the bird hospital and see a raptor fly.  We will also eat lunch in the State Park.  *5 Chaperones possibly allowed. Must pay $3 to get into the park.

Dec. 3rd - Children's Theatre and possibly Art Museum *1 Chaperone per 10 children at Museum of Art possibly

Spring - Museum of Flight and Birmingham Southern

Money will be collected at one time. Field trip shirt order forms here tonight.

According to the Alabama Department of Education Administrative Code, “all second-grade students will be observed as potential gifted referrals using a gifted behavior checklist provided by the State Department of Education.” The purpose of this requirement is to ensure that students from all populations and socio-economic groups, as well as students with disabilities and students who are limited-English proficient are given the opportunity to be considered for gifted services.

2nd Grade Child Find

I look forward to working with you and your child this year. It is going to be a wonderful year filled with exciting learning activities!

References

Alabama Learning Exchange, (2005). Alabama State Course of Study. Retrieved from:

http://alex.state.al.us/standardAll.php?grade=0&subject=S1&summary=2

Alabama Learning Exchange, (2005). Alabama State Course of Study. Retrieved from:

http://alex.state.al.us/standardAll.php?grade=1&subject=S1&summary=2

Alabama Learning Exchange, (2005). Alabama State Course of Study. Retrieved from:

http://alex.state.al.us/standardAll.php?grade=2&subject=S1&summary=2

Alabama Learning Exchange, (2010). Alabama State Course of Study. Retrieved from:

http://alex.state.al.us/standardAll.php?grade=0&subject=MA2&summary=2

Alabama Learning Exchange, (2010). Alabama State Course of Study. Retrieved from:

http://alex.state.al.us/standardAll.php?grade=1&subject=MA2&summary=2

Alabama Learning Exchange, (2010). Alabama State Course of Study. Retrieved from:

http://alex.state.al.us/standardAll.php?grade=2&subject=MA2&summary=2

I want to say a very special thank you to Shayna Swann, Debbie Gray and Linda Odom for allowing me to use parts of their power points.