Welcometo

Ms. Hudson’sSecond Grade Class!

2014-15

I have taught kindergarten, first, and second grade. Second grade is my favorite grade. I received a master’s degree in curriculum and instruction from McDaniel College in 2011. I am four courses away from a master’s plus 60 graduate credits.I believe in getting the students up and moving throughout the day.Movement is used to help students learn concepts and for brain breaks.I am an “Arts Integrated” teacher incorporating art, music, dance, and drama into the curriculum.

Benny Kramer and

Max

LexiLexi

Hanna

I believe that all students can learn. They come to school with varying readiness levels, learning preferences, and interests. To ensure that every child makes progress and is successful, I differentiate my instruction. In my class I use student groups, centers, tiered assignments, and multiple activities to help my students improve their skills and knowledge. Learning happens best when it is fun, motivating, and rigorous!

PBIS – Positive Behavioral Interventions and Supports Teach and support positive behavior Rewards for following the school-wide “On Track” rules:

- T enacious- R eady to learn- A ccountable- C reative- K ind

Grades- A = 90 - 100%- B = 80 – 89%- C = 70 – 79%- D = 60 – 69%- E = 59 and below

Agenda Book (DJ)- record daily homework assignments and behavior

- use as correspondence to and from home - sign every day Take Home Folder

- daily papers on right side, homework on left- remove daily papers and return with only hw

Wednesday Work Folder (WWF)- tests, graded class work, and school memos- remove all papers, sign the checklist, return Thurs.

Homework - math, spelling, and reading nightly Absences - note required for an excused absence

1. The goal of the CCSS is college and workforce readiness for all students.2. States led the effort to develop the CCSS, not the federal government.3. The CCSS are not a curriculum and do not tell teachers how to teach.4. Better standards call for better assessments – common set of tests5. The CCSS focus on 21st century skills – problem solving, collaboration, critical

thinking, and creativity – that are vital in college and today’s workplace6. The CCSS create consistent learning goals for all students regardless of where

they live or go to school. 7. The CCSS are aligned to college and workplace expectations – reflect the

knowledge and skills most valued by employers and higher education (Students who master the standards will be on track to graduating from high school fully prepared for their next steps.)

8. The CCSS are benchmarked against academic standards from the world’s top-performing countries.

9. The CCSS call for changes in learning for ELA and mathematics – students will read more complex nonfiction and fiction texts and defend their opinions

10. The CCSS delve deeper into core concepts – cover subjects in greater detail

Word Study - sounds and letters, phonemic awareness, phonics and fluency, word knowledge, blending, decodable books

Comprehension - build background, predict, vocabulary, read a variety of stories, comprehension skills and strategies, literary elements

Writing - spelling, writing, grammar, usage, mechanics

- personal narrative, opinion, poetry, lab reports

Units: Friends and Family, Community Heroes, Let’s Create,

Better Together, Growing and Changing, The World Around Us

2014-2015

School Improvement Plan

Home and School…Everyone shares the goal of helping children learn and

feel successful.

 OES Administration & Teachers:

Our goal is to build fluency among all students so that they meet or exceed grade level expectations.  Fluency is defined as the ability to read accurately, quickly, expressively, with good phrasing, and with good comprehension.   

What parents can do to help at home?

Support and encourage your student. Realize that he or she may be frustrated by reading.

Read to your student and read with your student. Provide an example of how fluent reading sounds.

If your student can decode words well, help them to build speed and accuracy by:

• Reading aloud and have your student match their voice to yours

• Have your student practice reading the same list of words, phrase, or short passages several times

• Remind your student to pause between sentences and phrases

Give your student books with predictable vocabulary and clear rhythmic patterns so the student can "hear" the sound of fluent reading as they read the book aloud.

Use books on tapes; have the student follow along in the print copy.

1. Fluency

OES Administration & Teachers:

Our goal is to build Tier 2 & Tier 3 vocabulary among all of our students by implementing explicit vocabulary instruction across all content areas. Tier two words consist of high frequency words that occur across a variety of domains. That is, these words occur often in mature language situations such as adult conversations and literature, and therefore strongly influence speaking and reading.

Vocabulary is important for reading comprehension, creating mature language users, and helping students understand multiple meaning in words.  Understanding these types of words are good indicators for a students progress throughout their school experience.

