• What We Are Learning!

    I am going to try to keep this page up to date so you will have an idea on what we are doing in class. Please always feel free to contact me through ClassDojo or my email (lindsey.pye@marion.k12.fl.us) if you have any questions or concerns about your student, the assignment, or extra support you can provide at home. Don't forget your child can access their student portal and have access to MyOn where they can read a plethora of books that are on their level. If they have forgotten their passwords, please email me.

     

    Math:

     Unit 1: Place Value

    Focus Math Standard(s): 08/24 – 09/25

    MAFS.2.NBT.1.1 – Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g. 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

    1. 100 can be thought of as a bundle of ten tens – called a “hundred.”

    2. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

    MAFS.2.NBT.1.2 – Count within 1000; skip-count by 5s, 10s, and 100s. (DOK 1)

    MAFS.2.NBT.1.3 – Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (DOK 1)

    MAFS.2.NBT.1.4 – Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. (DOK 2)

    MAFS.2.NBT.2.8 – Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. (DOK 1)

     

    Reading:

    The most important thing you can do to help your child become a better reader is to read to them and with them. Discuss the story with them like you would with a friend at a book club. Instead of recall questions like, "What is the name of the character?" ask them questions about how different characters responded to the problem or even in a story. Did anything surprise them in the story? If you make reading a special time your child will learn to look forward to reading.

     

    Focus ELA Comprehension Standard(s): 08/24 – 9/11

    LAFS.2.RL.1.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (DOK 2)

    LAFS2.RL.1.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (DOK 3) LAFS.2.RL.1.3 - Describe how characters in a story respond to major events and challenges. (DOK 2)

     

    Focus Language Standard(s): LAFS.2.L.1.1d - Use reflexive pronouns (e.g., myself, ourselves). (DOK 2)

    LAFS.2.L.1.1e - Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). (DOK 2)

    LAFS.2.L.1.1f - Use adjectives and adverbs, and choose between them depending on what is to be modified. . (DOK 2)

    LAFS.2.L.1.2d - Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). (DOK 1)

    LAFS.2.L.3.4a - Use sentence-level context as a clue to the meaning of a word or phrase. (DOK 2)

    LAFS.2.L.3.4d - Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). (DOK 2)

     

    Focus Foundational Standard(s): SKILLS DOMAIN

    LAFS.2.RF.3.3a- Distinguish long and short vowels when reading regularly spelled one-syllable words (DOK 1)

    LAFS.2.RF.3.3b- Know spelling-sound correspondences for additional common vowel teams. (DOK 1)

    LAFS.2.RF.3.3c - Decode regularly spelled two-syllable words with long vowels. (DOK 1)

    LAFS.2.RF.3.3d - Decode words with common prefixes and suffixes. (DOK 1) LAFS.2.RF.3.3e - Identify words with inconsistent but common spelling-sound correspondences. (DOK 1)

    LAFS.2.RF.3.3f - Recognize and read grade-appropriate irregularly spelled words. (DOK 1)

       

    Writing:

    TopScore:

    Lesson 1 - Introduction to Writing

    Section 1 - Expository Writing 

     

    Science: 

    Focus Science Standards: 08/24 – 09/11

    SC.2.N.1.1 (DOK 3) - Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate based on those explorations.

    SC.2.N.1.2 (DOK 2) - Compare the observations made by different groups using the same tools.

    SC.2.N.1.3 (DOK 3) - Ask "how do you know?" in appropriate situations and attempt reasonable answers when asked the same question by others. SC.2.N.1.4 (DOK 3) - Explain how particular scientific investigations should yield similar conclusions when repeated.

    SC.2.N.1.5 (DOK 2) - Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). SC.2.N.1.6 (DOK 2) - Explain how scientists alone or in groups are always investigating new ways to solve problems. 

     

    Social Studies:

    Sanford Harmony:

    Unit 1: Diversity and Inclusion

    Goals:

    • Get to know one another
    • Discover and appreciate commonalities
    • Appreciate and learn from diversity
    • Develop an attitude of inclusion
    • Embrace a common classroom identity
    • Feel valued as an individual and as a member of the group

    Focus Social Studies Standards: Sanford Harmony: 08/24 – 09/04; Focus Standards 09/07 – 10/02

    SS.2.G.1.1 – Use difference types of maps (political, physical, and thematic) to identify map elements.

    SS.2.G.1.2 – Using maps and globes, locate the student’s hometown, Florida, and North America, and locate the state capital and the national capital. SS.2.G.1.3 – Label on a map or globe the continents, oceans, Equator, Prime Meridian, North and South Pole.

    SS.2.G.1.4 – Use a map to locate the countries in North America (Canada, United States, Mexico, and the Caribbean Islands).