What parents can do to help at home?

Read books to and with your student that have rich vocabulary.

Talk to your student about words that they may not understand when they read.

2. Vocabulary

OES Administration & Teachers:

Our goal is to build reading comprehension skills using increasingly complex text (CCSS) to build reading comprehension among all of our students.   Comprehension is a process in which readers construct meaning by interacting with text through the combination of prior knowledge and previous experience, and information found within the text.

What parents can do to help at home?

Hold a conversation and discuss what your student has read.

Ask your student probing questions about the book and connect the events to their own life. For example, say "I wonder why that girl did that?" or "How do you think he felt? Why?" and "So, what lesson can we learn here?".

Help your student make connections between what they read and similar experiences he/she has felt, saw in a movie, or read in another book.

Help your student monitor their understanding. Teach them to continually ask themselves whether they understands what they are reading.

Discuss what your student has learned from reading informational text. Help them go back to the text to support their understandings.

3. Comprehension

OES Administration & Teachers:

Our goal is to teach and practice the writing process so that all students can create clean and coherent writing across all text types and for all purposes, including narrative stories, opinion

pieces, and information writing.

What parents can do to help at home?

Help your student see the different types of writing you do in your adult life. Talk about the writing you do for work and the more casual writing you do to friends. Then, have fun encouraging your student to write their own opinion pieces — ask them to write a review of last night's dinner or the last family movie you watched.

Help your student feel good about receiving feedback. Constructive suggestions can help make a student’s writing clearer and the writing process more enjoyable. Then, discover ways to share your student’s writing with a larger audience — email or mail stories and poems, have your student contribute to the family blog, and keep an eye out for writing contests designed just for kids.

Find time to share and celebrate the writing that comes home from school, highlight how writing is a part of every day, and take the time to notice and appreciate the beautiful writing found within books.

4. Writing

MathenVisionMATH and M2 programsFirst Quarter – represent and solve problems involving addition and

subtraction, add and subtract within 20, understand place value

Second Quarter – M2 Measurement (hands-on advanced learner program) length – measure and estimate lengths in standard units,

area – work with equal groups to gain a foundation for multiplication, basic facts – using 10 and using doubles

Third Quarter – use place value understanding and the properties of operations to add and subtract (within 100), M2 Geometry – shape gallery, reason with shapes and their attributes

Fourth Quarter – understand place value (focus to 1,000), use place value and operations to add and subtract, time, money, interpret data, M2 – Capacity

ScienceFirst Quarter Unit 1 – natural resources and human needs, PTD (Primary Talent

Development) Tremendous Trees Unit 2 – environmental issues, PTD Preservation Problem Solvers (the

effects humans have on environment) Unit 3 – structure of matter (parts work together, properties)Second Quarter Unit 3 (cont’d.) – conservation of matter Unit 4 – physical/chemical changes to matter, thermodynamics (heat)Third Quarter Unit 5– material and processes that shape a planet, interaction of

hydrosphere and atmosphere (rocks, dirt, wind, water) Unit 6 – organisms can grow and survive in many different habitatsFourth Quarter Unit 7 – life cycles of plants and animals Unit 8 – astronomy, electricity, magnetism

Social Studies

First Quarter - Where We Live: A Study of the Earth

Second Quarter - How We Live: A Study of People Making Choices

Third Quarter - Living Together: A Study of Cultures Living History: A Study of How Things

Change

Fourth Quarter - Our Country Today

Extras! Field Trips - Oct. 28 – in school Puppet Show on Bullying

- Friday, Dec. 5, Baltimore Symphony Orchestra performs “Ellington’s Nutcracker” – a jazzy

take on the original Nutcracker, depart OES at

10:40 and return at 1:15, $12 per student (three chaperones allowed, must buy ticket)- January – Maryland Traveling Science Center here

- Spring – Carrie Weedon Science Center(All parents participating in field trips now must

complete a background check.)

A Snapshot

Look At SecondGrade

I hope you enjoyed your visit to second grade! Your child will learn a lot and be very productive while having fun.

Here are ways to contact me: write a note in your child’s DJ call me at school – 410-222-6514 best times: before school or 2:30–3:15 email me at jahudson@aacps.org